Philosophy of Education
Philosophy of Education
and Learning. (M.Ed.1601)
and Learning. (M.Ed.1601)
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Andragogy
Andragogy
Adult learners are different from younger learners. Therefore, typical pedagogy used with younger students is not always applicable when an instructor is faced with adult learners. Adults do not learn in the same way as children. In the 1980s educator Malcolm Knowles recognized the need for a unique “art and science” to assist adults in learning. From this realization he developed his theory of andragogy.
What Are the Six Principles of Andragogy?
Need to Know. Adults need to know the reason they are being asked to learn. ...
Experience. Adult learners come with experience. ...
Self-Concept. Adults have a need to be responsible for their learning decisions. ...
Readiness. ...
Problem Orientation. ...
Intrinsic Motivation.
Assumptions of the andragogy.
Five universal assumptions about adult learners developed by Knowles to help instructors design appropriate instruction:
1.Adult learners are self-directed and can learn more independently than children.
2.Adult learners bring vast prior knowledge and experiences upon which they can build new learning.
3.With maturity comes readiness to learn; adult learners are more “ready” to learn skills and information that directly relate to their current roles in life/career.
4.Adult learners are more ready to learn things that are immediately useful in their roles (as opposed to younger learners, who are willing to learn a wide array of topics with the understanding that “this will be useful later”). Thus, adults flourish more in problem-based learning situations than subject-specific learning experiences.
5.With maturity comes internal motivation; adult learners are more intrinsically motivated and do not require as many external rewards (including grades, awards, etc). Adults are intrinsically motivated to learn, because they see the benefit in knowing more, are interesting in being able to solve problems, and understand how skills are applicable to their lives/careers.
* (Pappas, C. (2017, July 20). The Adult Learning Theory - Andragogy - of Malcolm Knowles.)
"30 Things We know for Sure About Adult Learners" and implications for instructional design.
From : http://www.muskegoncc.edu/Include/CTL%20DOCS/XXIX_No4.pdf
3things about adult learning.pdfFormal vs. Informal vs. Non-formal Learning
Formal vs. Informal vs. Non-formal Learning
FORMAL AND INFORMAL.
FORMAL AND INFORMAL.
From https://elearninginfographics.com/formal-learning-vs-informal-learning-infographic/
From https://elearninginfographics.com/formal-learning-vs-informal-learning-infographic/
Ideas about formal vs. informal learning experiences.
Adult Learning Theories every Instructional Designer should know
Adult Learning Theories every Instructional Designer should know
The following summary list is from Pappas (2017) article, The Adult Learning Theory - Andragogy - of Malcolm Knowles:
Instructional designers should recognize adult learners’ need for autonomy and create learning experiences which allow for learners to have maximum control and minimal instructor instruction.
Because adult learners come with varied experiences, knowledge, skills and abilities, instructional designers should be sure to incorporate a variety of instructional models and resources that will apply to learners of all backgrounds and levels
Adult learners appreciate opportunities for social development in addition to content acquisition; therefore, instructional designers should include opportunities for adult learners to collaborate in groups and utilize social media as appropriate for course goals.
Adult learners appreciate being shown how learning is immediately relevant to their social roles. Instructional designers should carefully construct learning experiences that are authentic for learners based on their specific needs and, when possible, express how the skills or knowledge being acquired will be useful in a variety of fields.
Adult learners like to know why they are completing activities and how coursework will benefit them personally and/or professionally. Thus, it is important for instructional designers to iterate how specific tasks will be useful for learners in real world situations.
Consider the list and think about successful learning experiences you’ve attended. Where any or all of these concepts presented? How did that support your view of how it was a successful learning experience? You'll refer to these ideas later as you complete this weeks activities.
If you’d like to learn more about Malcolm Knowles, here is a list of supplemental readings:
‘Malcolm Knowles, informal adult education, self-direction and andragogy’, The Encyclopedia of Informal Education. Click here to access the article.
Laurie C. Blondy, "Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment," Journal of Interactive Online Learning, Volume 6, Number 2, Summer 2007. ISSN: 1541-4914. Click here to access the article.
Review key attributes of adult learning. Click here to access the article.
Connecting Learning Theories to the Instructional Design Process:
Connecting Learning Theories to the Instructional Design Process:
Five different learning theories and to a lesser extent their connection to instructional design.
No-Nonsense Guide to Basic Instructional Design Theory. Click here to access the article.
Instructional Design Approaches. Click here to access the table summary.
Behaviorism and Instructional Technology. Click here to access the article.
Instructional design based on cognitive theory. Click here to access the article.
7 Tips to Prevent Cognitive Overload in eLearning. Click here to access the article.
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