ANDRAGOGY THE ADULT LEARNER IN THE DIGITAL AGE

ANDRAGOGY THE ADULT LEARNER IN THE DIGITAL AGE ELIZABETH BROWNING & PETER CALLAGHAN

PRESENTATION OUTLINE • Definitions of Andragogy • Introduction - short video refresher (8 mins) • 6 “Assumptions” of Andragogy • Introduction – overview of all 6 • Guided talk – go through each one with discussion questions • Open to class discussion • Criticisms of Andragogy • Mini lectures (8) • Brief commenting period following each topic (5 mins) • A Look at the Future • Group work with guiding questions – find and discuss 1 artifact • Whole class discussion (5 mins each group present) • Conclusions

DEFINITION: ANDRAGOGY From Modern Practice of Adult Education: From Pedagogy to Andragogy is “the art and science of helping adults learn” (Knowles, 1980). The theory is based on six assumptions which will be explained in the next section: self-concept, experience, readiness to learn, orientation to learn, motivation to learn, and the need to know.

INTRODUCTION Background video on Knowles and Andragogy http: //www. youtube. com/watch? v=U 4 i. MFu 4 Cn. LQ&feature=related

6 ASSUMPTIONS - INTRODUCTION

1. SELF-CONCEPT Adult Learners are self-directed, autonomous, and independent (Chan, 2010) Knowles appreciated the need of adults to be actively involved in the decisions that affect them, and as they matured, they became more capable of taking responsibility for themselves…he recommended that the learning environment be collaborative, welcoming, and one of mutual respect and trust (Blondy, 2007). It is natural that “a person move from dependency toward increasing selfdirectedness, but at different rates” (Knowles, 1980).

2. ROLE OF EXPERIENCE Repository of an adult’s experience is a rich resource for learning. Adults tend to learn by drawing from their previous experiences (Chan, 2010). Knowles differentiated the quality of experiences of adults versus children based on the different types of roles they occupied in society. He encouraged group discussion and collaboration that would draw on the heterogeneity and expertise within groups (Blondy, 2007). “People attach more meaning to learning they gain from experience than those they acquire passively” (Knowles, 1980).

3. READINESS TO LEARN Adults tend to be ready to learn what they believe they need to know (Chan, 2010) Adults often experience situations that triggered a need to learn something new. As a result, adult learners want to know why they need to know something before they learn it. Learning for adults springs primarily from necessity, but should also be a gratifying and pleasurable experience (Blondy, 2007). “Learning programs should be organized around life-application categories and sequences according to the learners’ readiness to learn” (Knowles, 1980).

4. ORIENTATION TO LEARNING Adults learn for more immediate applications rather than for future uses. Their learning orientation is problem centered, task-oriented, and life-focused (Chan, 2010). “Learners see education as a process of developing increased competence to achieve their full potential. They want to be able to apply whatever knowledge and skill they gain today to living more effectively tomorrow. Accordingly, learning experiences should be organized around competencydevelopment categories. People are performance-centered in their orientation to learning” (Knowles, 1980).

5. INTERNAL MOTIVATION Adults are more internally motivated than externally (Chan, 2010) “Other experts, this time in the field of adult learning, argue that learning as adults is not motivated solely by the prospect of improved career prospects and earnings, but that some adults engage in adult learning for personal interest. ” (Statistics Canada, 2008) “If you choose something you want to do, then you go with it with much more passion, much more drive”. Sir Trevor Mc. Donald (as cited in Heppell, 2009)

6. THE NEED TO KNOW Adults need to know the value of learning and why they need to learn (Chan, 2010) “One effective way of doing this is the role-play, where students can see in a nonthreatening situation how concepts apply to them” (Forest III & Peterson, 2006) “When adults undertake learning something they deem valuable, they will invest a considerable amount of resources (e. g. , time and energy). ” (Taylor, & Kroth, 2009)

DISCUSSION QUESTIONS 1. Self-Concept a. How can an instructor create a safe environment where learners can share ideas and experience? b. How does asynchronous and sychronous course delivery contribute to or limit the application of this assumption in online learning? c. A survey conducted by Robinson (1992) found that learners did not prefer to be self-directed in distance education and indicated a desire for clear instructions and precise information about grading which contradicts Knowles assumption(Blondy, 2007). How does this contradiction inform your approach (as teacher or student) to online learning?

DISCUSSION QUESTIONS 2. Role of Experience a. Experience can limit learning through preconceived notions about reality, habits and prejudice. What strategies have you seen or used to overcome this obstacle and encourage open mindedness? b. Experience varies by culture and age does not make ones experience valuable, thus experience cannot be the defining feature in learning. How can we find a balance and account for social and cultural differences of learners?

DISCUSSION QUESTIONS 3. Readiness to learn a. Knowles recommended using a model of competencies reflecting both personal and organizational needs so learners could correctly identify their needs (Blondy, 2007). How can a facilitator assist in identifying/addressing learner needs? b. To address learner needs Blondy (2007) suggests that “course curriculum and assignments should be flexible and allow learners to develop a plan to accomplish their individual goals within the frame work of the course”. What has been your experience in online learning in this respect? Has it been effective?

DISCUSSION QUESTIONS 4. Orientation to learning a. As learners’ focus shifts towards information that is of immediate use and moves away from preparation for the future, how can you motivate them to learn things they may not see as immediately useful? Should you be doing that? b. The Statistics Canada article we read earlier in the course showed this orientation changing depending on the learner’s age. How does this affect your field of work? Can you do something to align the needs of your learners with the needs of your organization?

DISCUSSION QUESTIONS 5. Internal motivation a. What kinds of roadblocks have you encountered in motivating your learners? How did you overcome them? b. Malcolm Knowles suggested that we can assist learners in setting their learning goals. While this allows them to set goals that meet their internal motivations, how can you ensure that their goals meet the established curriculum?

DISCUSSION QUESTIONS 6. The need to know a. Is there any material that you teach that is particularly difficult (or easy) to show why the learner needs to know it? b. Are there techniques for demonstrating the need to know that you find particularly effective? What have you tried that hasn’t worked?

CRITICISMS – MINI LECTURES Based on our research, we have found many criticisms of Andragogy. We will now take a few minutes to outline those ideas as listed below. 1. 2. 3. 4. 5. 6. 7. 8. Andragogy focused on North American/European education Maintains the status quo Ignores women Ignores other ways and knowing, silences other voices Education is value neutral and apolitical No measurable way of determining if andragogy is true Defining Andragogy – theory? Technique? Method? Andragogy does not fit all learners

ANDRAGOGY AND ONLINE LEARNING/TECHNOLOGY Hopefully some of the information we have presented has allowed you to connect the ideas of Andragogy to teaching, and to the adult learner in a digital age. “Demands of the online learning environment require educators to be prepared to facilitate courses in ways that are very different from face-to-face classroom setting. Many educators utilize andragogical assumptions to address these unique demands” (Blondy, 2007)

GROUP ACTIVITY In your seminar groups, find a digital learning artifact (e. g. Online game, how-to video, online course etc. ). Examine it through the lens of andragogy: • Does it fit the described assumptions? • Would it be effective in your learning environment? • Is there any part that it really doesn't fit or could be improved? 20 minutes to find and discuss artifact in breakout 5 minutes per group to present

REFERENCES Blondy, L. (2007). Evaluation and Application of Andragogical Assumptions in the Adult Online Learning Journal of Interactive Online Learning, 6(2), 116 -129. Environment. Chan, S. (DATE). Applications of Andragogy in Multi-Disciplined Teaching and Learning. MPAEA Journal of Adult Education, 39(2), 25 -35. Davenport, Joseph, Davenport A. , Judith. (1985). A Chronology and Analysis of the Andragogy Debate. Adult Education Quarterly, 35(3), 152 -159. Holton, E. E. , Swanson, R. A. , & Naquin, S. (2001). Andragogy in practice: Clarifying the adult learning. Performance Improvement Quarterly. 14(1), 118 -143. andragogical model of Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewoods Cliff, NJ: Cambridge Adult Education. Rachel, R. John (2002). Andragogy’s Detectives: A critique of the Present and a Proposal for the Future. Adult Education Quarterly, 52(3), 210 -227. Sandlin, J. (2005). Andragogy and Its Discontents: An Analysis of Andragogy from Three Critical Perspectives. PAACE Journal of Lifelong Learning, 14, 25 -42. Taylor, B, Kroth, M. (2009) Andragogy’s Transition Into The Future: Meta-Analysis of Andragogy and Its Seach for a Measurable Instrument. Journal of Adult Education, 38(1), 1 -11.