Connections to Teaching & Learning 

Andragogy's six principles applied to adult learning and instruction (Pappas, 2013):

1. Need to Know: Adults need to personalize their reason for learning. 

2. Experience: Adults prior experiences must be taken into account when designing learning activities.

3. Self-Concept: Adults see themselves as self-directed and having ownership of their own learning. 

4. Readiness: Adults learn best when they see the relevance of the activity to their current situation.

5. Problem Orientation: Adults respond to instruction that is problem-centered rather than concept-oriented.

6. Intrinsic Motivation: Adult motivation for learning derives from internal rather than external factors. 

The following are ways andragogy can be applied in the field of instructional design (Blondie, 2007; Cobb, 2023; Trest, n.d.): 

1. Since adults have a need to know, provide them with clear learning expectations and outcomes before any learning experience. This can include an idea of how much time and effort would be needed to accomplish learning goals and tasks.

2. Instructional designers should consider adult learners' diverse background, interests, and prior experiences when creating learning activities. Provide enough support and feedback for all learners and challenging exercises for advanced ones. Provide multimodal forms of learning to capture adult interest and attention. 

3. Provide tools that would allow adult learners to feel in control of their own learning. For instance, adults can set their own learning goals, their own learning pace, and monitor their own progress. Adults have busy live and multiple commitments and would need flexible learning options. For instance, providing a choice of different learning formats (e.g.,  synchronous, asynchronous, in-person learning) and resources (e.g., written text, visual slideshows, video demonstrations, interactive activities).

4. Design instruction that is immediately relevant to adult learners' life and goals. Learning content must be designed with real-life application in mind. This can be done by incorporating simulations and real-world scenarios to instruction.

5. Incorporate interaction and collaboration through discussions and problem-centered activities. Adult learners can work together as a team to develop a variety of creative solutions to problems encountered in their particular work-life setting.

6. Provide opportunities along the way for adult learners to reflect on their learning progress and to celebrate personal accomplishments. 

Below are my reflections on the strengths and  weaknesses of andragogy in instructional design, with examples given in the context of teacher training and professional development:

Strengths: 
Experiential learning in teacher education has been a tried-and-true approach to helping Pre-K to 12 educators develop professionally. Teaching internships where college students of education or new teachers can work alongside more seasoned classroom teachers is an effective way to launch them into the teaching profession. They begin by first shadowing and observing the seasoned teacher. Interns can keep a journal of observations and reflections throughout the process. Proper scaffolding through a gradual-release model can be applied where interns slowly take on more teaching responsibilities, until finally they have enough confidence and knowledge to take full control of the planning and delivery of lessons. 

This model provides a context for discussion, collaboration, and creative problem-solving among adult learners. Co-teachers can discuss actual problems encountered in the classroom, be it in the area of behavior management, student engagement, or student performance. They can come up with immediate solutions and implement these in the classroom. They then close the loop by reflecting on the effectiveness and practicality of these solutions based on their particular circumstances, and adjust their practice accordingly. 

It is assumed that new teachers are intrinsically motivated throughout the internship process to put in the effort and participate because they see themselves teaching their own class in the near future.  

Many informal learning experiences also exist to help Pre-K to 12 educators grow and contribute to the profession. For example: online communities of practice that surround a particular educational topic (e.g., classroom management, curricula, etc.), learning associations, educational publications, and conferences. These experiences help to differentiate learning for the adult learner.

Limitations:

It must be pointed out that not all adult learners have the confidence and knowledge to engage in self-directed learning. Professionals entering the field of PreK-12 education with no strong background knowledge in pedagogy, may need more structured training to help them progress and gain confidence in the field. Likewise, teachers who switch from one grade level to another (e.g., third grade to Pre-K), may not have the luxury of time to choose the pace by which they must pivot into their new role. Depending on how far removed a teacher's previous teaching experience is to his/her current role, the need for a quick transition may cause much stress on the part of the teacher, and the need for patience from administrators and colleagues alike.

Adult learners, unlike young children, may have developed deeply ingrained biases and practices because of their past experiences. These biases can become roadblocks to learning new content and accompanying supportive mind-sets.  These biases must be addressed and a period of unlearning required for effective learning to take place.

At times, due to perceived necessity, fear, desperation, lack of options, or false assumptions regarding a teaching position, teachers in the field may make choices that fall short of their initial expectations. As a result, their motivation to learn suffers, which may affect the quality of their teaching performance.   

Instructional designers can explore ways to support teachers in adapting to their new work environment. Examples of such efforts include the following:
1. The creation of a needs assessment where teachers are asked to share what they think are gaps in their knowledge and their needs for support. 

2. The creation of an online "survival guide" that could help with onboarding. 

3. Biases or misconceptions regarding educational practices can be addressed through reflection or discussion groups, perhaps a primer on important aspects of dealing with a particular age group.
4. Regular synchronous meetings with resource or mentor teachers where PreK-12 educators can raise specific questions and ask for advice. Teachers can drop in at pre-scheduled hours. 

5. The creation of a "work smarter and not harder" module to provide teachers with ways they can streamline their work process and hopefully provide more time for themselves and their mental wellbeing. 

The following section includes a short description of two personal learning experiences--one formal and one non-formal. 

I have chosen to reflect on my non-formal learning experience in the light of andragogical principles. In my opinion, it was a successful and fulfilling learning experience for the following reasons:

• Motivation - I was personally invested when I signed up for a course in seed starting. It has always been a personal passion of mine to grow my own food. I have started vegetables from seeds in the past but only in a tropical climate. This was my first time growing vegetables in a four-season climate. I identified a gap in my learning and that motivated me to seek out this learning experience.
  
  
  

• Clear learning expectations and resources - The course was structured in a way that made sense for someone totally new to seed-starting. Each module began with a welcome video that laid out the topic to be covered. The video presentation also included a description of downloadable resources included in the module that would help with immediate application of content.  For instance, in the module regarding seed starting equipment, a downloadable equipment checklist was provided.
  
  
  

• Autonomy and flexible learning options - My teaching profession did not allow me for much free time away from work, so I wanted a learning method that was the least time consuming (i.e., structured and to-the-point) but would allow me flexibility on when to begin and when to complete the course. The lifetime access of this course appealed to me because of these reasons. I was not pressured to meet deadlines on course completion. Furthermore, the idea of having knowledge on seed starting organized in one place greatly appealed to me. There was no need to spend time vetting and bookmarking copious instructional seed starting videos on Youtube. I could revisit the content in this course any time I felt the need to review a process or a particular subject matter on seed starting. That being said, I was not bound to one particular sequence, but could navigate freely through the different modules and sections of the course. 
  
  
  

• Expert feedback and multimodal learning - The modules relied on a variety of ways to deliver instruction. It relied heavily on video demonstrations, but also made use of text, visual organizers, and images to convey content.  The demonstration videos were especially helpful in modeling procedures. There was also the opportunity to engage in periodic synchronous Q&A sessions with the instructor. This allowed me the opportunity to request for direct feedback and clarification from an expert.
  
  
  

• Collaboration with fellow learners - The course provided a way to network with like-minded individuals. As a student of this course, I became an automatic member of an online community where students have access to a discussion board. Members can share experiences, ask questions, and provide advice to fellow members. Through the online community, I was able to meet and form friendships with local gardeners in my area who I would never have come into contact with if not for the online community. I was also able to meetup with the instructor and a group of fellow students who attended a publicized event. Overall the course allowed for a rich and fulfilling learning experience. 
  
  
  

• Current and up-to-date knowledge - I liked that the makers of the course continually update and improve on the course content. They do so by posting new resources or by sharing updates on current trials, tools, and techniques that help improve existing practices. 

In conclusion, I have become a better vegetable gardener as a result of this learning experience. The experience continues to motivate me in that I derive fulfillment when I can confidently provide advice to others interested in starting their own vegetable garden and growing vegetables from seed. 

Reflecting on my past learning experiences, I have arrived at the conclusion that I prefer something in between a formal and an informal learning environment, with leanings toward a more formal than informal one. My leanings toward a more formal learning environment is a result of two things. First, I am someone who appreciates structure and would like to see how content is organized within a larger framework of knowledge. This serves as a mnemonic device--if I can figure out the associations between ideas and see how it all fits into a bigger picture, I am better able to recall and utilize information in creative ways. Second, my work keeps me busy and free time is a luxury, hence as an adult learner I prefer direct instruction and clearly outlined learning objectives in order to save time. The urgency of the task (whether external or self-created) also propels me to seek out clarity and expediency over trial-and-error. 

However, I do appreciate the flexibility of starting and completing course content on my own busy timeline, which is a trait characteristic of a more informal learning experience. Therefore, I find that a non-formal learning environment could be a happy medium where I get the structure and clarity that I long for alongside some autonomy to direct my own learning process. 

How my preference for the type of learning environment changes is also based on the interplay between the nature of the subject matter and my own background knowledge. The more technical a subject matter and farther away from my zone of proximal development, the more I appreciate a direct and structured learning environment. In contrast, the less technical or the more experience and knowledge I have regarding a subject matter, the greater tendency I have to seek out informal learning experiences. 

My professional goals are also a point of consideration when choosing my preferred type of learning environment. For instance, when building a solid resume, there is value in having an official certificate or degree that can increase my competitiveness in the current job market.  This added qualification can be gained through a formal learning environment. 

 Implications to my Instructional Design Professional Learning Network

I sought out a more formal learning environment through the University of Maryland Global Campus (UMGC) to gain further knowledge in the field of instructional design for two major reasons: First, I am seeking to pivot out of my current career as a classroom teacher. I have initially tapped into my PLN to get a general idea of the ID profession and have found out that the field appealed to me. My professional goal now is to build a resume that would better qualify me for job opportunities in the field of ID. I therefore chose to take a certificate-track through UMGC. 

Second, although I have a transferrable knowledge and skill set as an early childhood and elementary school teacher, I don't have much experience in the business world nor in adult training. Therefore, I felt the need for more explicit instruction to get a good handle on instructional design and what it entails. A formal education environment also provides me with a clear structure and the needed support--taking away the guesswork and time involved in learning something new. 

Hopefully, as my knowledge grows so will my level of confidence to engage and be an active contributor in my professional learning network (PLN). Maybe one day I can get to participate in and possibly lead collaborative activities on topics related to the field. Right now, I am a silent observer trying to make sense of the nature of ID, including the culture, specific skills and knowledge base required. I like having the strong foundation of a formal education environment supplemented by a PLN that would help keep me abreast of any changes and nuances in the field. 

Images

• Kurt, S. (2020). Malcolm Shepherd Knowles. https://educationaltechnology.net/andragogy-theory-malcolm-knowles/

Text

• Blondie, L. (2007). Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment. Journal of Interactive Learning, 6(2), 116-130. https://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf 

• Cobb, C. (2023, November 29). Effective Strategies for Teaching Adult Learners. Learning Revolution. https://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf

• Pappas, C. (2013, May 9). The Adult Learning Theory-Androgogy-of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles 

• Trest, J. (n.d.) Adult Learning Strategies: Key Features to Incorporate (n.d.). Inspired eLearning. https://inspiredelearning.com/blog/adult-learning-strategies/