An Andragogical Model for Learning Chapter 6 CAE 213 Introduction to Adult Education

Content & Process

• • Traditional educators use a pedagogical model that is strongly focused on content (Tyler).

Andragogical educators use a model that is strongly focused on learning process.

Discussion 1

• • Discuss the implications of dealing with the learning process first and then the content, versus dealing with the content and then the learning process.

How would this apply to mentoring?

Content & Process

• • In fairness to pedagogues, they also study the learner but not as a primary consideration. In fairness to andragogues, they also may have a content checklist but not as a primary consideration.

Discussion 2

• • Report on a personal experience where the climate was not conducive to learning. Cite ideas from the chapter that speak directly to this situation.

The school in David Copperfield

Elements of the process

1. Preparing the learner 2. Developing a conducive climate for learning 3. Creating mechanisms for mutual planning 4. Diagnosing the needs for learning 5. Formulating program objectives

Discussion 3

• Why is the idea of program/learning objectives so controversial within adult education?

• Why is the idea of program/learning objective not controversial within public education, colleges, and universities? (Agency underwriting the program?)

Elements of the process

1.

2.

3.

4.

5.

Preparing the learner Developing a conducive climate for learning Creating mechanisms for mutual planning Diagnosing the needs for learning Formulating program objectives 6. Designing a pattern of learning experiences 7. Conducting these learning experiences 8. Evaluating the learning outcomes

Charting the different approaches

Case Study: DR Theological Education Program

Element

Preparing Learners Climate Planning

Pedagogical Approach

Minimal – completion of primary education, commitment to study, Focus strongly on content Authority-oriented, formal, competitive [Teacher is authority!] By teacher for students The teacher outlines the content that must be mastered if the student is to move to a new course.

Andragogical Approach

Provide info to learner Prepare for active participation Develop realistic expectations Begin outlining content Relaxed, trusting, mutually respectful, informal, open, collaborative, supportive Mechanism for mutual planning by learners and facilitator – The learners should outline a plan of study that addresses issues they will face.

Charting the different approaches

Case Study: DR Theological Education Program

Element

Diagnosis of Need

Pedagogical Approach

By teacher

Andragogical Approach

By mutual assessment using the planning table analogy and including stakeholders.

Setting of Objectives Designing learning plans Learning activities Evaluation By teacher Build around systematic study of content Transmittal techniques By teacher In mutual negotiation Sequenced by readiness, assessed via case studies Experiential techniques Mutual re-diagnosis of needs Stakeholder measurement of progress

Discussion 4

• • • • Discuss the purpose and process of program evaluation on the primary evidence that you think (1) would satisfy the learner, (2) would satisfy the facilitator, (3) would satisfy the agency financially underwriting the program.