ACED 9400 Assignment - Fall 2013
Article Reviewed:
Pew, Stephen. (2007). Andragogy and Pedagogy as
Foundational Theory for Student Motivation in Higher
Education. InSight : A Collection of Faculty Scholarship,
2, 14-25.
Adult learning theory principles and practiceDianne Rees
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.
The Adult Learner: Chapter Outlines and Main PointsMike Ramsey
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
Training Adult Learners PowerPoint PPT Content Modern SampleAndrew Schwartz
136 slides include: theories of adult learning, who are adult learners, the four adult learning styles, designing and developing an adult learning program. Tips for instruction, strategies for learning, slides on motivating adults, using technology with adult learning, plus goals for both the learner and educator, and much more.
Adult learning theory principles and practiceDianne Rees
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.
The Adult Learner: Chapter Outlines and Main PointsMike Ramsey
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
Training Adult Learners PowerPoint PPT Content Modern SampleAndrew Schwartz
136 slides include: theories of adult learning, who are adult learners, the four adult learning styles, designing and developing an adult learning program. Tips for instruction, strategies for learning, slides on motivating adults, using technology with adult learning, plus goals for both the learner and educator, and much more.
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.
Through this tutor training, you will:
- be able to articulate the characteristics of an adult learner
- have the ability to differentiate a tutoring session for a traditional vs. non-traditional student and
- be able to provide motivation for adult learners
The Adult Learning Theory - Andragogy. Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
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.
Through this tutor training, you will:
- be able to articulate the characteristics of an adult learner
- have the ability to differentiate a tutoring session for a traditional vs. non-traditional student and
- be able to provide motivation for adult learners
The Adult Learning Theory - Andragogy. Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
This presentation was given at ACPI-TESOL Costa Rica in July 2016. I discuss the definitions of grit and growth mindset, and how it can be applied to SLA. I believe that grit and growth mindset help students persevere and succeed in their language learning.
Este informe aborda la asesoría pedagógica desde un fenómeno propio de esta época: el e-learning. Es decir, una asesoría orientada ayudar a docentes e instituciones a pensar, gestionar y mejorar la modalidad de enseñanza a través de las nuevas tecnologías informáticas, fundamentalmente, a lo que se conoce como educación online.
Nini Daiana- Nechay K. Evelyn.
Self-Regulated Learning and Problem-Solving SuccessJenny Ankenbauer
Presentation on self-regulated learning and expert learner's use of time during a problem-solving event.
Guided questions for instructors to activate self-regulated learning are included. on slide 29.
Elaboration on topic via speaker notes with download. Extension activity presented on slide 33 to facilitate learning transfer of SRL theory to practice.
Leveraging Smartsheet to Fast-Track the Instructional Design ProcessDorea Hardy
Presented Sept. 22, 2021, at the first annual HBCU Technology Conference presented by HP.
Presentation Summary:
What does Project Management have to do with Instructional Design? Albany State University has recently reinvigorated its instructional design program through the benefit of project management ... specifically through leveraging the power of Smartsheet. In this presentation, we will look at the project section of the instructional design life cycle, and how ASU's Distance Learning department has leveraged Smartsheet to simplify and streamline the process of initiating the process, tracking the timelines, and even leveraged dashboards to keep the administration in the loop!
Accessibility in Word: A foundation for web contentDorea Hardy
Accessibility is always important ...and it starts with learning how to make your Word documents accessible. If you are a teacher, you need to have all of your documentation in an accessible format as you never know when you will have a student who will need to view it in a non-standard way.
With the rapid rush to online, instructors need to take extra steps to ensure that all of their students feel included in the online classroom environment.
An introductory presentation on the topic of ADA compliance that I put together for my coworkers. This presentation reviews the difference between Disability versus Accessibility, covers some of the applicable U.S. Laws, and introduces the viewer to some of the features available in Microsoft Word and Adobe Acrobat for making documents compliant.
Field Based Project - Introduction to Professional NursingDorea Hardy
Assignment for ACED 9400 - Fall 2013
Conceptual Framework (for Assignment)
In this contextual research assignment, learners will visit an actual adult learning facility (not your own), observe instructional activities in an adult learning program, examine operational policies, and write a report in academic style according to the Publication Manual of the American Psychological Association, 6th edition.
This presentation is based on the assignment.
Group Assignment for my ACED 8450 course - Reviewing Chapter 4 of the book "E-Learning and the Science of Instruction" - Course was in the Spring of 2015
The Latest Challenge to Today's Leaders - for ACED 9430 Leadership course in Spring 2014. Slide three was a video in the original presentation, video has been added just after slide three.
Utilization of Credit for Prior LearningDorea Hardy
Presentation for my ACED 9440 class (Spring 2015) at Valdosta State University. Discusses the push for more college graduates, the advantages of credit for prior learning, and reasons for low utilization of prior learning programs at institutions of higher education.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. Motivation & the
Adult Learner
Presented by:
Dorea M. Hardy, M.Ed.
Update Article Assignment for:
ACED 9400 - Dr. Vesta R. Whisler
2. Selected Article
Andragogy and Pedagogy as Foundational
Theory
for Student Motivation in Higher Education
Stephen Pew, PhD
Associate Professor of Healthcare
Leadership
Park University
3. “I never teach my pupils. I only attempt to provide the
conditions in which they can learn.” – Albert Einstein
4. Points of Discussion
What is Motivation?
Philosophies of Motivation
Extrinsic versus Intrinsic
Andragogy & Pedagogy – Who is responsible?
Implications
Aligning Student & Instructor Motivations?
Potential Roadblocks
Motivational hand up or hand out?
16. Philosophies of Motivation
Traditional vs. Non-Traditional Students
Readjustment
Experiences in the Classroom
Temporary Motivation
Internal Motivation
17. Philosophies of Motivation
Traditional vs. Non-Traditional Students
Readjustment
Experiences in the Classroom
Temporary Motivation
Internal Motivation
Responsibility & Source of Motivation
37. Motivational Hand Up or Hand Out?
Faculty as a Rescuer
Faculty as a Bridge
Providing a Balance
38. Motivational Hand Up or Hand Out?
Faculty as a Rescuer
Faculty as a Bridge
Providing a Balance
Self-Reliance
39. References
Pew, Stephen. (2007). Andragogy and Pedagogy as
Foundational Theory for Student Motivation in Higher
Education. InSight : A Collection of Faculty Scholarship,
2, 14-25.
Hello everyone, I am Dorea Hardy and this presentation is on “Motivation and the Adult Learner”
Link: http://www.insightjournal.net/Volume2/Andragogy%20and%20Pedagogy%20as%20Foundational%20Theory%20for%20Student%20Motivation%20in%20Higher%20Education.pdf
The article I selected for this assignment was “Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education” authored by Dr. Stephen Pew, Associate Professor of Healthcare Leadership at Park University.
Dr. Pew started the paper off with a quote from Albert Einstein “I never teach my pupils. I only attempt to provide the conditions in which they can learn” (Pew, 2007, p. 14).
This paper covered the definition of motivation, philosophies of motivation, as well as differences between extrinsic and intrinsic motivation.
Dr. Pew also discussed responsibility for motivation, implications, the process of aligning motivations, potential issues and whether instructors efforts are a hand up or a hand out.
Dr. Pew quoted Brennen, who defined motivation “as the level of effort an individual is willing to expend toward the achievement of a certain goal” (Pew, 2007, p. 14).
And according to McDevitt and Ormond, it “energizes, directs and sustains behavior…” (Pew, 2007, p. 14)
“…and can be either intrinsic or extrinsic.” (Pew, 2007, p. 14)
From here, Dr. Pew discusses four theories related to motivation.
(Pew, 2007, p. 14)
The first is behavioral theories, where he refers to the work of B.F. Skinner.
Pew briefly discusses the increased positive behavior through positive and negative stimuli.
This theory is an extrinsic form of motivation, which we will discuss later.
(Pew, 2007, p. 14-15)
The second theory is the cognitive view.
As an intrinsic motivator, the view here is that cognitive dissonance will cause students to strive for a reestablishment of an equilibrium.
(Pew, 2007, p. 15)
The third theory is the humanistic view which is based on Abraham Maslow’s work.
If physical and safety needs are met, the theory holds that students will become intrinsically motivated to learn.
(Pew, 2007, p. 15)
The fourth theory is biological or neural.
Stating that synaptic events in the brain will influence behavioral outcomes.
(Pew, 2007, p. 15)
In discussing instructor philosophies of motivation, Dr. Pew begins by talking about the changes occurring in the college demographics.
Specifically the shift from traditional towards non-traditional students.
(Pew, 2007, p. 15)
This change, he points out, requires instructors to make changes in their approach of instruction.
The “readjustment” here will not be just for instructors though.
It will be an adjustment for the students as well.
(Pew, 2007, p. 15)
As the “underlying philosophies” shift, it will adjust the types of experiences students will have in the classroom.
(Pew, 2007, p. 15)
Dr. Pew states that “these experiences” can be the difference between temporarily motivated and intrinsically motivated students.
(Pew, 2007, p. 15)
The key issues here with motivation are:
1.) who is responsible, and
2.) who or what is the source of motivation.
(Pew, 2007, p. 15-17)
At this point, Dr. Pew begins to discuss the differences between extrinsic and intrinsic motivation.
Some of the key points he makes about extrinsic motivation are:
1.) that it requires minimum effort from the motivated person,
2.) it typically can be a controls and rewards method,
3.) has been known to be culturally driven & observable, and
4.) has turned into a commodity or an investment for many people
(Pew, 2007, p. 15-17)
In Moving form pedagogy to andragogy by Knowles in 1984, he stated “when a person becomes older, his motivation to learn comes more from his own self” (p 12).
Those who are intrinsically motivated tend to demand more effort of themselves.
To them, what they do is inherently interesting or enjoyable.
They like taking credit for their results.
This type of motivation is freely available and portable. (They can take it anywhere they go.)
And the sense of accomplishment from this motivator can surpass external gratification.
(Pew, 2007, p. 17-18)
Understanding extrinsic and intrinsic motivation, we can now look at andragogy and pedagogy.
We can discuss who is to be motivated and who’s responsibility it is to be the motivator.
(Pew, 2007, p. 17)
Pedagogy is a teacher-directed model of education.
In this model, teachers are assuming all of the responsibility for teaching and this teaching is focused typically on transmitting information to children.
(Pew, 2007, p. 17-18)
Conversely, andragogy is focused on helping adults acquire knowledge as well as critically thinking about the acquired information.
For the adults in this situation, the learning to them is for intrinsic value.
The adult, therefore, takes on the primary responsibility for their learning.
(Pew, 2007, p. 18-19)
As instructors, we must consider what the implications are of this information.
First, we must understand who is ultimately responsible for motivating the learner in our particular circumstance.
(Pew, 2007, p. 18-19)
If we are teaching adults, we must remember that each person comes with their own experience and baggage.
They do not leave it at the door of your classroom.
(Pew, 2007, p. 18-19)
We must remember that we cannot know what motivates anyone else.
We can only know what motivates us.
(Pew, 2007, p. 18-19)
Dr. Pew also recommends that college level instructors apply the “platinum rule.”
This rule “states that we might motivate others as they want to be motivated, not as we might want to motivate them” (Pew, 2007, p. 19).
(Pew, 2007, p. 20)
Knowing this, how do we align our motivates with our students motivations?
We start by creating learning environments that…
(Pew, 2007, p. 20)
Help the students use their “internal resources.”
What brought them to college and how can instructors use that?
(Pew, 2007, p. 20)
The environment should also allow the students to gain knowledge…
(Pew, 2007, p. 20)
…and develop skills in both critical thinking and problem solving.
(Pew, 2007, p. 20-22)
Instructors must also understand and be prepared to deal with potential road blocks.
(Pew, 2007, p. 20-22)
One road block an instructor might come against is “tradition”.
Many people do not like change and like to keep the “status quo”.
Pedagogy is the current “way” to teach and not everyone will want to break from that tradition.
(Pew, 2007, p. 20-22)
A second road block one might encounter is the “futility of fame” which Dr. Pew calls “the catnip of motivator educators” (Pew, 2007, p. 21).
Trying to motivate students can actually make students more dependent.
Dr. Pew mentions the concepts of “enabling” and “codependency”.
He states on page 21 that “this addiction is some times so strong, the codependent will cause the other person to continue to be needy; this behavior is called enabling.”
(Pew, 2007, p. 20-22)
The final example Dr. Pew dives in this paper is “a mutual pact of low expectations” (Pew, 2007, p. 21).
He implies that this could be College Administrations’ fault for pushing instructors to cater to students, thereby making the faculty’s motivation be “self-serving” instead of student centered.
(Pew, 2007, p. 22-23)
Motivation is obviously need by our students in order for them to succeed in college.
So how do we help them without hurting them?
Dr. Pew mentions that the “faculty as a rescuer” is not helping the student.
In actuality it is enabling the students, thereby making the faculty person an enabler.
(Pew, 2007, p. 22-23)
Dr. Pew then states that some faculty may attempt to be a motivational bridge, if only temporarily.
Unfortunately, while this may help a struggling student, those in the class that do not need the motivation will suffer.
This is because the instructor’s resources will be devoted to motivating instead of instruction.
(Pew, 2007, p. 22-23)
Dr. Pew instead encourages finding a balance in developing “adult-to-adult interactions” (Pew, 2007, p. 22), whereby the instructor can be a facilitator of learning.
(Pew, 2007, p. 22-23)
Dr. Pew doesn’t give us a definitive answer to this question of motivation.
Instead he wants us to critically think about our part in motivation.
He points out though, that ultimately we must depend on self-reliance for motivation.
We cannot be responsible for motivating others.
They must learn to be self-reliant and find their motivation in themselves.