Adult Education Unit 02 slides for Allama Iqbal Open University, Islamabad, Pakistan students and for all , free to download

1. Foundations of Adult
Education
CODE No: 835
Compiled by: Muhammad Ayub Ansari

2. UNIT– 02
Compiled by M Ayub Ansari
aayub.aansari@gmail.com
PSYCHOLOGY OF ADULT
LEARING

3. OBJECTIVES OF UNIT
• Identify various techniques which can be
applied for effective learning
• Specify the emphasis of psychology of learning
on Andragogy
• Evaluate cognitive learning
• Explain the theories of learning;

4. Techniques applied for effective Adult Learning
• Keep your lessons relevant. ...
• Focus on your learners' life experience. ...
• Tell stories as you're teaching. ...
• Break up information to avoid cognitive overload. ...
• Provide feedback in the moment of need. ...
• Make your material visually stimulating. ...
• Encourage questions and discussion.

5. Adult Learning
Need to know: Adults need to know the reason for learning
something.
Foundation: Experience (including error) provides the basis for
learning activities.
Self-concept: Adults need to be responsible for their decisions
on education; involvement in the planning and evaluation of their
instruction.
Readiness: Adults are most interested in learning subjects
having immediate relevance to their work and/or personal lives.
Orientation: Adult learning is problem-centered rather than
content-oriented.
Motivation: Adults respond better to internal versus external
motivators.

6. • Knowles' theory can be stated with six assumptions related to the
motivation of adult learning:[5][6]
• Need to know: Adults need to know the reason for learning
something.
• Foundation: Experience (including error) provides the basis for
learning activities.
• Self-concept: Adults need to be responsible for their decisions on
education; involvement in the planning and evaluation of their
instruction.
• Readiness: Adults are most interested in learning subjects having
immediate relevance to their work and/or personal lives.
• Orientation: Adult learning is problem-centered rather than
content-oriented.
• Motivation: Adults respond better to internal versus external
motivators.

7. Theories of learning

8. Theories of learning

9. Theories of learning

10. Theories of learning

11. Andragogy And Pedagogy
• Andragogy refers to the methods and approaches
used in adult education and is directed towards self-
actualization, gaining experience, and problem-
solving.
• Where as Pedagogy is an education method in
which the learner is dependent on the teacher for
guidance, evaluation, and acquisition of knowledge.

12. Pedagogical vs Andragogical
Learner is dependent on the
teacher. Teacher is the one
who evaluates progress and
assumes full responsibility for
what is taught and its efficacy.
Learner is depending on
self. The method requires
self-evaluation and direction
and self takes responsibility
for the process.
Learner comes to the table
with little life experience.
Child-like learning comes with
a blank slate and the
educator is one of the most
influential figures, as peers
likely have the same lack of
experience.
Learner uses life experience
as a foundation. Instructors
build on existing knowledge
and require an understanding
of diverse backgrounds.
Adults learn from the
instructor, but also from one
another.

13. Pedagogical vs Andragogical
Students advance once they have
completed the necessary steps.
Child learners are told what they
need to do to master a topic in order
to move onto the next one.
Learning is triggered by any number
of life experiences and not
necessarily led by a designated
instructor. Learners don’t advance
to another topic, but rather fill
knowledge gaps as where
needed.
Learning is prescribed by an
instructor and sequenced in a way
that makes logical sense. Topics are
broken down into content units.
Learning is prescribed by self.
Learners see a problem or
knowledge gap and organize topics
around life/work solutions.
Learners are motivated by external
sources, such as parents and
teachers. The topic is completed by
a pass or fail grade.
Learners are motivated by intrinsic
means: self-esteem, quality of life,
problem-solving, and the quest for
recognition. Topics are completed
by mastery.

14. Principles of adult learning

15. Hull's model of learning
• Drive – an intense internal force that motivates
behavior.
• Learning is the result of several factors that
determine the likelihood of a specific behavior:
▫ Drive, D
▫ Incentive motivation (reward), K
▫ Habit strength (prior experience), H
▫ Inhibition (due to absence of reward), I

16. DERIVE REDUCTION THEORY
Drive Reduction Theory -(Hull)- the notion that
behavior occurs in response to "drives" such as
hunger, thirst, sexual interest, feeling cold, etc.
When the goal of the drive is attained (food,
water, mating, warmth) the drive is reduced, and
this constitutes reinforcement of the behaviors
that lead to the drive reduction, and ultimately
learning.

17. DERIVE REDUCTION THEORY