New Perspectives On Andragogy
New Perspectives on
Andragogy
By: Kimberly Miller
Principles and Application of Adult Learning-5
Week 9- Individual Work
1. LEARNERS NEED TO KNOW
•
The primary core principle for adult learners is their need to know “ why” before they begin engaging in the learning process and they should be engaged in the planning of their learning. • When adults engage in the planning of their learning helps to stratify their need to know and also appeals to their self – concept as a independent learner.
• “Training researchers that have conducted research related to this premise that suggest three dimensions of the need to know: the need to know how learning will be conducted, what learning will occur, and why learning is important.”
(Knowles, Holton,
& Swanson, 2012)
2-A. Self t Directed
Learning
“’Self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.”
(M. Knowles, Principles of Andragogy, 1972)“
•
The two concepts of Self-Directed Learning:
1.
2.
Self-Directed Learning is seen a the self-teaching process where the learners are very capable of taking full control of the mechanisms and techniques of teaching themselves in specific subjects.
Self-Directed Learning is seen as personal autonomy
(taking control of the goals and purpose of learning and assuming the ownership of learning) which, Candy
(1991), calls this process autodidaxy.
2-B. SELF-DIRECTED
LEARNING
G
Grow (1991), believed that self-directed learning “is situational and that the teacher’s job is to match styles with the student.
Grow conducted 4 stages and corresponding teaching styles.
The “reasons that the learner is to be in a particular stage can often be related to their self-teachings skills , personal autonomy, or both.” (Knowles, Holton, Swanson, 2012)
2-C. Self-Directed Learning
Grow’s Stages in Learning
Autonomy
Stage Student Teacher Examples
Stage
1:
Stage
2:
Stage
3:
Dependent
Authority
Coach
Coach
Teacher
Interested
Motivator
Guide
Teacher
Guide.
Involved
Facilitator
Facilitator
Teacher
3-A. Prior Experiences of the Learner
There are “three stream of the closely related cognitive psychological research: (schema theory, information process, and memory research).” (Jonassen and Grabowski, 1993)
•
Schema: This is the cognitive structures of data that are built via the learning and experiences that are stored and packaged in one’s memory.
•
Information Process: This is the prior knowledge that is a filter to the learning through the attentional processes. This means that learners will pay more attention to the learning when it fits their prior knowledge.
•
Memory Research: This when the memory is split
3-B. PRIOR EXPERIENCES OF THE LEARNER
Three Models of Learning in relation to
Schema:
Acceleration: This is mainly acquired within the learning of facts and includes very little change to schema.
Turning: This is involving slow and incremental changes to an individuals personal schema.
The
Restructuring:
This
the creations of
Mental Model of involves
Learning:
“Senge new schema’s this the is the hardest (1990),and defines mental mode as a learningheld model for most adults. “deeply internal images of how the world works, images that limit us to familiar ways of
4-A. Readiness to Learn
The readiness to learn theory is for when adults become ready to learn through their life situations that are creating the need to know. “Pratt (1988), came up with a model to on how the life situations of adults will not only effect their readiness to learn but also their readiness for the andragogical- type of learning through experience.”
(Knowles, Holton, & Swanson, 2012).
Adult will be ready to learn when their life situations gives them a reason to know.
Most learning experiences are highly situational and each leaner will show different behaviors in different situations.
4-B. Readiness to Learn
Pratt’s Untested Model of High and Low
Direction and Support
High
Need for
Support
3
1
Some who want a group setting for the support but rarely need very little direction. Some like the true
Andragogy approach
Some need direction and support
4
2
Some who prefer to be self-directing in their lives with little support
Some act as they are needing direction by being in a group but, really need support
Low
Need for Direction
Low
(Knowles, Holton, Swanson, 2012)
High
5-A. Orientation to Learning
• The leader of advancing the practices of experimental learning is David Kolb and he defines learning as “the process whereby knowledge is created through transformation of experience. • Kolb also believes that the educator job is to not only to transmit or implant new ideas into the learn but to also modify
5-B. Orientation to Learning and Problem Solving
Kolb’s Four Factors to Adult Motivation to
Learning:
1. Concrete Experience: This is full involvement in new her-and – now experiences.
2. Observation and Reflection: This is when reflecting on and observing the learners experiences come from many perspectives. 3. Formation of abstract concepts and generalizations: This is the creation of concepts that intergrade the learners observation 's into logical and sound theories.
4. Testing implication of new concepts in new situations: This for the use of the theories to help make decisions and to help solve problems.
5-C. Orientation to Learning and Problem Solving
Kolb’s Model with Suggested
Learning Strategies
Kolb’s Stage
Example Learning /
Teaching Strategies
Concrete Experience
Simulation, Case Study, Field Trip,
Real Experience, Demonstrations
Observe and Reflect
Discussion, Small Groups, Buzz
Groups, Designated Observers
Abstract Conceptualization
Sharing Content
Active Experimentation
Laboratory Experience, On-the-Job
Experience, Internships, Practice
Sessions
5-D. Orientation To Learning and Problem Solving
Kolb’s Experimental
Learning Model
(Regis University, 2013)
6-A MOTIVATION TO LEARN
“Adults tend to be motivated towards learning that helps them solve problems in their lives or results in internal payoffs.” (Knowles, Holton, & Swanson, 2012)
“Learners will be more motivated to learn when they believe that they can learn the new materials
(expectancy); that learning will help them with a problem or issue( instrumental); and that that it is important in their life
(valence.” (Knowles, Holton, & Swanson,
2012)
6-B. MOTIVATION TO LEARN
Wlodowski’s Four Factors of
Explanation to Adult Motivation to
Learn
1. Success: All adult want to have the successfulness of learning and
to be successful learners.
2. Volition: Adults want and need to have some type of choice in their learning process.
3. Value: Adults want their learning to have some times to what their values are.
4. Enjoyment: Adults want their experience of learning to be pleasant, pleasurable, and enjoyable.
6-C. MOTIVATION TO LEARN
Expectancy Theory and the
Individuals Motivation to Learn in 3 key factors:
1. Valence: This is the value that an individual places on the outcome of his or her learning.
2.Instrumentality: This is the “probability that the valued outcome will be received given that certain outcomes have occurred already.”
(Knowles, Holton, Swanson, 2012)
3.Expectancy: This is when a person has the belief that certain efforts will lead them to rewarded
6-D. Motivation to Learn
Characteristics and Skills of Motivating Instructors
1. Expertise: The power of knowledge and preparation. • Knows something beneficial to adults.
• Knows it all
• Is prepared to convey it through an
Empathy
: The power of instruction 2. process . understanding and consideration.
• Has a realistic understanding of the learner’s needs and expectations.
• Had adapted instruction to the learners level of experience and skill development • Continuously considers learners
Continued:
6-D. Motivation to Learn
3. Enthusiasm: The Power of commitment and animation. • Cares about and values what is being taught. • Expresses commitment with appropriate degrees of emotion, animation, and
4. Clarity: The power of language and energy. organization.
• Can be understood and followed by most learners. • Provide for learners a way to comprehend what has been taught if it is not clear in
Sources/Referen
Sources/ References ces Backgrounds:(
Backgrounds:( www.google.com/images/backgrounds/powerpoint) www.google.com/images/backgrounds/powerpoint)
Knowles,M.,
M.,&&Holton,
Holton,E.
E.(2011).
(2011).The
Theadult adultlearner: learner:The
Knowles,
The definitive classic in adult education and human definitive classic in adult education and human resourcedevelopment development(7th
(7thed.).
ed.).Amsterdam:
Amsterdam:Elsevier
Elsevier. resource .
Penland,
Penland,Johnathan
JohnathanS.
S.(2014)
(2014)The
TheNew
NewPerspectives
Perspectiveson
Andragogy.
SlideServe.com;
Digital
Office
Pro (http:// on Andragogy.
SlideServe.com;
Digital
Office
Pro www.slideserve.com/blaine-curtis/new-perspectives-on (http://
-andragogy
www.slideserve.com/blaine-curtis/new-perspectives-on
)
-andragogy
y)
Regis University; (2013): The Klob Model; Regis
University/Regis EDU. Denver, Colorado. (http://
Andragogy
By: Kimberly Miller
Principles and Application of Adult Learning-5
Week 9- Individual Work
1. LEARNERS NEED TO KNOW
•
The primary core principle for adult learners is their need to know “ why” before they begin engaging in the learning process and they should be engaged in the planning of their learning. • When adults engage in the planning of their learning helps to stratify their need to know and also appeals to their self – concept as a independent learner.
• “Training researchers that have conducted research related to this premise that suggest three dimensions of the need to know: the need to know how learning will be conducted, what learning will occur, and why learning is important.”
(Knowles, Holton,
& Swanson, 2012)
2-A. Self t Directed
Learning
“’Self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.”
(M. Knowles, Principles of Andragogy, 1972)“
•
The two concepts of Self-Directed Learning:
1.
2.
Self-Directed Learning is seen a the self-teaching process where the learners are very capable of taking full control of the mechanisms and techniques of teaching themselves in specific subjects.
Self-Directed Learning is seen as personal autonomy
(taking control of the goals and purpose of learning and assuming the ownership of learning) which, Candy
(1991), calls this process autodidaxy.
2-B. SELF-DIRECTED
LEARNING
G
Grow (1991), believed that self-directed learning “is situational and that the teacher’s job is to match styles with the student.
Grow conducted 4 stages and corresponding teaching styles.
The “reasons that the learner is to be in a particular stage can often be related to their self-teachings skills , personal autonomy, or both.” (Knowles, Holton, Swanson, 2012)
2-C. Self-Directed Learning
Grow’s Stages in Learning
Autonomy
Stage Student Teacher Examples
Stage
1:
Stage
2:
Stage
3:
Dependent
Authority
Coach
Coach
Teacher
Interested
Motivator
Guide
Teacher
Guide.
Involved
Facilitator
Facilitator
Teacher
3-A. Prior Experiences of the Learner
There are “three stream of the closely related cognitive psychological research: (schema theory, information process, and memory research).” (Jonassen and Grabowski, 1993)
•
Schema: This is the cognitive structures of data that are built via the learning and experiences that are stored and packaged in one’s memory.
•
Information Process: This is the prior knowledge that is a filter to the learning through the attentional processes. This means that learners will pay more attention to the learning when it fits their prior knowledge.
•
Memory Research: This when the memory is split
3-B. PRIOR EXPERIENCES OF THE LEARNER
Three Models of Learning in relation to
Schema:
Acceleration: This is mainly acquired within the learning of facts and includes very little change to schema.
Turning: This is involving slow and incremental changes to an individuals personal schema.
The
Restructuring:
This
the creations of
Mental Model of involves
Learning:
“Senge new schema’s this the is the hardest (1990),and defines mental mode as a learningheld model for most adults. “deeply internal images of how the world works, images that limit us to familiar ways of
4-A. Readiness to Learn
The readiness to learn theory is for when adults become ready to learn through their life situations that are creating the need to know. “Pratt (1988), came up with a model to on how the life situations of adults will not only effect their readiness to learn but also their readiness for the andragogical- type of learning through experience.”
(Knowles, Holton, & Swanson, 2012).
Adult will be ready to learn when their life situations gives them a reason to know.
Most learning experiences are highly situational and each leaner will show different behaviors in different situations.
4-B. Readiness to Learn
Pratt’s Untested Model of High and Low
Direction and Support
High
Need for
Support
3
1
Some who want a group setting for the support but rarely need very little direction. Some like the true
Andragogy approach
Some need direction and support
4
2
Some who prefer to be self-directing in their lives with little support
Some act as they are needing direction by being in a group but, really need support
Low
Need for Direction
Low
(Knowles, Holton, Swanson, 2012)
High
5-A. Orientation to Learning
• The leader of advancing the practices of experimental learning is David Kolb and he defines learning as “the process whereby knowledge is created through transformation of experience. • Kolb also believes that the educator job is to not only to transmit or implant new ideas into the learn but to also modify
5-B. Orientation to Learning and Problem Solving
Kolb’s Four Factors to Adult Motivation to
Learning:
1. Concrete Experience: This is full involvement in new her-and – now experiences.
2. Observation and Reflection: This is when reflecting on and observing the learners experiences come from many perspectives. 3. Formation of abstract concepts and generalizations: This is the creation of concepts that intergrade the learners observation 's into logical and sound theories.
4. Testing implication of new concepts in new situations: This for the use of the theories to help make decisions and to help solve problems.
5-C. Orientation to Learning and Problem Solving
Kolb’s Model with Suggested
Learning Strategies
Kolb’s Stage
Example Learning /
Teaching Strategies
Concrete Experience
Simulation, Case Study, Field Trip,
Real Experience, Demonstrations
Observe and Reflect
Discussion, Small Groups, Buzz
Groups, Designated Observers
Abstract Conceptualization
Sharing Content
Active Experimentation
Laboratory Experience, On-the-Job
Experience, Internships, Practice
Sessions
5-D. Orientation To Learning and Problem Solving
Kolb’s Experimental
Learning Model
(Regis University, 2013)
6-A MOTIVATION TO LEARN
“Adults tend to be motivated towards learning that helps them solve problems in their lives or results in internal payoffs.” (Knowles, Holton, & Swanson, 2012)
“Learners will be more motivated to learn when they believe that they can learn the new materials
(expectancy); that learning will help them with a problem or issue( instrumental); and that that it is important in their life
(valence.” (Knowles, Holton, & Swanson,
2012)
6-B. MOTIVATION TO LEARN
Wlodowski’s Four Factors of
Explanation to Adult Motivation to
Learn
1. Success: All adult want to have the successfulness of learning and
to be successful learners.
2. Volition: Adults want and need to have some type of choice in their learning process.
3. Value: Adults want their learning to have some times to what their values are.
4. Enjoyment: Adults want their experience of learning to be pleasant, pleasurable, and enjoyable.
6-C. MOTIVATION TO LEARN
Expectancy Theory and the
Individuals Motivation to Learn in 3 key factors:
1. Valence: This is the value that an individual places on the outcome of his or her learning.
2.Instrumentality: This is the “probability that the valued outcome will be received given that certain outcomes have occurred already.”
(Knowles, Holton, Swanson, 2012)
3.Expectancy: This is when a person has the belief that certain efforts will lead them to rewarded
6-D. Motivation to Learn
Characteristics and Skills of Motivating Instructors
1. Expertise: The power of knowledge and preparation. • Knows something beneficial to adults.
• Knows it all
• Is prepared to convey it through an
Empathy
: The power of instruction 2. process . understanding and consideration.
• Has a realistic understanding of the learner’s needs and expectations.
• Had adapted instruction to the learners level of experience and skill development • Continuously considers learners
Continued:
6-D. Motivation to Learn
3. Enthusiasm: The Power of commitment and animation. • Cares about and values what is being taught. • Expresses commitment with appropriate degrees of emotion, animation, and
4. Clarity: The power of language and energy. organization.
• Can be understood and followed by most learners. • Provide for learners a way to comprehend what has been taught if it is not clear in
Sources/Referen
Sources/ References ces Backgrounds:(
Backgrounds:( www.google.com/images/backgrounds/powerpoint) www.google.com/images/backgrounds/powerpoint)
Knowles,M.,
M.,&&Holton,
Holton,E.
E.(2011).
(2011).The
Theadult adultlearner: learner:The
Knowles,
The definitive classic in adult education and human definitive classic in adult education and human resourcedevelopment development(7th
(7thed.).
ed.).Amsterdam:
Amsterdam:Elsevier
Elsevier. resource .
Penland,
Penland,Johnathan
JohnathanS.
S.(2014)
(2014)The
TheNew
NewPerspectives
Perspectiveson
Andragogy.
SlideServe.com;
Digital
Office
Pro (http:// on Andragogy.
SlideServe.com;
Digital
Office
Pro www.slideserve.com/blaine-curtis/new-perspectives-on (http://
-andragogy
www.slideserve.com/blaine-curtis/new-perspectives-on
)
-andragogy
y)
Regis University; (2013): The Klob Model; Regis
University/Regis EDU. Denver, Colorado. (http://