Motivating adult learners: Andragogy versus pedagogy
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Adult Learners Week 2015 presentation about Malcolm Knowles and his writings on adult education (andragogy) and the difference to pedagogy.
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Motivating adult learners: Andragogy versus pedagogy
- 1. Motivating adult learners: Andragogy versus pedagogy Adult Learners Week 2015 http://www.adultlearnersweek.org/
- 3. Malcolm Knowles (1913 - 1997) 1934 Harvard Bachelor of Arts 1941 YMCA Director of Education 1949 University of Chicago Masters 1959 Boston University Associate Professor 1974 North Carolina State University Andragogy Self-Directed Learning Learning Contracts Humanistic and Holistichttp://web.utk.edu/~start6/knowles/malcolm_knowles.html
- 4. “Such a concept had been evolving in Europe for some time - the concept of a unified theory of adult learning for which the label andragogy had been coined to differentiate it from the theory of youth learning, pedagogy.” p49, Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass. 21/09/2015 4
- 6. Critiques of Andragogy as a unified theory More philosophy than theory (Hartfied 1984) Promotes a generic adult learner as universal (Sandlin 2005) My perspective Accessible - most memorable/usable takeaways Relevant - fits well with my experiences and other models 21/09/2015 6
- 7. RSA Animate - Sir Ken Robinson Changing Education Paradigms bit.ly/1OdKWso 7
- 8. Pedagogy “…evolved as an ideology based on teaching and learning between the seventh and twelfth centuries in the Monastic and Cathedral schools of Europe out of their experience in teaching basic skill to young boys.” p52, Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco:Jossey-Bass. 21/09/2015 8
- 9. Andragogy From the greek - andr “man not boy” agogus “leader of” Plato? - 400BC Alexander Kapp - 1833 Johan Friedrich Herbart Eugen Rosenstock - 1921 Heinrich Hanselmann - 1951 Franz Poggeler - 1957 1950-60’s Ogrizovic, Samolovcev, Filipovic, Savicevic… 21/09/2015 9
- 10. 1968 Andragogy, not pedagogy. 1980 The modern practice of adult education: From pedagogy to andragogy. 21/09/2015 10
- 12. The Andragogical model 5 assumptions in relation to adult learning • Need to Know • Learner’s Self Concept • Role of Experience • Readiness to Learn • Motivation to Learn 21/09/2015 #ALW2015 12 #ALW2015
- 13. 21/09/2015 #ALW2015 13 #ALW2015 http://web.utk.edu/~start6/knowles/ Current_Think_of_Ped_Andr.htm Pedagogical Andragogical Need to Know Learners only need to know they must learn what the teacher teaches if they want to pass & get promoted; they do not need to know how what they learn will apply to their lives. Adults need to know why they need to know something before undertaking it / investing their time in undertaking the task.
- 14. Adult course marketing 21/09/2015 #ALW2015 14 #ALW2015
- 15. 21/09/2015 #ALW2015 15 #ALW2015 http://web.utk.edu/~start6/knowles/ Current_Think_of_Ped_Andr.htm Pedagogical Andragogical Need to Know Learners only need to know they must learn what the teacher teaches if they want to pass & get promoted; they do not need to know how what they learn will apply to their lives. Adults need to know why they need to know something before undertaking it / investing their time in undertaking the task. Learner’s Self Concept Teacher’s concept of learner is that of a dependent personality; Learner’s self-concept becomes that of a dependent personality. Adults being responsible for their own lives. Need to be seen and treated by others as being capable of self-direction.
- 17. 21/09/2015 #ALW2015 17 #ALW2015 http://web.utk.edu/~start6/knowles/ Current_Think_of_Ped_Andr.htm Pedagogical Andragogical Need to Know Learners only need to know they must learn what the teacher teaches if they want to pass & get promoted; they do not need to know how what they learn will apply to their lives. Adults need to know why they need to know something before undertaking it / investing their time in undertaking the task. Learner’s Self Concept Teacher’s concept of learner is that of a dependent personality; Learner’s self-concept becomes that of a dependent personality. Adults being responsible for their own lives. Need to be seen and treated by others as being capable of self-direction. Role of Experience Learner’s experience is of little worth as resource for learning. Teacher’s experience is what counts, as well as textbook, writer’s experience, etc. So, transmittal techniques are the backbone of pedagogical method. A wider range of individual differences in terms of background, learning style, motivation, needs, interests, and goals. This is why emphasis in adult education is placed on individualization of learning and teaching strategies.
- 19. 21/09/2015 #ALW2015 19 #ALW2015 http://web.utk.edu/~start6/knowles/ Current_Think_of_Ped_Andr.htm Pedagogical Andragogical Need to Know Learners only need to know they must learn what the teacher teaches if they want to pass & get promoted; they do not need to know how what they learn will apply to their lives. Adults need to know why they need to know something before undertaking it / investing their time in undertaking the task. Learner’s Self Concept Teacher’s concept of learner is that of a dependent personality; Learner’s self-concept becomes that of a dependent personality. Adults being responsible for their own lives. Need to be seen and treated by others as being capable of self-direction. Role of Experience Learner’s experience is of little worth as resource for learning. Teacher’s experience is what counts, as well as textbook, writer’s experience, etc. So, transmittal techniques are the backbone of pedagogical method. A wider range of individual differences in terms of background, learning style, motivation, needs, interests, and goals. This is why emphasis in adult education is placed on individualization of learning and teaching strategies. Readiness to Learn Learners have a subject-centered orientation to learning. They see it as acquiring subject matter content. Adults become ready to learn those things they need to know, or be able to do, in order to cope effectively with their real-life situations. Importance of timing learning experiences to coincide with those developmental tasks.
- 21. 21/09/2015 #ALW2015 21 #ALW2015 http://web.utk.edu/~start6/knowles/ Current_Think_of_Ped_Andr.htm Pedagogical Andragogical Need to Know Learners only need to know they must learn what the teacher teaches if they want to pass & get promoted; they do not need to know how what they learn will apply to their lives. Adults need to know why they need to know something before undertaking it / investing their time in undertaking the task. Learner’s Self Concept Teacher’s concept of learner is that of a dependent personality; Learner’s self-concept becomes that of a dependent personality. Adults being responsible for their own lives. Need to be seen and treated by others as being capable of self-direction. Role of Experience Learner’s experience is of little worth as resource for learning. Teacher’s experience is what counts, as well as textbook, writer’s experience, etc. So, transmittal techniques are the backbone of pedagogical method. A wider range of individual differences in terms of background, learning style, motivation, needs, interests, and goals. This is why emphasis in adult education is placed on individualization of learning and teaching strategies. Readiness to Learn Learners have a subject-centered orientation to learning. They see it as acquiring subject matter content. Adults become ready to learn those things they need to know, or be able to do, in order to cope effectively with their real-life situations. Importance of timing learning experiences to coincide with those developmental tasks. Motivation to Learn Learners are motivated by extrinsic motivators – grades, parent’s approval. Adults’ motivators are more intrinsic. (Desire for self-esteem, job satisfaction).
- 22. 21/09/2015 #ALW2015 22 #ALW2015 Darcy’s 11 year old daughter
- 24. The Andragogical model 5 assumptions in relation to adult learning • Need to Know Communicate not just what but why • Learner’s Self Concept Informal environment - Choice • Role of Experience Make room for discussion - lots of discussion • Readiness to Learn How to apply the information • Motivation to Learn Find the Minecraft 21/09/2015 #ALW2015 24 #ALW2015
- 25. twitter @eworkstweets twitter @darcynicolson LinkedIn darcynicolson
Editor's Notes
- A simple google search on Knowles will uncover a lot of information about ‘all the single ladies’ and “putting a ring on it” Refine that to Malcolm Knowles and you will find the term linked to Andragogy, SDL and Learning Contracts More recently his works are called on in papers on Heutagogy
- Reading Knowles further - he spends 30 years looking for a unified theory of adult learning - not a light undertaking. Wouldn’t it be nice to have a model that covered every learner type, style, delivery method, situation for every development or compliance topic ever.
- This is a cross section of the large hadron collider. Physicists are looking to discover what gravity is and how it works I think we might actually understand gravity before we have a unified theory of adult learning
- More Philosophy - Hartfield Narrow perspective - Sandlin My thoughts - Accessible - Relevant As we will see - he kept modifying his views and was an Early adopter Growth mindset
- If you get one thing from today…. Another article that I have on a review and repeat list Ted talk on issues in education Aligns with Knowles view on Pedagogy
- The beginnings they both speak to are the history of pedagogy Ped from the Greek for child like paediatrics Knowles issues was that he believed pedagogy was an unchallenged ideology When the system wrong people challenge it, but when it’s the education system…
- Alexander - German Grammar School teacher Johan - German Philosopher buried it for 100 years Savicevic spoke in 1967 and Knowles attended
- Knowles initially drew a line in the sand But continually changed and improved his theory
- “American culture assumes and therefor permits a growth rate that is slower. Accordingly pedagogy is practiced increasingly inappropriately…” I would like to think that the inappropriate area is shrinking, due to technology
- 4? 6? - 5 assumptions We will go through these separately and compare with pedagogy To further simplify - three words: Choice - Experience - Motivation
- Need to Know - just taking courses for credit rather than understand the value.
- I like craft beer Problem based learning experience Brewing temp control makes better beer. I had no Temperature control solution Needed help with Arduino programming Luckily - no-one in my geek circles had experience Could have given up but, Did I mention I like craft beer? So with my 25 year old VIC20 basic programming skills, I made a Styrofoam lined box that controls temperature via Arduino.
- If you have trained adults in the past you might have come across this example from Knowles. “In a traditional classroom setting an adult learner will fold there arm and say “teach me”. Learner’s Self Concept - adults desire to be considered self-directing.
- MYOB Event - Compliance and Features Me asking why are you here? One attendee “I know all this” “how do I keep you coming back?” “Keep doing - this.” Why do you come? “To sit in the back of the room and watch all the people who don’t know what you are talking about.”
- Role of Experience - Adult learners bring vast experience into the learning environment - 20 x 5yr olds 100 years - 20 x 50 year olds bring 1000 - this can be great for the group in discussion - it can also bring habits or pre-conceptions - this experience makes up who an adult is - to reject the experience, rejects the person
- I got a lot out of content and lectures But I got more out of the discussions - and I still do - catch ups Facebook etc. One lecturer bagged tech - I wrote him off and watched him setup arguments and guide them. Conflict as a learning tool.
- Can the learning be applied?
- Released a free MOOC with Penington Free till the end of the year funding from corporates with frontline staff Make free to families affected Relevant situationally
- Extrinsic Intrinsic
- If you walked up to a 9 year old and say - I am going to teach you variables, if/then statements, for/next loops etc… So luckily my daughter likes Minecraft. People talk about how Minecraft can be used in education - I’ll tell you my experience. She is watching YouTube and discovers you can make Minecraft modifications i.e. adding or changing something in the game by adding/changing code) She says: Dad - I want to make a mod to add ponies to Minecraft Me: That’s easy! Really? Yaay! Yep all we need to do is learn how to code! Yaay! Code.org is a great tool to get started, but there are heaps of other resources out there. We are now working though Khan Academy. Then she discovered Stampy Longnose on YouTube - 1 million views a day - signed by Disney
- Dad - can I make a Minecraft video? That’s easy! My daughter is learning; Multimedia - video and audio capture and editing Graphics Fiction writing Planning and Story Boarding Social media - Analytics - Community management Collaboration Entrepreneurialism - video monetisation
- Need to Know - just taking courses for credit rather than understand the value. Learner’s Self Concept - to be considered self-directing. In a traditional classroom setting an adult learner will fold there arm and say “teach me”. Role of Experience - Adult learners bring vast experience into the learning environment - 20 x 5yr olds 100 years - 20 x 50 year olds bring 1000 - this can be great for the group in discussion - it can also bring habits or pre-conceptions - this experience makes up who an adult is - to reject the experience, rejects the person Readiness to Learn - learning needs to be timed with the application of learning - Just In Time learning. YouTube. Motivation to Learn - For me, the be all and end all. But not just for adults. I think it’s easier for adults. If you want to engage youth, you need to know what motivates them.