Teaching is more difficult than learning because what teaching calls for is this:
to let learn.
Martin Heidegger

At ClearBlue, we are at the same time: students of learning, learners, teachers and learning practitioners. Many of us have been in the business of organizational learning for most of our careers, and we are all constantly honing our experience and understanding of how adults learn best.

Fundamentally, we apply the most appropriate progressive adult learning principles to every learning or communication project.

What is Adult Learning, Exactly?
To say we apply adult learning principles is a broad statement, and frankly, every decent training organization says that. Here's where we're different:

•  We are always seeking and learning about new ways to solve training and communication challenges - we are students of adult learning

•  We actively look for ways to creatively apply new learning approaches

•  We view each learning challenge as unique. The same learning or communication approach doesn't work for every organization, group or learner.

Our Influences
We believe in staying out in front. We follow innovative thinkers, practitioners and unusual trend setters. We also honor the foundation-builders, the pioneers. Some of the early trail blazers of adult education we rely on:

Malcom Knowles - his groundbreaking theories of Andragogy emphasize that adults are self-directed, need to learn experientially and approach learning as problem solving . He emphasizes techniques such as role play, self evaluation and simulated situations . He advises instruction be in the form of facilitation versus lecturing or grading . At ClearBlue, we couldn't agree more, and keep these guidelines at the forefront of everything we do.

Resources you may find interesting :
Knowles, M. (1975). Self-Directed Learning. Chicago, Follett

Knowles, M. (1984), The Adult Learner: A Neglected Species (3 rd Edition) Houston, TX: Gulf Publishing

Knowles, M. (1984) Andragogy in Action. San Francisco: Jossey-Bass

Carl Rogers - Rogers focuses on Experiential Learning , or applied knowledge. He defines experiential learning as that which addresses the needs and wants of the learner, includes personal involvement, self-initiation, is learner-evaluated and has a pervasive effect on the learner. For more information, click here

At ClearBlue, we believe that in situations where meaningful change and growth is needed, experiential methods are critical. These are methods by which the learner confronts and solves relevant, practical problems in a low-threat environment, and the learner has a means to assess his or her own progress and success.

Resources you may find interesting :
Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3 rd Edition).
Columbus, OH: Merrill/MacMillan

Combs, A.W. (1982). Affective education or none at all. Educational Leadership, 39(7), 494-497

We also understand that learners learn differently, and thrive when exposed to learning modalities that suit their individual needs.

Other Early Thinkers We Believe In:
C. Argyris - Double Loop Learning - for more information, click here
K.P. Cross - Adult Learning, Characteristics of Adults as Learners for more information, click here

New Ideas, Unusual Approaches
There are folks out there doing really fascinating things around learning. We try to stay on top of these things, and also incorporate ideas from outside the world of learning altogether. Some thinkers and groups we're paying attention to right now:

•  Peter Senge and the Society for Organizational Learning

•  Dave Meier - The Accelerated Learning Handbook

•  Gordon Dryden, Jeannette Vos - The Learning Revolution

•  L. Dee Fink - Creating Significant Learning Experiences

Our Approach
At ClearBlue we combine our knowledge of adult learning and our experience with our clients' organizational knowledge. From there, we arrive together at the best learning methods for each project.

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