Transcript Slide 1

Andragogy in the Classroom
Targeting Our Adult Learners
January 23, 2013
Welcome to Today’s Webinar!
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Presenters
Salvatore Sinatra, EdD, LTC, AUS (Ret)
Susan Jespersen, DBA, MSEd
Lead Faculty, Senior Colleague,
PhD Mentor, URR, Dissertation Chair
College of Management and Technology
Program Coordinator, Core Faculty
PhD in Management Program
College of Management and Technology
Lyda Downs, PhD
Moderator
Faculty Specialist
Center for Faculty Excellence
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WEBINAR OBJECTIVES
 Understand theoretical basis for andragogy.
 Compare andragogy with pedagogy for adult learners.
 Appreciate andragogy instructional approach for adults.
 Apply andragogy to sample scenarios at Walden.
 Recommend additional resources.
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Meanings
(Greek: peda for child ~ andra for adult)
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Assumptions About Pedagogical and Andragogical
Models of Learning
Assumptions About…
Pedagogical
Andragogical
Concept of the learner
Dependent personality
Increasingly self-directing
Role of learner’s
experience
To be built on, rather than
used as a resource
A rich resource for learning
by self and others
Readiness to learn
Uniform by age level and
curriculum
Develops from life tasks and
problems
Orientation to learning
Subject-centered
Task- or problem-centered
Motivation
By external rewards and
punishment
By internal incentives and
curiosity
Adapted from: Knowles, M. S. (1995). Figure 8. Assumptions and Process Elements of
the pedagogical and Andragogical Models of Learning. pp. 89-90.
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Process Elements of the Pedagogical and Andragogical
Models of Learning
Process Elements
Pedagogical
Andragogical
Climate
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Planning
Primarily by teacher
Mutually by learners and
facilitator
Diagnosis of needs
Primarily by teacher
Mutually by learners and
facilitator
Tense, low trust
Formal, cold, aloof
Authority-oriented
Competitive, judgmental
Related, trusting
Mutually respectful
Informal, warm
Collaborative, supportive
Adapted from: Knowles, M. S. (1995). Figure 8. Assumptions and Process Elements of
the pedagogical and Andragogical Models of Learning. pp. 89-90.
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Process Elements
Pedagogical
Andragogical
Setting of Objectives
Primarily by teacher
By mutual assessment
Designing learning
plans
Primarily by teacher
By mutual negotiation
Learning activities
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Transmittal techniques
Assigned readings
• Inquiry projects
• Independent study
• Experiential techniques
Evaluation
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•
By teacher
Norm-referenced (on a
curve)
• By learner-collected
evidence validated by
peers, facilitators, and
experts
• Criterion-referenced
Adapted from: Knowles, M. S. (1995). Figure 8. Assumptions and Process Elements of
the Pedagogical and Andragogical Models of Learning. pp. 89-90.
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Polling Activity
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Sample Scenarios
1. Should a student ask me for help in selecting research
methods or literature sources, I would
a) Comply with the request.
b) Focus him on his overall study’s purpose, goals, and those
of the given course.
c) Ask him layered questions that stimulate his own search.
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2. Should a student ask a theoretical question related to his
research, I would
a) Review with him his study‘s purpose, goals, and research
questions.
b) Answer his question to the best of my knowledge.
c) Suggest he perform a word and/or topic search of related
sources.
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3. Should a student ask me how to format and/or write her
document, I would
a) Refer her politely to Walden’s writing rubrics and
templates.
b) Offer general guidelines and suggest she source the
Writing Center link.
c) Specify the format and scripting to the best of my
knowledge.
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4. Should a student ask for the meaning or interpretation of
specific research, I would
a) Offer my understanding of possible meanings or
interpretations.
b) Decline politely and redirect the effort to him.
c) Suggest he compare findings with similar others for his
own interpretations.
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Compare Pedagogy and Andragogy
Pedagogy
Andragogy
Motivation
Extrinsic
Intrinsic
Orientation
Subject
Task/Problem
Reliance
Instructor
Learner
Approach
Mainly Direct
Indirect/Mixed
Life Experience
Not Yet Applied
Used as a Resource
Advantages
Widely Recognized
Adult Targeted
Disadvantages
Overgeneralized
Largely Unfamiliar
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Polling Activity
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Additional Sample Scenarios
5. Should a student remain continually silent in acquiring
course content, I would
a) Remain silent as well and assume the content is being
acquired.
b) Probe for content relevance with her and with other
students.
c) Follow-up the specific content with applications and
discussions.
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6. Should a student ask for reasons for acquiring a concept or
model, I would
a) Offer reasons to the best of my knowledge.
b) Explore with him reasons for his scholar-practitioner
purposes.
c) Politely redirect him to the syllabus objectives and to his
scholar-practitioner goals.
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7. Should a student commit a large research or drafting
mishap, I would
a) Highlight the mishap for her adjustment without further
comment.
b) Frame the mishap with her as a mistake learning
opportunity.
c) Do what I can to correct the mishap in her behalf.
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8. Should a student continually insert her own experiences into
course progress, I would
a) Politely discourage that in favor of closer adherence to
syllabus objectives.
b) Encourage others to piggyback on them and to criticize
them constructively.
c) Ignore most of her comments as largely distracting.
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Summary Takeaways
Andragogy  Adult Learner
Learner Focus  Learner Effectiveness
Instructional Approach = Situational & Individual
One Size Fits All
One Size Fits One; Andragogy Proves Failsafe
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Andragogy Resources
Bedore, G., Bedore, M., & Bedore, Jr., G. (1997). Online education: The future is now. Phoenix, AZ: Academic Research & Technologies.
Blaschke, Lisa Marie (2012 January). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning.
International Review of Research in Open and Distance Learning. 13(1). pp. 57-71.
Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
Coulter, B., Konold, C., & Feldman, A. (2000). Promoting reflective discussions: Making the most of online resources in your
classroom. ISTE Learning & Leading with Technology. 28(2). Pp. 44-49, 61.
Day, C., & Baskett, H. K. (1982). Discrepancies between intentions and practice: Reexamining some basic assumptions about adult and
continuing professional education. International Journal of Lifelong Education. 1(2). 143-155.
DeNigris, J., & Witchel, A. (2000). How to teach and train online. Needham Heights, MA: Pearson.
Knowles, M. (1992). Applying principles of adult learning in conference presentations. Adult Learning. 4(1). Pp. 11-14.
Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. (2nd ed.). New York, NY: Cambridge
Books.
Kuh, G., & Cracraft, L. (1986). Predicting adult learners' success in higher education. In J. A. Lucas (Ed.), The Adult Learner: Four
Aspects, AIR File 27. Tallahassee, FL: Florida State University. Association for Institutional Research.
Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education. San Francisco, CA: Jossey-Bass.
Morphew, V. N. (2000). Web-based learning and instruction: A constructivist approach. In Linda Lau (Ed.), Distance Learning
Technologies: Issues, Trends and Opportunities, pp. 1-15.
Saba, F. (Ed.). (2000). Shifting the focus from teaching to learning. Distance Education Report, 4(13), p. 4.
Svetcov, D. (2000). The virtual classroom vs. the real one. Forbes, 166(7), pp. 3-5.
Truman-Davis, B., Futch, L., Thompson, K., & Yonekura, F. (2000). Support for online teaching and learning. Educause Quarterly. 23(2).
Pp. 44-51.
Whisnant, W. T., Sullivan, J. C., & Slayton, S. L. (1992). The "old" new resource for education: Student age. Community Service
Catalyst, 22(3). Pp. 7-11.
Wolfgang, M., & Dowling, W. (1981). Differences in motivation of adult and younger undergraduates. Journal of Higher Education.
52(6). 640-648.
Online Journal of Distance Learning Administration, Volume IV, Number III, Fall 2001 State University of West Georgia, Distance
Education Center
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Please…
Questions, Comments, Suggestions…
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Andragogy in the Classroom
Targeting Our Adult Learners
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