Unit 6

ALEXANDER KAPP (1799-1869)

He was a German educator who first used the term Andragogik for Andragogy in 1833. He included vocational education and general education in his work, and he believed Andragogy was about character formation and self-knowledge (Loeng, 2018).

EUGEN ROSENSTOCK HUESSY (1888-1973)

He explained the term Andragogy as a school-like education that involves adults. He believed Andragogy aimed to develop adults’ age sensibility to motivate adults to positively impact society (Loeng, 2018).

MALCOM KNOWLES (1913-1997)

He was an American educator who popularized the concept of Andragogy and considered it the first systematic formulation that differentiates between adulthood and childhood learning. He defined Andragogy as an art and science of helping adult learners (Watnick, 2018).

Knowles proposed six assumptions, which are broken down into six principles to introduce Andragogy, which are.

1) Self-concept- As people grow, they become more independent and self-directed. Self-concept explains how people want to be responsible and become decision makers in their learning.

2) Experience- Piaget and Bruner posit the importance of experience in knowledge acquisition. As we age, our life experiences broaden, which enhances motivation and contribution to learning.

3) Readiness to Learn- Adults learn best when they are motivated and feel the need to improve their life situations.

4) Orientation to Learning- Adult learning is problem-centered in the sense of learning to solve real-life problems or scenarios.

5) Internal Motivation- Factors of personal growth, increased self-esteem, and personal fulfillment are internal motivators for adults to learn.

6) Need to Know- To learn, Adults need to understand the why and the applications to solve problems, as this will motivate them to learn (Merriam & Bierema, 2013).

Andragogy changes instructional design from teaching to learning by prioritizing adult learners at the center of the learning process. Utilizing the principles of andragogy helps designers in identifying the application of the design models for instruction, understanding where modifications are required, and when to introduce new ones to help learners have a sense of ownership. The mode of transmitting knowledge, communication, and collaboration of lesson contents, considering learners' needs, and the method of evaluating if learning has occurred are the roles Andragogy emphasizes for teaching and learning to occur (Hayes, 2016). Another implication of Andragogy for instructional design is that designers discuss with SME’s on how to integrate learning activities to scaffold adult learners through design to meet learning objectives at a suitable pace.

My formal learning experience occurred during my Second year in college as an education major. I enrolled in a course titled Modern Principles and Techniques of Education. The class was traditional, with instruction primarily delivered through lectures, where the instructor dictated notes from textbooks and handed out printed materials. There were no group activities, discussions, or opportunities for student autonomy, and I had limited access to the instructor for academic support. This approach made learning difficult, especially while managing other full-time coursework. Overreliance on dictated notes and printed materials caused information overload, and the lack of scaffolding, guidance, and hands-on activities left me disengaged and confused about the course content. My only motivation was to avoid failing, but I still did not pass and had to retake the exam and pass.

In conclusion, the learning experience was unsuccessful because the instructor functioned more as a transmitter of information rather than a facilitator of learning. The lack of supportive teaching methods, interaction, and practical learning opportunities prevented my growth and success as a learner.

My informal learning experience was when I decided to learn the skill of sewing. The pattern drafting lesson was highly engaging and hands-on, with each lesson followed by a project that allowed creative freedom to design within a set of requirements. The learning process included scaffolding, practical tasks, immediate feedback, and ongoing assessment, which kept me motivated and supported. The approach helped me become more self-directed toward taking on new and unfamiliar sewing projects even after the training. My acquired skills empowered me to solve real-life fashion-related problems for myself, family, and friends, which I still enjoy doing in my leisure time.

 Reflecting on this learning experience, it explains how the principles of andragogy were embedded in teaching and learning for an adult learner like me. I was motivated and self-directed, and the lesson plan was flexible and problem-centered. I was supported by guidance, had the freedom to contribute my ideas, received feedback, and the instructor facilitated the learning rather than instructing.

PREFERENCE

Based on my experiences, I prefer learning that promotes autonomy, practical tasks, scaffolding, motivation, structure, flexibility, and applies to real-life problems. The learning experience could be formal or the latter, but when these characteristics are embedded in learning, it enhances relevance and motivates adult learners to achieve their learning goals and objectives.

 In reference to my PLN, I would seek out learning experiences by networking with mentors or experienced professionals in the field who can guide and facilitate my learning. Also, I would incorporate self-direction and motivation into my learning because it is inevitable if I want to grow as a Learning designer.

As a member of my PLN, my preference impacts my contribution by adding value to the community through my experience, knowledge, and skill. Members will stay connected as I will actively engage and share real-time challenges, which will brew discussions from diverse perspectives to proffer solutions. Lastly, my preference will enhance lifelong learning and continuous professional improvement for learning designers.