Digital Professional development -
The fundamental Idea of Andragogy
SMART Learning objectives
![Graphic image of SMART objectives](/uploads/7/0/1/9/70199053/907483.jpg?404)
Upon completing this workshop, participants should be able to:
1. Identify the definition of Andragogy and what makes it different than Pedagogy
2. Apply the difference between Andragogical and non-Andragogical assumptions
3. Test your knowledge of Andragogy in practice
KEY ASSIGNMENT
1. This course requires participants create an Andragogical workshop in Weebly using a Power Point based storyboard. Additionally, participants create and provide examples of Andragogy in practice using recorded video presentations.
1. This course requires participants create an Andragogical workshop in Weebly using a Power Point based storyboard. Additionally, participants create and provide examples of Andragogy in practice using recorded video presentations.
andragogy and adult learning
![Image of Adult Learners](/uploads/7/0/1/9/70199053/174124.jpg?406)
What is Andragogy?
Andragogy is the theory that adults learn differently than children. The term Andragogy was introduced to differentiate it from the theory of Pedagogy, which is the theory of youth education and learning. The Andragogical model of adult learning is based on assumptions that adults have different learning needs than children. With Andragogy, adults take ownership and are equally involved in the learning process as much as the person teaching. With Pedagogy, the person teaching the class has full control over what, when, and how the students learn, with children acting in a receiving, submissive, and conforming role (Knowles, Holton, & Swanson, 2015).
Andragogy is the theory that adults learn differently than children. The term Andragogy was introduced to differentiate it from the theory of Pedagogy, which is the theory of youth education and learning. The Andragogical model of adult learning is based on assumptions that adults have different learning needs than children. With Andragogy, adults take ownership and are equally involved in the learning process as much as the person teaching. With Pedagogy, the person teaching the class has full control over what, when, and how the students learn, with children acting in a receiving, submissive, and conforming role (Knowles, Holton, & Swanson, 2015).
![Adult Student Raising Her Hand](/uploads/7/0/1/9/70199053/9873122.jpg?392)
The Six Guiding Principles of Andragogy
There are six principles that guide Andragogy. These concepts drive adult learning and separate them from the pedagogical model where students have little to no control over the learning process. They are:
1. The Need to Know
Adults need a reason to learn something new and need to know why it’s important to them, or how it can benefit them in their lives. The need to know involves the curiosity of the adult learner. Adults need to realize something benefits them before they willingly commit to the learning process (Knowles et al. 2015).
2. The Learners' Self-Concept
Adults control their own lives and therefore want control of their own learning. They shun a directed, one-way style of teaching like the pedagogical process. With the learners’ self-concept, the adult learner is an equal partner in learning process, and take responsibility for their own learning (Knowles et al. 2015).
3. The Learners' Experience
Adults bring a lifetime of learning experience to the classroom. The mutual sharing of these experiences helps facilitate critical thinking and differences of opinion, enhancing the learning experience among adult learners. This lifelong experience also equates to self-identity and worth. Adult learners apply these experiences to the learning itself to build on previous learning experiences (Knowles et al. 2015).
4. The Readiness to Learn
The readiness to learn involves the adult molding their educational experience around what’s convenient or needed in their lives at a point in time. It aligns learning with what’s can help them advance their lives, careers, or simply learning something new for the sake of learning (Knowles et al. 2015).
5. The Orientation to Learn
Orientation is what motivates adult learners to apply the learning process to what can benefit them the most at a point in time. The content of the learning must fit the needs of the learner to create a realized benefit, whether that benefit is financial or personal. The adult learner will see the learning process as having little value if experience doesn’t fit the adult learners’ life or career situation (Knowles et al. 2015).
6. The Motivation to Learn
Intrinsic motivators drive adult learners. These motivators include increased job satisfaction, higher quality of life for themselves and their families, and achieve a level of self-esteem and personal fulfillment. Adults often want to learn something new, but formal learning and skill development can be blocked by lack of motivation, insufficient financial resources, or time (Knowles et al. 2015).
There are six principles that guide Andragogy. These concepts drive adult learning and separate them from the pedagogical model where students have little to no control over the learning process. They are:
1. The Need to Know
Adults need a reason to learn something new and need to know why it’s important to them, or how it can benefit them in their lives. The need to know involves the curiosity of the adult learner. Adults need to realize something benefits them before they willingly commit to the learning process (Knowles et al. 2015).
2. The Learners' Self-Concept
Adults control their own lives and therefore want control of their own learning. They shun a directed, one-way style of teaching like the pedagogical process. With the learners’ self-concept, the adult learner is an equal partner in learning process, and take responsibility for their own learning (Knowles et al. 2015).
3. The Learners' Experience
Adults bring a lifetime of learning experience to the classroom. The mutual sharing of these experiences helps facilitate critical thinking and differences of opinion, enhancing the learning experience among adult learners. This lifelong experience also equates to self-identity and worth. Adult learners apply these experiences to the learning itself to build on previous learning experiences (Knowles et al. 2015).
4. The Readiness to Learn
The readiness to learn involves the adult molding their educational experience around what’s convenient or needed in their lives at a point in time. It aligns learning with what’s can help them advance their lives, careers, or simply learning something new for the sake of learning (Knowles et al. 2015).
5. The Orientation to Learn
Orientation is what motivates adult learners to apply the learning process to what can benefit them the most at a point in time. The content of the learning must fit the needs of the learner to create a realized benefit, whether that benefit is financial or personal. The adult learner will see the learning process as having little value if experience doesn’t fit the adult learners’ life or career situation (Knowles et al. 2015).
6. The Motivation to Learn
Intrinsic motivators drive adult learners. These motivators include increased job satisfaction, higher quality of life for themselves and their families, and achieve a level of self-esteem and personal fulfillment. Adults often want to learn something new, but formal learning and skill development can be blocked by lack of motivation, insufficient financial resources, or time (Knowles et al. 2015).
Description of Andragogy in Practice
In the video below, titled "Description of Andragogy in Practice", I explain how I apply the six principles of Andragogy in my video workshop, How to Use and OBD Scan Tool.
1. The Need to Know: In the workshop, I explain what is means when you are driving your car and notice a check engine light. I explain what a check engine light means, how to diagnose the cause of the light using an OBD scan tool, and ways to troubleshoot issues caused by engine malfunctions that are recorded and stored in a car engine’s computer.
2. The Learners’ Self-Concept: In the workshop, self-concept is addressed by highlighting curiosity surrounding the check engine light. Once the learner realizes instruction provided by the workshop can help them gain knowledge over an often mysterious issue, they will be more open and receptive to learning.
3. The Learners’ Experience: Almost anyone who owns a car has experienced a check engine light at some time in their lives. I appeal to the learners’ experience through explaining what the light means, and how they can avoid paying for costly repairs by learning how to use an OBD scan tool. This forms a direct connection to the learners’ past experience and why they will want to learn this new skill.
4. The Readiness to Learn: This is addressed by explaining how to purchase and use OBD scan tool in an easy to understand context. Since no one likes to give away their hard-earned income, learners will be motivated to acquire this skill at any time in their life.
5. The Orientation to Learn: Vehicle problems are inconvenient, unplanned, and never fit into anyone’s schedule until they happen. Teaching someone how to help themselves fits the premise of learning orientation regardless of income, career, or personal situation.
6. Motivation to Learn: Motivation is addressed by how a person can be empowered by knowledge to be a more informed consumer. Most everyone would like to save money and learn how to help themselves, especially if the newly acquired skill is presented in an easy to understand manner. The workshop provides an easy way to solve a common problem that is often considered a mystery.
To learn more, watch this video below to see how I explain the application of the six principles of Andragogy within the OBD Scan Tool workshop:
1. The Need to Know: In the workshop, I explain what is means when you are driving your car and notice a check engine light. I explain what a check engine light means, how to diagnose the cause of the light using an OBD scan tool, and ways to troubleshoot issues caused by engine malfunctions that are recorded and stored in a car engine’s computer.
2. The Learners’ Self-Concept: In the workshop, self-concept is addressed by highlighting curiosity surrounding the check engine light. Once the learner realizes instruction provided by the workshop can help them gain knowledge over an often mysterious issue, they will be more open and receptive to learning.
3. The Learners’ Experience: Almost anyone who owns a car has experienced a check engine light at some time in their lives. I appeal to the learners’ experience through explaining what the light means, and how they can avoid paying for costly repairs by learning how to use an OBD scan tool. This forms a direct connection to the learners’ past experience and why they will want to learn this new skill.
4. The Readiness to Learn: This is addressed by explaining how to purchase and use OBD scan tool in an easy to understand context. Since no one likes to give away their hard-earned income, learners will be motivated to acquire this skill at any time in their life.
5. The Orientation to Learn: Vehicle problems are inconvenient, unplanned, and never fit into anyone’s schedule until they happen. Teaching someone how to help themselves fits the premise of learning orientation regardless of income, career, or personal situation.
6. Motivation to Learn: Motivation is addressed by how a person can be empowered by knowledge to be a more informed consumer. Most everyone would like to save money and learn how to help themselves, especially if the newly acquired skill is presented in an easy to understand manner. The workshop provides an easy way to solve a common problem that is often considered a mystery.
To learn more, watch this video below to see how I explain the application of the six principles of Andragogy within the OBD Scan Tool workshop:
Video Workshop- The on-board diagnostic (OBD) scan tool
The video workshop "How to Use an OBD Scan Tool" is an example of teaching that is guided by Andragogical assumptions. After viewing the "Description of Andragogy in Practice" video, you should be able to see within the instruction how each assumption is addressed. The video begins with a short introduction, followed by learning objectives, and then step-by-step instruction on how to purchase and use the tool. Troubleshooting using internet search engines such as Google and specific repair websites is explained, and options for repair are offered, allowing learners to make informed choices when it comes to car repair.
Click on the embedded video below to view the workshop:
Click on the embedded video below to view the workshop:
formative assessment
![Multiple Choice Quiz](/uploads/7/0/1/9/70199053/2227777.jpg?372)
It's time to apply your knowledge of the learning objectives for this workshop. Take the quiz below to challenge what you've learned about Andragogy and the six assumptions. Once you've completed and submitted the quiz, I will receive an email showing me your answers. I will grade your quiz and email you your score upon receipt.
references
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). New York, NY: Routledge.