Thoughts from a reflective educator.
I fail to see how these six things are not also true for children.
The objects that adults produce as part of their learning should be different than the objects children produce. Adults don't need to create posters (although this may still be a valuable learning experience depending on the context) at the same rate that children do during their learning.
Adults have some different external concerns (children, job, home, etc...) than do children that sometimes interfere with their ability to learn in a classroom setting, but these concerns are just different than the concerns of children, they are no less important to the learner.
Adults come to their learning with more experiences than children, and this may make any unlearning (if necessary) more challenging for them, but the fundamental process through which they learn should be significantly similar to the process children go through.
The primary difference I see between adult learning and children learning is how much power they are granted during their learning.
David is a mathematics teacher and a learning specialist for technology at Stratford Hall in Vancouver, BC. He has been teaching since 2002, and has worked in Brooklyn, London, and Bangkok before moving back to Canada. He has his Masters degree in Educational Technology from UBC, and is the co-author of a mathematics textbook. He has been published in ISTE's Leading and Learning, Educational Technology Solutions, The Software Developers Journal, The Bangkok Post and Edutopia. He blogs with the Cooperative Catalyst, and is the Assessment group facilitator for Edutopia. He has also helped organize the first Edcamp in Canada, and TEDxKIDS@BC.