The document discusses adult learning theory and instructional design for training adult learners. It defines andragogy as the art and science of adult learning, which focuses on self-directed, experience-based, problem-centered, and socially motivated learning. Malcolm Knowles' assumptions about adult learners and his theory of andragogy are explained. Heutagogy, a more self-determined form of learning, is also introduced. The document then provides Thomson Reuters' 10-step model for instructional design when training adult learners.

1. SIVATHANU N, TRAINER

2. OBJECTIVES
 To Know the characteristics, needs, and styles of the adult
learner
 Identify your own style of learning and communicating.
 To know what to expect from adult learners.
 To know how adults compare to children.
 To know tools/methods to foster adult learning.
 How to motivate adult learners
 Understand and create the optimal conditions and
environment for adult learning.
 To understand how adult learning leads to organizational
success

6. What is Andragogy?
 Adults learn best when learning is focused on
them, not the teacher.
 This is called Andragogy, “ is the art & science of
helping adults learn.”
 Historical Meaning: Andragogy comes from the
Greek word "anere" for adult and "agogus" the art
and science of helping students learn.

7. Andragogy Vs Pedagogy
Pedagogy is teacher-centered and subject-centered,
while Andragogy is student-centered.

9. Theory of Adult Learning
 The term andragogy was originally used by
Alexander Kapp (a German educator) in 1833,
and was developed into a theory of adult
education by American educator, Malcolm
Knowles.
 Knowles stated that,
Andragogy – German meaning as ‘man-leading’
Pedagogy – German meaning as ‘child-leading’

10. Knowles made four assumptions about adults
as learners:
1. Adults tend to be more self-directed as a result of
their maturity.
2. Adults possess personal histories which defines
their identities and serve as a resource of
experiential learning upon which new learnings
can be applied.
3. Motivation in adults is directed to more socially
relevant learning, and
4. Adult learners have interest in immediate
application for problem-solving.

16. Heutagogy
Heutagogy is described as “a learning theory based on
the concept of self determined learning fostering
independence in adult learning.
It is a learner-centered theory of learning emphasizing
that adults learn when they are ready.
It assumes that people have the ability to learn
continuously throughout life and in real time. This is
accomplished through various interactions with one’s
environment.”
The concept was first introduced in an essay by Stewart
Hase and Chris Kenyon (2000) entitled “From
Andragogy to Heutagogy”.

17. Pedagogy - Children's Learning Andragogy - Adult's Learning Heutagogy - Self-directed Learning
Dependence
Learner is a dependent personally. Adults are independent. Learners are independent.
Trainer determines what, how and
They strive for autonomy and self
when anything is learned.
direction in learning.
They identify the potential to learn
from novel experiences as a
matter of course.
Resources of Learning
The learner has few resources - the
teacher devises transmission
techniques to store knowledge in
the learner's head.
Adults use their own and other's
experience.
Teacher provides some resources
but the learner decides the path
by negotiating the learning.
Reason for Learning
Learn in order to advance to next
stage.
Adults learn when they experience
a need to know or to perform
more effectively.
Learning is not necessarily based
on need but on the identification
of the potential to learn in novel
situations.
Focus of Learning
Learning is subject centred,
focussed on prescribed curriculum
and planned sequences according
to the logic of the subject matters
Adult learning is task or problem
centred.
Learners can go beyond problem
solving by enabling pro-activity.
Motivation
Motivation comes from external
sources - usually parents, teachers,
and sense of competition.
Motivation stems from internal
sources - the increased self-esteem,
confidence and
recognition that come from
successful performance.
Self-efficacy, knowing how to
learn, creativity, ability to use
these qualities in novel as well as
familiar suitations and working
with others.
Role of the Teacher
Designs the learning process,
imposes material is assumed to
know best.
Enabler or facilitator, climate of
colaboration, respect and
openness.
Develop learner's capability
Know how to learn
Have a high degree of self-efficacy
Can work well with others

18. Thomson Reuters 10 Steps Instructional
Design
1. Welcome:
– Enthusiastic open is important for all sessions.
– Make sure people are in right course.
– Trainer should introduce self & explain credentials on
the course topic.
1. Ice Breaker
– Don’t do boring like name, location, exp etc.
– Try favorite vacations & why.
– Best thing happened today morning.

19. CNTD. .
3. Objectives
– Convey end goal.
– Check frequently whether specific, measurable
objectives are being met.
4. Agenda
– Plan for the day/program (break, lunch etc).

20. CNTD. .
5. Connect
– Participants need to personally connect & commit to the
group training mission.
– Expectations & Concerns
5. Module content & Module Review
– Every module needs to have a review or retention will
not be a high as possible.

21. CNTD. .
7. Major Review
– Ask a question
– Quiz
– Treasure hunt
– Demo (after teaching)
7. Pre-close
– Summarize main points & take-aways
– Remind participants of objectives and see if there are last-minute
questions or comments.
– Check to see that objectives have been met.

22. CNTD. .
9. Evaluation
– Make evaluation a part of the course, not a throw-away
after the “main event.”
– Show respect for evaluations as a trainer & participants
will show respect for you.
9. Close
– Suggest next step for learning, thank people for their
commitment & engagement and send them off with
upbeat end.

23. T H A N K Y O U