EDT-8150: digital professional development

andragogy workshop

SMART Learning Objectives

After completing this workshop, you should be able to...

Name the six principles of andragogy.
Define the meaning of andragogy.
Identify examples of the andragogy process in practice.

description and principles of andragogy

In contrast to a pedagogical model that is used to teach young children, Knowles, Holton III, and Swanson (2015) define the andragogical model as a process that includes six core adult learning principles and allows the learning to be self-directed. The first principle (or assumption) is that the adult learner needs to know why they should learn something and how essential it is in their lives (Knowles et al., 2015). The second principle is the adult learners' need to be in control of their own lives which includes a decision to individualize their learning (Knowles et al., 2015). The third principle is that adult learners' have more significant quantities and varied qualities of experiences that include many interests (Knowles et al., 2015). The authors explain that these experiences have developed over time to include varied learning styles, values, goals, and needs (Knowles et al., 2015). The fourth and fifth principles are that the adult learners choose to learn based on life situations and assumes their orientation to learn is based on performing a task or solving a problem (Knowles et al., 2015). The final principle is that the adult learner is motivated to learn based on an inner purpose or personal gain, such as advancement in their job or alleviation of poverty (Knowles et al., 2015).

Adult learners studying. One adult learner looking up in reflection.

andragogy in practice

Andragogy guides instruction using eight process elements which include preparing the learner, climate, planning, diagnosis of need, setting of objectives, designing learning plans, learning activities, and evaluation (Knowles et al., 2015). In this video, I discuss the six principles of andragogy and how a few of the processes are incorporated in the instructional video in the next section.

The process of preparing the learner is understanding the fundamental knowledge of the subject, before the teacher's' presentation of additional information (Knowles et al., 2015). This understanding allows the student to set realistic expectations of what and why they are learning the material. This process helps identify that the student is willing and motivated to begin learning the new content. Knowles et al. (2015) suggests creating an atmosphere that contributes to learning. This can be reflected in a

classroom or in the background of a video, the tone of your voice, or the words you choose. The best learning environment would be one that is stress-free, inviting, calm, and welcoming. A way to incorporate this process in the classroom is by creating a peer-to-peer environment with tables that encourage connection between the students and the content. Knowles et al. (2015) describe the planning process as creating a learner experience that is a collaboration between the instructor and the student. By allowing the learner to participate in the planning of the lesson, they strengthen the learning. Overcoming barriers to the planning process in distance learning by asking open-ended questions allows the student to feel they are involved in planning the lesson. When diagnosing the need, Knowles et al. (2015) suggests the teacher and the learner have an active role in deciding what needs to be learned. One way this can be done is by the use of self-assessments in order to set goals in a collaborative way. The process of setting objectives involves cooperative planning between the teacher and the student which establishes what is to be learned (Knowles et al., 2015). The students’ involvement helps them find value in learning the material. Knowles et al. (2015) describes the process of designing learning plans by creating a lesson plan that is ideal for a student along with the awareness of the student’s readiness to learn the material. The authors advise the lesson plan follows a logical flow for teaching and learning the material. The process of learning activities encourages the learner to connect with their own experiences (Knowles et al., 2015). Students have diverse experiences and this can create challenges for the instructor when developing appropriate learning activities. An effective way to incorporate this process is by pausing a video and asking a reflection question. In the evaluation process, Knowles et al. (2015) suggests it as a way to assess if the student received the training expected by both the student and the teacher. Two ways to use evaluation is with self-reported perceptions and learning outcome tasks.

instructional video

Communication in the Workplace

In this instructional video, the principles and processes of andragogy are in practice. The learner has chosen to participate in the training on Improving Your Communication Skills at Work from personal interest.

The introduction video prepares the learner for the training by asking questions relating to what they will learn. Questions related to their experiences on the job gives them a foundation of knowledge to build on. The video creates a climate conducive to learning by offering a welcoming tone of voice and a background that is clean. In my training, a self-assessment creates an opportunity for collaborative planning and reveals the need for some improvement in verbal communication skills used in the workplace. Creating learning objectives in my training allows the learner to have realistic expectation about three areas of communication which can help them communicate better with their boss, co-workers, and customers; this will bring value to the learner in their career. Finally, creating a reflection question at the end of the presentation allows the learner to evaluate what they learned about communication skills by making the connection between the new knowledge, and how these concepts can be applied in their career.

Assessment

Answer the following questions.

What are the six principles of andragogy. (LO #1)
Define the meaning of andragogy. (LO #2)
Which of the following are examples of andragogy in practice. (LO #3)

A. Reflection question.

B. Self-assessment.

C. Learning objectives.

D. All of the above.

REFERENCES

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner (8th edition). New York, NY: Routledge.

assessment answers

1. Name the six principles of andragogy. (LO #1)

Answer: According to Knowles et al. (2015), the six principles of andragogy related to the learner are their need to know why and include their self-concept, prior experience, readiness to learn, orientation to learning, and motivation to learn. For more about the six principles reference the videos and the section on Description and Principles of Andragogy.

2. What is the definition of andragogy?. (LO #2)

Answer: Andragogy is a process model that includes six core adult learning principles and allows the learning to be self-directed. For more about andragogy in practice, reference the videos and the section on Andragogy in Practice.

3. Which of the following are examples of andragogy in practice. (LO #3)