Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy
This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy
This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this study proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). By way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
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Obtain an overview of adult learning theory (andragogy) and learn how Gagne's nine events of instruction can be modified with adult learning theory in mind. Some critiques of the theory are also presented.
Educators and students must develop effective strategies and methods to transfer learning outside the classroom for academic and professional development reasons in the workplace. My knowledge of adult learning styles enables me to both differentiate instruction and teach others how to meet varying learning needs.
This presentation covers the major principles of Andragogy as outlined by Malcolm Knowles and ideas and best practices for incorporating these principles in an eLearning environment.
This PPT Aims to provide knowledge and Understanding about the concept of Andragogy, Principles of Andragogy, Assumptions of Andragogy, Benefits of Andragogy, History of Andragogy and So on.
A Strategic Approach: GenAI in EducationPeter Windle
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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1. Exploring Andragogy
Strategy and Theory Seminar
By Jeff Geronimo
ETT 571 – Northern Illinois University
2. Defining Andragogy
Many definitions, but commonly known as the
scholarly approach to the learning of adults.
Theory is an attempt to develop a set of
learning strategies specifically for adults.
Andr- meaning ‘man’; agogos meaning
‘leading’
3. Malcolm Knowles
Term originally coined by Alexander
Kapp in 1833, but developed into a
theory of adult education by Malcolm
Knowles in 1960’s (Knowles, Holton,
and Swanson 1998, 59).
Collected ideas about adult education
until introduced to the term
“andragogy.”
Knowles known as principle expert on
andragogy, but there are others who
have addressed the concept:
Brookfield (1986), Mezirow (1991),
Lawler (1991), and Merriam (1999).
4. Pedagogy & Andragogy
Pedagogy Andragogy
Dependent: teacher Moves towards
directs what, when, independence; self-
how a subject is directed. Teacher
learned and tests that encourages and
is has been learned nurtures learning
5. Principles of Andragogy
Experience Instruction for adult
focuses more on process
Need to Self- and less on content
Know concept
Case studies, role-playing,
Andragogy simulations most useful
Motivation Readiness
to Learn to Learn Instructors adopt a role
of facilitator or resource
Orientation
to Learning
6. Principles of Andragogy
Experience Need to Know:
Adults need to know the
reason for learning
Need to Self-
Know concept something
Andragogy
Motivation Readiness
to Learn to Learn
Orientation
to Learning
7. Principles of Andragogy
Experience Experience:
Experience (including
mistakes) provides the
Need to Self-
Know concept basis for learning activities
Andragogy
Motivation Readiness
to Learn to Learn
Orientation
to Learning
8. Principles of Andragogy
Experience Self-Concept:
Adults need to be involved
in the planning and
Need to Self-
Know concept evaluation of their learning
Andragogy
Motivation Readiness
to Learn to Learn
Orientation
to Learning
9. Principles of Andragogy
Experience Readiness to Learn:
Topics should have
immediate relevance to
Need to Self-
Know concept work and/or personal lives
Andragogy
Motivation Readiness
to Learn to Learn
Orientation
to Learning
10. Principles of Andragogy
Experience Orientation to Learning:
Adult learning is problem-
centered rather than
Need to Self-
Know concept content-oriented
Andragogy
Motivation Readiness
to Learn to Learn
Orientation
to Learning
11. Principles of Andragogy
Experience Motivation to Learn:
Adults respond better to
internal versus external
Need to Self-
Know concept motivators
Andragogy
Motivation Readiness
to Learn to Learn
Orientation
to Learning
12. Application of Andragogy
Learning materials
Explain why things Instruction should and activities
Task-oriented
are being taught allow learners to account for
instead of
(commands, proce discover things on different
memorization
sses, menus, etc.) their own levels/experience
with computers
13. References
Fidishun, Dolores. (2000). Andragogy and Technology.
Knowles, M. (1975). Self-Directed Learning. Chicago:
Follet.
Knowles, M. (1984). Andragogy in Action. San
Francisco: Jossey-Bass.
Knowles, Malcolm S., Elwood F. Holton III, and
Richard A. Swanson. (1998). The Adult Learner.
Houston: Gulf Publishing.
Need to Know: adults need to know the reason for learning somethingFoundation/Experience: experience (including mistakes) provides the basis for learning activitiesSelf-concept: adults need to be involved in the planning and evaluation of their learningReadiness: adults are most interested in learning topics which have immediate relevance to their work and/or personal livesOrientation: adult learning is problem-centered rather than content-orientedMotivation: adults respond better to internal versus external motivators
Unlike students who simply learn what they are told, adults are used to understanding what they do in life; they want to know the reason they need to learn something or how it will benefit them.To see the value of the lesson, ask the student to do some reflection on what they expect to learn, how they might use it in the future or how it will help them meet their goals
Adults have had a lifetime of experiences; want to use what they know and want to be acknowledged for having that knowledge (case studies, reflective activities, etc. will facilitate the use of learns’ already acquired expertise).
Adult learners are self-directed, taking responsibility for their own learning and the direction it takes. (asynchronous web-based learning being non-linear; ability to branch, skip sections, etc.; follow a learning path that suits them)
Adults become ready to learn when, as Knowles explained, “they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems” (1980, 44). Lessons should be concrete and relate to students’ needs and future goals. Instructors can ask themselves: “what can my students learn here that they will be expected to know out there?”Consider a resume for a writing class
Adults are life, task or problem-centered in their orientation to learning; want to see how what they are learning will apply to their life, solve a problem, etc. (technology-based instruction will be more effective if it uses real-life examples or situations that adult learners may encounter in their life or on the job). For example, students can bring real-life examples of school discipline challenges to a synchronous chat session in an online course – they’ll be anxious to participate and gain the practical experience which will help them do better at their job.
While adults may respond to external motivators, internal priorities more important (incentives such as increased job satisfaction, self-esteem…all important in giving adults reason to learn). Activities that build students’ self-esteem (completion of goals or modules that can be checked off in sequence) may help motivate completion of a longer sequence.These could be any type of activity or resource interaction. The addition of a Course completion status block quickly helps a student stay on track and allows an instructor to view student progress.Why use Course Completion in Moodle?You might want to make sure students complete certain activities before others. In this example, you will view how to adjust your course settings to include course completion and then how to set a viewing requirement for a resource page.
Computer class
To facilitate the use of andragogy while teaching with technology we must use technology to its fullest. Arguments for the use of technology many times include statements about its flexibility and the ability of the learner to move through lessons any time, anywhere, and at their own pace. These arguments also include logical explanations of how a learner may adapt the lessons or material to cover what they need to learn and eliminate the material that is not appropriate or that they have already learned. To adapt to the needs of adult students, these definitions of technology-based learning must be utilized to make its design interactive, learner-centered and to facilitate self-direction in learners.Educators who are using adult education concepts in the development of their lessons must also become facilitators of learning. They must structure student input into their design and create technology-based lessons which can easily be adapted to make the presentation of topics relevant to those they teach.If these guidelines are followed, the instruction that is developed will be not only technologically workable but also effective from a learner’s perspective.