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Teaching an Old Dog New Tricks: Using Andragogical Principles in Webinar Instruction
- 1. Teaching an Old Dog New Tricks USING ANDRAGOGICAL PRINCIPLES IN WEBINAR INSTRUCTION
- 2. Let’s have some fun! Get out your phones and go to… www.socrative.com Click Login – then click Student Room: DOGPARK
- 3. Objectives • What do you hope to take away from this presentation?
- 4. Objectives Our Objectives • Basic understanding of andragogy • Applying it to instruction in an online format Your Objectives • Audience objective 1 • Audience objective 2
- 5. Why we do webinars • 83,000 students and growing • 10.5 FTE reference librarians • 67,000 incoming questions
- 6. Our webinar landscape • 363 webinars • 6400 attendees • Different categories of webinars
- 7. Why we chose andragogy • It is a learning theory focused on the adult learner • Over 62,000 students are over the age of 25 • These students are non-traditional
- 8. Learner profiles • Name: Gloria • Age: 45 • Degree: Bachelor of Science in Nursing • Motivation: Advancement in her career The library doesn’t have any articles on my topic! Experience with the library • Tries to search the library like Google • Uses Google • Anxiety has kept her from contacting the library
- 9. Learner profiles • Name: David • Age: 63 • Degree: Phd in Educational Leadership • Motivation: To keep busy Experience with the library • Technology novice • Some library knowledge • Relies on article titles Why can’t I find one article that discusses my exact dissertation topic?
- 10. Learner profiles • Name: Nora • Age: 32 • Degree: Master of Arts in English • Motivation: Changing careers I use the citations from the library! Why am I losing points? Experience with the library • Tech savvy and able to find relevant articles • Struggles with citations
- 11. Andragogical principles • Involved in the planning and evaluation of instruction • Experience provides the basis for learning activities • Immediate relevance and impact • Problem centered vs content oriented
- 12. Involvement • Need to know • Self-directed • Readiness to learn
- 13. Involvement - Strategies Current • Start with their goals • Polls • Questions Question 2: Taking a road trip with friends Question 3: Spending your lottery winnings Future • Pre-assessment • Handouts • Collaborative platform
- 14. Experience • Quantity • Individual • Pros and cons
- 15. Experience - Strategies Current • Outside experiences • Current library skills • Engagement Question 1: Ultimate vacation Question 2: Taking a road trip with friends Question 3: Spending your lottery winnings Future • Reflection opportunities • Polls prepared for each webinar
- 16. Relevance • Readiness to learn • Motivation
- 17. Relevance - Strategies Current • Use their assignment • Information literacy strategies Question 2: Taking a road trip with friends Question 3: Spending your lottery winnings Future • Reflection opportunities • Planning document
- 18. Problem oriented • Life-centered • Optimal learning context
- 19. Problem oriented - Strategies Current • Terminology • Model problem-solving • Model trial and error Question 2: Taking a road trip with friends Future • Collaborative platform • Webinar series • Flipped classroom
- 20. Q & A Session
Editor's Notes
- Refer to the questions during the presentation What would be your ultimate vacation…and why? You’ve decided to take a road trip with 2 of your best friends. How do you plan it? You’ve won the lottery! Congratulations!! What are you going to do with the money?
- Population information from NCES Fast facts https://nces.ed.gov/collegenavigator/?id=104717#general Over 74,000 are online students Population - Fall of 2017 statistics Library statistics - 2017 Email, phone, chat, in-person Over 200 programs Library hours
- 2017 statistics General – Introductory, APA Subject specific – Nursing, Theology, Doctoral Course specific – UNV-104: 21st Century Skills, BIO-220: Environmental Science Faculty requested – ENG-106: English Composition II, HCA-675: Health Care Innovation
- Population information from NCES Fast facts https://nces.ed.gov/collegenavigator/?id=104717#general They come to the “classroom” with significant life and work experiences and responsibilities
- Doesn’t find anything in the library and gets frustrated Professor tells her that her sources aren’t scholarly – she should use the library Vicious circle
- A little knowledge is dangerous. Doesn’t properly refine. Believes the articles should answer his research questions
- She consistently loses points on her assignments. Frustrated because she’s using the citation generator from the library.
- Malcolm Knowles is the best known author related to adult learning and specifically the andragogical model. From his research and personal experience as an instructor he noted 6 assumptions of the adult learner. The 4 instructional principles above were drawn from these assumptions. Need to know Self-directed Experience Readiness to learn Orientation to learning Motivation
- Quotes from Knowles, The Adult Learner: A Neglected Species… Need to know: “Tough (1979) found that when adults undertake to learn something on their own they will invest considerable energy in probing in to the benefits they will gain from learning it and the negative consequences of not learning it.” (p. 57) Self-directed: “They [adults] resent and resist situations in which they feel others are imposing their wills on them.” (p. 58) Readiness to learn: “Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations.”. (p. 60)
- Referencing Socrates questions Planning and control is important to adults Current Ask the goals of the attendees and write them down where they can see it and where you can reference back to it throughout the webinar In the platform we use, we can have poll questions prepared ahead of time. They allow students to see where they fall compared to others. Ask lots of questions throughout the webinar and discuss their answers. Future Pre-assessment sent after registration to gather existing knowledge and goals for the webinar. Functional handouts that students can use to make notes throughout the webinar. (Notice we gave you handouts so you can make notes today) Gotowebinar doesn’t allow attendees to “talk” to each other. Some platforms will not only allow students to see each others’ comments, but can be put into groups.
- Knowles, The Adult Learner: A Neglected Species… Adults come into an educational activity with a large volume of experiences. (p. 59) A group of adults will be heterogeneous in terms of backgrounds, learning styles, motivation, needs, interests, and goals. (p. 59) Greater experience can be a rich resource and an obstacle in the form of habits and biases. (p. 59) Ignoring students’ experiences isn’t just rejecting those experiences, but them as persons. (p. 60)
- Referencing Socrates questions Adults have a rich abundance of life and work experiences. These influence their instructional experiences. Current We acknowledge their experiences when researching information in their daily lives. We use their current library knowledge as a jumping off point for sharing the webinar content. Use different kinds of strategies to encourage student engagement – polls, questions, sharing our own experiences. Future Reflection is an important strategy for students to be able to make additional connections with the new knowledge. Have pre-planned polls for every webinar that encourages conversation between attendees and between the librarian and attendees.
- Quotes from Knowles, The Adult Learner: A Neglected Species… Readiness to learn: “An especially rich source of “readiness to learn” is the developmental tasks associated with moving form one developmental stage to the next”. (p. 60) Motivation: “Tough (1979) found in his research that all normal adults are motivated to keep growing and developing, but that this motivation is frequently blocked by such barriers as negative self-concept as a student, inaccessibility of opportunities or resources, time constraints, and programs that violate principles of adult learning.” (p. 63)
- Referencing Socrates questions Adults need to be able to see how the content will be immediately applied to their lives. Current Use an assignment they will be working on or have worked on. Give them additional information literacy strategies such as organizing their information. Future Reflection allows students a chance to find more meaning in the content as it applies to their lives. Planning document where students can apply the information they just learned to an upcoming assignment.
- Quotes from Knowles, The Adult Learner: A Neglected Species… “Adults are life-centered (or task-centered or problem-centered) in their orientation to learning”. (p. 61) “They learn new knowledge, understandings, skills, values, and attitudes most effectively when they are presented in the context of application to real-life situations”. (p. 61)
- Referencing Socrates questions Planning a trip is a series of problem solving activities – how will you get there, where will you stay, what will you do when you’re there, how will you collaborate, etc. Current Use terminology that elicits problem oriented thinking (how would you solve this, what would you do in this situation). Address the webinar content with the strategies I would use (to find resources / for this assignment). Model trial and error Future A collaborative platform would give students an opportunity to discuss ideas for solving the problem. Have a series of webinars that focus on discrete information literacy problems students struggle with. Develop flipped classroom resources based on a problem relevant to the webinar content – possibly a case study.
- Refer to the questions during the presentation What would be your ultimate vacation…and why? You’ve decided to take a road trip with 2 of your best friends. How do you plan it? You’ve won the lottery! Congratulations!! What are you going to do with the money?