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Andragogical Approach to Learning And Training Processes
This document discusses andragogy, or adult learning, as an approach to distance education. It defines andragogy as "the art and science of helping adults learn" and outlines key assumptions about adult learners, including that they are self-directed, draw on life experiences in learning, and are problem-centered in their orientation. The document also contrasts pedagogy and andragogy, noting differences in how they view the learner, readiness to learn, and motivation.
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Andragogical Approach to Learning And Training Processes
- 1. Andragogy of DistanceEducation Andragogical Approach to Learning And Training Processes 1Arun
- 2. Table of Contents Learningis change Learning theories Pedagogy Defined Andragogy Defined Characteristics of adult learners Pedagogy Vs Andragogy What we learn? How we learn? Learning cycle Learning styles Thinking styles of Learners Learning Process Blooms Taxonomy Many Faces of Learning Need for Training Blended Learning Learning Tree Table of Contents 2Arun
- 3. Acquisition of knowledgeor skills through study, instruction, practice or experience A relatively permanent change in behavior or cognitive process In training: change in knowledge, skill or attitude “If you are planning for a year, sow rice If you are planning for a decade, plant trees If you are planning for a lifetime, educate people” -- Chinese proverb Learning is change 3Arun
- 4. Behavioral theory: Observablechanges in behavior Cognitive theory: Thought process behind the behavior Constructivist theory: We all construct our own perspective of the world, through individual experiences and schema Humanistic theory: Intrinsically motivated to self actualize or learn. Learning is dependent upon meeting a hierarchy of needs (physiological, psychological and intellectual) Social learning theory: Learning from models Pedagogy Andragogy Learning Theories 4Arun
- 5. Classical Conditioning -Ivan Pavlov : S-R Theory Connectionism – Edward L.Thorndike : The Law of Effect Operant Conditioning - B. F. Skinner : R-S Theory Behaviorism Ivan Pavlov B. F. SkinnerEdward L. Thorndike 5Arun
- 6. Behaviorism: Classical Conditioning IvanPavlov (1849 - 1936) 1904 Nobel Prize in Medicine 20 years studying digestive system 30 years studying learning Stimulus – Response Theory (S – R) Dogs would drool in anticipation of food: S - R What were dogs thinking or feeling? How did they know he was going to feed them? Did they see, smell or associate him with food? Ivan Pavlov 6Arun
- 7. Behaviorism: Classical Conditioning Experiment:Meat, Bell and Dog Examined the phenomenon objectively by an experiment Measured exact amount of saliva secreted by dog when a piece of meat is presented 7Arun
- 8. Definition: Classical Conditioning Whenan unconditioned and a neutral stimulus are paired, the neutral stimulus becomes a conditioned stimulus that elicits conditioned response Unconditioned Stimulus (UCS) A stimulus that brings about a response without having been learned e.g. smell of food causes salivation Unconditioned Response (UCR) A response that is natural and needs no training e.g. salivation at the smell of food 8Arun
- 9. Conditioned Stimulus (CS) –A once-neutral stimulus that has been paired with a UCS to bring about a response formerly caused only by the UCS – Bell rings, dog salivates because he has paired the bell with food due to conditioning Conditioned Response (CR) – A response that, after conditioning, follows a previously neutral stimulus – Salivation caused by bell ringing Behaviorism: Classical Conditioning 9Arun
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- 13. Behaviorism: Classical Conditioning ‘Learninga conditioned response by associating a conditioned stimulus with unconditioned one’ 13Arun
- 14. Behaviorism: Classical Conditioning Thunder= Rain = Lightning = get umbrella “Sit” = biscuit Neutral stimulus: prior to conditioning, has no effect on the desired response Until you experience thunder with rain & lightning, you don’t think about getting your umbrella Until you pair “Sit” with the behavior of sitting and the reward of biscuit. “Sit” had no meaning 14Arun
- 15. Associative learning: Stimulus– Response (S – R) Explanation only for reflexive or respondent behaviors Very small fraction of human learning abilities Involuntary responses caused by different stimuli Complex human behaviors cannot be explored Critiques: Classical Conditioning 15Arun
- 16. Behaviorism: Connectionism Edward L.Thorndike(1874-1949) Psychologist Research : Animal behavior, human psychology Learning involved forming bond between S - R The Law of Effect Connection between S – R = Positively rewarded : Strengthened Connection between S – R = Negatively rewarded : Weakened Responses that are satisfying are more likely to be repeated, and those that are not satisfying are less likely to be repeated Edward L.Thorndike 16Arun
- 17. Behaviorism: Operant Conditioning Operantconditioning or Reinforcement theory B.F. Skinner (1904 - 1990) Response – Stimulus Theory (R-S) Experiment – Voluntary or Learned behavior Response is made first, then reinforcement follows: R-S Behavior: influenced by its consequences Operant behavior (voluntary behaviors used in operating on the environment) 17Arun
- 18. Behaviorism: Operant Conditioning Skinnerbox – box with lever, if lever is pulled, drops food into cup Rat operated the lever more frequently over the time 18Arun
- 19. Operant Conditioning Mechanisms PositiveReinforcement or reward Responses that are rewarded are likely to be repeated. (Good grades reinforce careful study) Negative Reinforcement Responses that allow escape from painful or undesirable situations are likely to be repeated. (Being excused from writing a final because of good term work) Extinction or Non-Reinforcement : Responses that are not reinforced are not likely to be repeated. (Ignoring student misbehavior should extinguish that behavior) Punishment: Responses that bring painful or undesirable consequences will be suppressed (Penalizing late students by withdrawing privileges should stop their lateness) 19Arun
- 20. Classical Vs OperantConditioning 20Arun
- 21. Cognitive Theory Edward Tolman– Pioneering theorist in the field of cognitive psychology Process of acquiring knowledge by the use of reasoning, intuition, or perception Relationship between: cognitive environmental cues and expectation (S-S Learning) Experiment: Rats were allowed to run through a complicated maze in search of food Food was placed in certain points in a maze When the rat came across the food they began to associate the presence of food with certain cognitive cues Rats and other animals develop ‘cognitive maps’ of their environment Learning involves associations established through closeness and repetition 21Arun
- 22. Cognitive Theory Concepts Schema -An internal knowledge structure - New information is compared to existing cognitive structures called "schema“ - Schema may be combined, extended or altered to accommodate new information Three-Stage Information Processing Model - Input first enters a sensory register - Then is processed in short-term memory - Then is transferred to long-term memory for storage and retrieval 22Arun
- 23. Constructivism Bartlett (1932) Good &Brophy (1990), Merrill (1991), Smorgansbord (1997) Knowledge is constructed from experience Learning is a personal interpretation of the world Learning is an active process in which meaning is developed on the basis of experience Conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity 23Arun
- 24. Humanistic: Maslow’s Hierarchyof Needs Self Actualization Esteem Love, Belongingness Safety Basic (Physiological) Demotivators Motivators 24Arun
- 25. Humanistic: Maslow’s Hierarchyof Needs Self Actualization Esteem Love, Belongingness Safety Basic (Physiological) Growth, attaining one’s potential & self fulfillment Food, Water, Shelter, Sleep, Education Affection, acceptance & friendship Internal - Self respect External - Recognition Physical, emotional protection 25Arun
- 26. Social Learning Grew outof Cognitivism Bandura (1973) People learn by observing other people (models) they think are knowledgeable and credible The model’s behavior is adopted Self-efficacy: The individual believes he or she is capable of learning Four processes in learning: - Attention - Retention - Motor reproduction - Motivation 26Arun
- 27. Summary and Implicationof Theories Aspect Behaviorist Cognitivist Humanist Social and situational Learning theorists Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne Maslow, Rogers Bandura, Lave and Wenger, Salomon View of the learning process Change in behavior Internal mental process (including insight, information processing, memory, perception A personal act to fulfill potential Interaction /observation in social contexts. Movement from the periphery to the centre of a community of practice Locus of learning Stimuli in external environment Internal cognitive structuring Affective and cognitive needs Learning is in relationship between people and environment. Purpose in education Produce behavioral change in desired direction Develop capacity and skills to learn better Become self- actualized, autonomous Full participation in communities of practice and utilization of resources Educator's role Arranges environment to elicit desired response Structures content of learning activity Facilitates development of the whole person Works to establish communities of practice in which conversation and participation can occur. Manifestatio ns in adult learning •Behavioral objectives •Competency -based education •Skill development and training •Cognitive development •Intelligence, learning and memory as function of age •Learning how to learn •Andragogy •Self-directed learning •Socialization •Social participation •Associationalism •Conversation 27Arun
- 28. Learning Approach, ProcessAnd Teaching Methods 28Arun
- 29. Pedagogy Defined Pedagogy isa Greek word, derived from two words: ‘paid’ and ‘agogus’ Paid – ‘child’ and ‘agogus’ – ‘leader of’ Pedagogy : Art and science of teaching children 29Arun
- 30. Pedagogy Roots andAssumptions Padagogy model roots: seventh century in europe Introduction of organized education at monastic schools (cathedral schools) The objective: Induction of young men into the priesthood Assumptions about learners: Dependent personality of the learner: learner does not know his own learning needs Learning is subject centered : instructional curricula are organized around subjects External motivation: Prizes and punishment Prior experience of learner is irrelevant: Teacher need not consider the student’s prior experience 30Arun
- 31. Andragogy Defined ‘Andragogy’ :Greek word, meaning andr – ‘man’, ‘agogus’ – ‘leader of’ Malcolm Knowles (1970 ) coined the word Andragogy : ‘The art and science of helping adults learn’ By definition of an adult is someone who has achieved the self concept of being responsible for their own life 31Arun
- 32. Assumptions of Andragogy TheNeed to Know : Adults need to know the utility and value of the material before embarking on learning Self-Concept : Self-directing and autonomous The Role of Experience : Relate prior work experience in learning Readiness to Learn : Orient towards tasks associated with real life, social roles Orientation to Learning : Shift from subject-centered to problem-centered Motivation: learn by both extrinsic and intrinsic motivators 32Arun
- 33. Characteristics of AdultLearners Control over learning High motivation to learn Pragmatic in learning Learning may be a secondary role Resistant to change Adult learners are more diverse Draw on past experiences in learning Learning is often self-initiated Learning is aimed at an immediate goal 33Arun
- 34. Padagogy Vs Andragogy LearnerPadagogy Andragogy Concepts of learner Dependent personality Self-directed Orientation to learning Subject-centered Problem-centered Readiness to learn Uniform by age level and curriculum Develops from life tasks and problems Motivation External: Rewards and punishment Internal: Satisfaction, curiosity Experience Limited Broad and varied Planning Primarily by teacher Mutually by learners and fecilitator Education Future oriented Result oriented Adaptation to change Likely to accept new information Skeptical, try it out before accepting Application of learning Deferred Immediate Physiological factors (visual, audio, health) Less likely to influence learning May influence learning Vocabulary Limited and increases through education Extensive, influences learning 34Arun
- 35. • Verbal information- Names, labels, facts • Intellectual skills - Understanding of concepts • Motor skills - Coordination and dexterousness • Attitudes - Beliefs and feelings • Cognitive strategy - Regulate the process of learning What we learn 35Arun
- 36. How we learn LearningStyles Characteristics Teaching Strategies Visual visually illustrated or demonstrated • Graphics, illustrations • Images • Demonstrations Auditory when it is spoken • Lectures • Discussions Kinesthetic Information process : touched or manipulated • Written assignments, taking notes • Examination of objects • Participation in activities36Arun
- 37. How we learn LearningStyles Characteristics Teaching Strategies Social Groups Networks Peer group Seminars Webinar Environmental Ambiance - learner preferences (room temperature, lighting, seating, etc.) online learners have edge over on-campus students 37Arun
- 38. The Learning Cycle •The learning cycle is a dynamic process that involves four specific stages: – Concrete experience – Reflective observation – Abstract conceptualization – Active experimentation • The key to effective learning is to be competent in each of the four stages 38Arun
- 39. Learning Styles Diverger Generatesideas and understands multiple perspectives Based on concrete experience and reflective observation. Assimilator Good at inductive reasoning, can create theoretical models and explanations Based on abstract conceptualization and reflective observation Converger Good deductive reasoning, decision making and application of ideas Based on abstract conceptualization and active experimentation Accommodator Involved in new experiences, implements decisions and carries out plans Based on concrete experience and active experimentation 39Arun
- 40. Thinking styles oflearner Thinking Styles Characteristics Reflective learners •View new information subjectively •Relate new information to past experiences •Often ask "why?" •Examine their feelings about what they are learning Creative learners •Like to play with new information •Always ask "why?" •Make excellent troubleshooters •Create their own solutions and shortcuts 40Arun
- 41. Thinking styles oflearner Thinking Styles Characteristics Practical •Want factual information without any "nice- to-know" additions •Seek the simplest, most efficient way to do their work •Not satisfied until they know how to apply their new skills to their job or other interest Conceptual •Accept new information only after seeing the big picture •Want to know how things work, not just the final outcome •Learn the concepts that are presented but also want to know the related concepts that may not have been included 41Arun
- 42. The Learning Process Learningoccurs through both mental and physical processes Expectancy Perception Working storage Semantic encoding Rehearsal Organization Elaboration Retrieval Generalizing Gratifying 42Arun
- 43. Benjamin Bloom proposedhis Taxonomy in 1956. Bloom’s Taxonomy divided education objectives into three domains: • Affective(feeling) • Psychomotor(doing) • Cognitive(knowing) I hear, I know. I see, I remember. I do, I understand Blooms 43Arun
- 44. 44 Many faces oflearning • Just-in-case or just-in-time • Hard-wired or modular • Expository or discovery • Dumb or intelligen • Tell-and-test or try-and-see • Desktop or mobile • Content or context • Interactive or passive • Self-paced or live • Self-study or collaborative • Formal or informal • Award-winning or good enough • Stand-alone or blended • Marginalised or pervasive • Pull or push 44Arun
- 45. 45 "For an organization,the biggest priority for training is to align with business strategy. " Birskin Source: Bersin & Associates Corporate Training Survey What do you intend to achieve through your learning programs? results based on 526 Responses in May 2005 Need for Training 61% 47% 45% 37% 34% 21% 20% 7% 4% Alignment with Business Strategy Increasing Usage Increasing Effectiveness Measuring Support Reducing Costs Infrastructure - Technology Faster Deployment Revenue Outsourcing Arun
- 46. 46 Changing Perception ofCorporate Learning from a Cost to an Investment Training is a large investment Arun
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- 48. 48 Source: IBM Learning SolutionsSept 2005: blended learning for today’s evolving workforceArun
- 49. 49 Time to solution BlendedLearning Effort Arun
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