Exploring Andragogy

Exploring Andragogy

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  Exploring Andragogy Strategy and Theory Seminar By Jeff Geronimo ETT 571 – Northern Illinois University
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  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’
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  Malcolm Knowles Term originallycoined 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).
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  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
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  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
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  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
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  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
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  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
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  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
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  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
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  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
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  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
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  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.
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  Conclusion