Adult Learning Theory - sorting it out

I have been concerned that I still don't have a good handle on who does what in the adult learning theory arena. I am writing up an orientations table for my own studies. I want to get a good grounding in some of the more relevant theories that are being applied in web 2.0 educational technology. I wanted to start with the source writings of the individual theorists. But, I don't think that I am going to have the time or ability to read some of them. Bandura in particular seems very overwhelming. As such, I am going to see who has written about Bandura and see if I can get a handle on social learning theory. At this point, I'm thinking that the most applicable theories for me to look at are:

• social learning
• social constructivism
• situated learning
• experiential learning
  
• functional context
  

Taking reflections seriously

In order to be able to write my learning journal, I need to start taking this reflection thing seriously. SO, my pledge is to write at least weekly on my two major research endeavors:

• the brain, learning and its implications for using technology
  
• adult learning theory and it application to educational technology

The Brain & Learning
At this point, I have made two major strides in my research. Initially, we were tasked with finding out who the major theorists are in the field. My focus began with Jensen because he was someone that I had already read. His focus is on using brain-based learning in the K12 classroom. My impression of his writing is that because he is not focused on adults, it had very little relevance for my research. I have since noted him name as a reference in other articles. So, I may have to revisit that opinion.

I next looked at Hart. I found his book, How the Brain Learns, to be very interesting. His Proster Theory resonates with me. I relate that theory to helping Peter who, because of his NLD, had to learn rehearsed reactions to specific situations. Although, trying to generalize prosters to other situations that don't match exactly would, I think, be a bit of a challenge. As was the case for Peter. So, if a learner did not have a proster for a situation, s/he would select a different proster that s/he thought would fit the situation. In my observance of how this worked for Peter, there were times when it worked and times when that did not work at all. So, in this situation, it's hard for me to determine if that was because of his NLD, or because the proster theory does not always work out.

Hart's concept of the triune brain is very fascinating. The concept that different levels of the brain control different functions makes sense to me. The basic bodily functions need to be controlled at a very low level of processing. Relating the three brains to primal reactions to dangerous or threatening situations and its impact on our ability to learn is an interesting explanation of why learners are only able to learn in a comfortable environment. The relates to Caine & Caine's theory that requires the learner to be in a state of relaxed alertness.