DEFINITION
ANDRAGOGY: the method and practice of teaching adult learners; adult education.
OVERVIEW:Andragogy was first titled by Alexander Kapp in 1833. Kapp was a high school teacher in Germany who discussed how learning continues into adulthood in his book titled Plato's Educational Ideas. Rosenstock-Huessy in 1925 suggested Andragogy as a way to teach the Germans to learn from their history after WW1. Richard Feringer's Notes on Rosenstock-Huessy's Works" claimed:
"Andragogy was conceived to sensitize adults to the meaning (spirit) of their times, to awaken the spirit and motivate action on the part of the citizenry to improve the community. " Eduard C. Lindeman then traveled to Germany in 1926 and witnessed the Workers Education Movement where he then brought the theory back to America with him. He then published The Method of Teaching Adults. Through the 1950's to the 1960's the theory gained a lot motion and popularity. In 1968 Malcolm Knowles then published his paper Andragogy not Pedagogy. IMPLICATIONS IN INSTRUCTIONAL DESIGN:Andragogy is detrimental for Instructional Design as a lot of Adult Learners choose to move through their education and courses online. As an adult a lot of the freedoms with work/home life balance are less and self-paced learning is extremely important. The most important thing is trying to create engaging content that helps the learner apply their knowledge in a real world setting, and to avoid the desire to 'skip over' content.
PROS:
LIMITATIONS:
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THE FIVE ASSUMPTIONS:1. Self-Concept
Adults are different from children in the way that they become self-directed. A child is told to go to school because the government requires them to or because the parents make them. An adult goes to school because they desire to accomplish some type of goal through pursuing more education. For example, a higher paying job or the means to underline their life purpose with mastery of a skill. 2. Adult Learner Experience Unlike children who are creating experience as they go, an adult learner 'shows up' to their classes with many facets of experience from throughout their life. Having different experiences wether it is through culture, demographics, parents, school systems, etc. creates a multitude of perspectives. These perspectives and experiences allow adults to draw conclusions for themselves while pursuing their education. 3. Readiness to Learn Adult learners pursue education in order to be better at their job, acquire their desired job or obtain a new social status title. Unlike the developing mind of a child, adults decide for themselves what they would like to learn. Trying to create a specific experience in life causes adults to display a readiness that is specific to them as a learner. 4. Orientation to Learning As a learner grows, the focus of the educational material itself changes. Education starts out by being subject centered, for example, a learner could be in a general class like Science or Math. As an adult learner continues their education, the coursework becomes more problem centered which is specific to their field of study. For example, as opposed to taking an Art class, the learner may be learning Graphic Design or Typography or something that is more specific. This transitions the education from postponed application (will not need in the near future) to immediacy of application (will need immediately as it is relative). 5.Motivation to Learning As adult learners pursue their education, they are self-motivated without much prompt. Adult learners reinforce their desire to obtain the education because they feel it will add something to their life or improve a situation in their life. This causes the learners to motivate themselves internally with what they 'tell themselves'. This is different from children who require external motivation in order to continue to learn. |
RELATIVE DEFINITIONS:
REFLECTION ON FORMAL EXPERIENCE EXAMPLE:
Information Design Class- In this class we learned strategies for displaying content and information on products/services for the viewer. We had many projects on the topic of information design, some examples being: flyers for a museum exhibit, perfume box design and wine labels.
1) Discuss key aspects of adult learning theory to your learning experience to describe why it was successful or unsuccessful.
1) Discuss key aspects of adult learning theory to your learning experience to describe why it was successful or unsuccessful.
- Orientation to learn – This class was relevant to my field being in both the Arts&Education and now Instructional Design. Knowing that this is relevant to my future job makes me, the learner, more interested by nature. Especially as an adult who is paying for classes relevant towards a career.
- Self Concept – This was one of many classes I could take and I, the learner, selected this course over other courses as it was a personal interest and felt relevant. This was a form of self-direction which is important in andragogy.
- One Principle of Andragogy that would influence my designs of an Elearning experience is that an adult learner wants to apply new learning immediately and focuses on problem-centered learning. Knowing the importance of the course and how it will benefit their real every-day life makes the content relevant. Creating a course that causes the learner to create new links between experience and content reinforces the experience.
References:
1. ) T. (2011). TEAL Center Fact Sheet No. 11: Adult Learning Theories. Retrieved May 13, 2021, from https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf
2. ) Author, U. (2020, July 20). What are the six adult learning principles? Retrieved from
www.enablersofchange.com.au/what-are-the-six-adult-learning-principles/
3. ) Andragogy: Malcolm knowles' adult learning theory. (2021, January 18). Retrieved May 13, 2021, from
https://www.ispringsolutions.com/blog/what-does-malcolm-knowles-know-about-adult-learning-theory
4. ) Pappas, C. (2021, March 22). The adult learning theory - Andragogy - of malcolm knowles. Retrieved May 13, 2021, from
https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
5. ) Henschke, J. A. (2009, December). Beginnings of the History and Philosophy of Andragogy 1833-2000. Retrieved May 13, 2021, from https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1401&context=utk_IACE-browseall
6. ) ANDRAGOGY - 1925. (n.d.). Retrieved May 14, 2021, from http://www.erhfund.org/online-article/andragogy-1925/
1. ) T. (2011). TEAL Center Fact Sheet No. 11: Adult Learning Theories. Retrieved May 13, 2021, from https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf
2. ) Author, U. (2020, July 20). What are the six adult learning principles? Retrieved from
www.enablersofchange.com.au/what-are-the-six-adult-learning-principles/
3. ) Andragogy: Malcolm knowles' adult learning theory. (2021, January 18). Retrieved May 13, 2021, from
https://www.ispringsolutions.com/blog/what-does-malcolm-knowles-know-about-adult-learning-theory
4. ) Pappas, C. (2021, March 22). The adult learning theory - Andragogy - of malcolm knowles. Retrieved May 13, 2021, from
https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
5. ) Henschke, J. A. (2009, December). Beginnings of the History and Philosophy of Andragogy 1833-2000. Retrieved May 13, 2021, from https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1401&context=utk_IACE-browseall
6. ) ANDRAGOGY - 1925. (n.d.). Retrieved May 14, 2021, from http://www.erhfund.org/online-article/andragogy-1925/