Andragogy is adult learning model

1. 1
‫يادگيري‬ ‫اصول‬ ‫از‬ ‫برخي‬
:

‫است‬ ‫يادگيرنده‬ ‫اختيار‬ ‫در‬ ً‫ال‬‫اصو‬

‫است‬ ‫فرد‬ ‫به‬ ‫منحصر‬ ‫و‬ ‫فردي‬

‫است‬ ‫يادگيرنده‬ ‫عمومي‬ ‫تاثيرحالت‬ ‫تحت‬

‫است‬ ‫همگامي‬ ‫و‬ ‫همكاري‬

‫است‬ ‫تكاملي‬ ‫فرآيند‬ ‫يك‬

‫است‬ ‫تجربه‬ ‫از‬ ‫منتج‬

‫باشد‬ ‫نمي‬ ‫مشاهده‬ ‫قابل‬ ‫مستقيم‬ ‫صورت‬ ‫به‬

‫است‬ ‫فردي‬ ‫عمل‬ ‫يك‬ ‫يادگيري‬

‫است‬ ‫يادگيري‬ ‫اصلي‬ ‫كليد‬ ‫انگيزه‬

‫باشد‬ ‫روشن‬ ‫يادگيرنده‬ ‫براي‬ ‫بايد‬ ‫ياددهند‬ ‫تجربه‬ ‫تناسب‬

«
‫كردن‬ ‫آگاه‬
»
‫است‬ ‫مهم‬ ‫يادگيرنده‬

2. 2
‫يادگيري‬ ‫ويژگيهاي‬

‫يادگيري‬
. . .

‫است‬ ‫يادگيرنده‬ ‫رفتار‬ ‫در‬ ‫تغيير‬ ‫يك‬ ‫ايجاد‬

‫ا‬ ‫و‬ ‫انطباق‬ ‫قابل‬ ، ‫تدريجي‬ ‫حال‬ ‫عين‬ ‫در‬ ‫و‬ ‫دائمي‬ ً‫ا‬‫نسبت‬
‫نتخابي‬
‫است‬

‫وجو‬ ‫به‬ ‫تجربه‬ ‫و‬ ‫تكرار‬ ‫و‬ ‫تمرين‬ ‫نتيجه‬ ‫در‬ ‫تغيير‬ ‫اين‬
‫آيد‬ ‫مي‬ ‫د‬
.

‫نيست‬ ‫رويت‬ ‫قابل‬ ‫مستقيم‬ ‫بطور‬

3. 3
‫يادگيري‬ ‫تسهيل‬ ‫براي‬ ‫الزم‬ ‫شرايط‬

.....
‫كه‬ ‫جوي‬

‫كند‬ ‫تشويق‬ ‫بودن‬ ‫فعال‬ ‫به‬ ‫را‬ ‫اشخاص‬

‫نمايد‬ ‫تاكيد‬ ‫را‬ ‫يادگيري‬ ‫فردي‬ ‫ماهيت‬

‫است‬ ‫خوب‬ ‫تفاوت‬ ‫وجود‬ ‫كه‬ ‫بپذيرد‬

‫باشد‬ ‫قائل‬ ‫افراد‬ ‫براي‬ ‫را‬ ‫كردن‬ ‫اشتباه‬ ‫حق‬

‫نمايد‬ ‫تحمل‬ ‫را‬ ‫نقص‬

‫كند‬ ‫تشويق‬ ‫را‬ ‫خود‬ ‫به‬ ‫اطمينان‬ ‫و‬ ‫خود‬ ‫درباره‬ ‫صراحت‬

‫ايجاد‬ ‫افراد‬ ‫در‬ ‫را‬ ‫گرفتن‬ ‫قرار‬ ‫قبول‬ ‫مورد‬ ‫و‬ ‫بودن‬ ‫محترم‬ ‫احساس‬
‫نمايد‬

‫كند‬ ‫آسان‬ ‫را‬ ‫مطالب‬ ‫كشف‬

‫كند‬ ‫تاكيد‬ ‫درهمكاريها‬ ‫خود‬ ‫از‬ ‫ارزشيابي‬ ‫بر‬

‫سازد‬ ‫ممكن‬ ‫را‬ ‫عقايد‬ ‫برخورد‬

4. 4
Hear and Forget
See and
Remember…
Do and
Understand”

5. Pedagogy, Andragogy, and Heutagogy

6. 6
Pedagogy and Andragogy
What’s the Difference?

7. 7
Adult Learning
 The central question of how adults learn has
occupied the attention of scholars and
practitioners since the founding of adult
education as a professional field of practice in
the 1920s.
 Some eighty years later, we have no single
answer, no one theory or model of adult
learning that explains all that we know about
adult learners, the various contexts where
learning takes place, and the process of
learning itself.

8. 8
Adult Learning
 What we do have is a mosaic of theories,
models, sets of principles, and explanations
that, combined, compose the knowledge base
of adult learning.
 Two important pieces of that mosaic are
andragogy and self-directed learning.

9. 9
Adult Learning
 The first book to report the results of research
on this topic, Thorndike, Bregman, Tilton, and
Woodyard’s Adult Learning (1928), was
published just two years after the founding of
adult education as a professional field of
practice.

10. 10
Adult Learning
 Lorge focused on adults’ ability to learn rather
than on the speed or rate of learning (that is,
when time pressure was removed), adults up to
age seventy did as well as younger adults.
 Today it is recognized that adults score better
on some aspects of intelligence as they age and
worse on others, resulting in a fairly stable
composite measure of intelligence until very
old age (Schaie and Willis, 1986).

11. 11
Andragogy
 In 1968, Malcolm Knowles proposed “a new
label and a new technology” of adult learning
to distinguish it from pre-adult schooling

12. 12
Andragogy (Malcolm Knowles)
 Andragogy is the art and science of helping adults
learn:
Adults desire and enact a tendency toward self-
directedness as they mature
Adults’ experiences are a rich resource for learning.
They learn more effectively through experimental
activities such as problem solving
Adults are aware of specific learning needs generated
by real life
Adults are competency-based learners who wish to
apply knowledge to immediate circumstances
 A climate of mutual respect is most important for
learning: trust, support, and caring are essential
components. Learning is pleasant and this should
be emphasized

13. 13
Principles of adult learning
 Autonomous and self- directed
 Life experiences and knowledge
 Goal- oriented
 Relevancy- oriented
 Practical
 Respect

14. 14
Adult Education is more effective
when it is experience centered,
related to learner’s real needs
and directed by learners
themselves.

15. 15
The Learner
 The learner is dependent
upon the instructor for all
learning
 The teacher/instructor
assumes full responsibility
for what is taught and how it
is learned.
 The teacher/instructor
evaluates learning
 The learner is self-directed
 The learner is responsible
for his/her own learning
 Self-evaluation is
characteristic of this
approach
Pedagogical Andragogical

16. 16
Role of the Learner’s Experience
 The learner comes to the
activity with little
experience that could be
tapped as a resource for
learning
 The experience of the
instructor is most influential
 Learner brings a greater
volume and quality of
experience
 Adults are a rich resource
for one another
 Different experiences assure
diversity in groups of adults
 Experience becomes the
source of self-identify
Pedagogical Andragogical

17. 17
Readiness to Learn
 Students are told what they
have to learn in order to
advance to the next level of
mastery
 Any change is likely to
trigger a readiness to learn
 The need to know in order
to perform more effectively
in some aspect of one’s life
 Ability to assess gaps
between where one is now
and where one wants and
needs to be
Pedagogical Andragogical

18. 18
Orientation to Learning
 Learning is a process of
acquiring prescribed subject
matter
 Content units are sequenced
according to the logic of the
subject matter
 Learners want to perform a
task, solve a problem, live in
a more satisfying way
 Learning must have
relevance to real-life tasks
 Learning is organized
around life/work situations
rather than subject matter
units
Pedagogical Andragogical

19. 19
Motivation for Learning
 Primarily motivated by
external pressures,
competition for grades, and
the consequences of failure
 Internal motivators:
selfesteem, recognition,
better quality of life, self-
confidence, self-
actualization
Pedagogical Andragogical

20. 20
Andragogy vs. Adult Learning
 Knowles revise his thinking as to whether
andragogy was just for adults and pedagogy
just for children.
 Between 1970 and 1980 he moved from an
andragogy versus pedagogy position to
representing them on a continuum ranging
from teacher-directed to student-directed
learning.

21. 21
From Pedagogy to
Heutagogy

22. 22
 It is thirty years since Knowles introduced us
to the concept of andragogy as a new way of
approaching adult education.
 Much in the world has changed since that time,
and we all know that the rate of change seems
to increase every year.

23. 23
Heutagogy
 Heutagogy, the study of self-determined
learning, may be viewed as a natural
progression from earlier educational
methodologies – in particular from capability
development.

24. 24
Heutagogy
 The concept of truly self-determined learning,
called heutagogy, builds on humanistic theory
and approaches to learning described in the
1950s.
 It is suggested that heutagogy is appropriate to
the needs of learners in the workplace in the
twenty-first century, particularly in the
development of individual capability.

25. 25
The need for Heutagogy
 This revolution recognizes the changed world in
which we live. A world in which:
 information is readily and easily accessible;
 change is so rapid that traditional methods of training
and education are totally inadequate;
 discipline-based knowledge is inappropriate to
prepare for living in modern communities and
workplaces;
 learning is increasingly aligned with what we do;
 modern organizational structures require flexible
learning practices
 There is a need for immediacy of learning.

26. 26
 A heutagogical approach recognizes the need to be
flexible in the learning,
 where the teacher provides resources but the learner
designs the actual course he or she might take by
negotiating the learning.
 Thus learners might read around critical issues or
questions and determine what is of interest and
relevance to them and then negotiate further reading
and assessment tasks.
 With respect to the latter, assessment becomes more
of a learning experience rather than a means to
measure attainment.

27. 27
 As teachers we should concern ourselves with
developing the learner’s capability, not just
embedding discipline-based skills and
knowledge.
 We should relinquish any power we deem
ourselves to have.