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The “art and science” of instructing and teaching adults.
Andragogy
Pronunciation and Origination
an·dra·go·gy
[an-druh-goh-jee]
Andragogy (andr- meaning 'man') could be contrasted with pedagogy (paid- meaning 'child' and agogos meaning 'leading')
Andragogy is… teaching strategies developed
for adult learners
It is interpreted as the process of engaging adult learners with the
structure of learning experience.
Alexander Kapp
1833
Used Andragogy to describe elements of
Plato’s Education Theory
Rosenstock
1921
Used the term to describe the
special requirements of adult education
Eduard Linderma
n
1926
First introduced to English speakers
Emphasized education
through life and experiences and
component of life-long learning
Malcolm Knowles
1980
Theory of Adult Education
Andragogy Historical Timeline
Malcolm Knowles (1913 – 1997)
An American educator well known for the use of the term Andragogy as synonymous to the adult education.
Best know for his 5 assumptions of Adult Learners and the 4 key Principles of Andragogy that are applied to Adult Learning.
Adult Learning
Self Concept
Orientation to learning
MotivationExperience
Readiness to learn
Knowles - 5 Assumptions
Self-Concept
As people mature, they move being a dependent
personality toward being more self-directed
During the process of maturation, a person moves
from dependency toward increasing self-directedness,
but at different rates for different people and in
different dimensions of life.
• Teachers have a responsibility to encourage and nurture this movement.
• Adults have a deep psychological need to be generally self-directing, but they
may be dependent in certain temporary situations.
ExperienceAs people mature, they
amass a growing set of experiences that provide a fertile resource for learning
As people grow and develop they accumulate an increasing reservoir of experience that becomes and increasingly rich resource for learning—for themselves and for others.
People attach more meaning to
learning they gain from experience than those they acquire passively.
The primary techniques in education are experiential ones—laboratory experiments, discussion, problem-solving cases, field experiences, etc.
Readiness To Learn As people mature, they are
more interested in learning subjects that have immediate relevance to their jobs or personal lives
People become ready to learn something when they experience a need to learn it in order to cope more satisfyingly with real-life tasks and problems.
The educator has a responsibility to create conditions and provide tools and procedures for helping learners discover their "needs to know."
Learning programs should be organized around life-application categories and sequenced according to the learners' readiness to learn.
Orientation To Learn As people mature, their time
perspective changes from gathering knowledge for future use to immediate application of knowledge. As such, adult learners become more problem-centered rather than subject-centered
Learners see education as a process of developing increased competence to achieve their full potential in life.
They want to be able to apply whatever knowledge and skill they gain today to living more effectively tomorrow.
Learning experiences should be organized around competency-development categories.
People are performance-centered in their orientation to learning
As people mature, they become more motivated by various internal incentives, such as need for self-esteem, curiosity, desire to achieve, and satisfaction of accomplishment
Motivation
4 Principles of Andragogy
• Adults are most interested in
learning subjects that
have immediate impact to their job or personal
life
• Adult learning is problem-centered
rather than content-oriented
• Experience including mistakes
provides the basis for the
learning activities
• Adults need to be
involved in the planning
and evaluation
of their instruction
1. Involved Adult
Learners2. Adult Learners’
Experience
3.Relevance and
Impact to Learners’
Lives
4. Problem Centered
According to Knowles, in its broadest sense, self-directed learning describes a process “... in which individuals take the initiative, with or without the help of others, in diagnosing their
learning needs, formulating learning goals, identifying human and material resources for
learning, choosing and implementing appropriate learning strategies, and
evaluating learning outcomes”
Self-Directed Learning
3 Reason For Fostering Self-Direction
Evidence reveals that
those who take initiative in
learning, learn more and learn
better than passive or reactive
learners who wait to be
taught.
Self-directed learning
parallels the natural process
of psychological development
Many new developments in education
place significant
responsibility on the learner
to take the initiative in their own learning.
http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
http://bblearn.fontbonne.edu/bbcswebdav/pid-1115137-dt-content-rid-2871233_1/courses/CED50520FA2013GR13/CED50520FA2013GR13_ImportedContent_20130807025725/Merriam_andragogy_selfdirectedlearning.pdf
http://bblearn.fontbonne.edu/bbcswebdav/pid-1115137-dt-content-rid-2871238_1/courses/CED50520FA2013GR13/CED50520FA2013GR13_ImportedContent_20130807025725/Self-DirectedLearning-Manning.pdf
http://www.irisconnect.co.uk/blog/andragogy-where-experiential-collaborative-learning-opportunities-matter
http://en.wikipedia.org/wiki/Alexander_Kapp http://en.wikipedia.org/wiki/Andragogy http://teachinglearningresources.pbworks.com/w/page/30310516/A
ndragogy--Adult%20Learning%20Theory
http://edutechwiki.unige.ch/en/Self-directed_learning
Bibliography
Image Sourceswww.skillsconverged.
comwww.scoop.it www.andragogy.org smarterer.com
janehewitt.blogspot.com
infed.org www.empowernetwork
.com web.utk.edu