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Adult Learning Model

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.

Education◦
SIVATHANU N, TRAINER
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
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.
Andragogy Vs Pedagogy Pedagogy is teacher-centered and subject-centered, while Andragogy is student-centered.
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’
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.
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”.
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
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.
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).
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.
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.
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.
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