Overview
Andragogy
of
Overview
of
Andragogy is the science or study of adult learning and the support of continuing education. The term Andragogy was coined by German educator Alexander Kapp in 1833 and was later expanded by Malcolm Knowles who provided 4 original assumptions and later added an additional assumption for Andragogy. Malcolm Knowles described andragogy as the art and science of adult learning.
Overview
Five Assumptions
Experience
Self-Concept
Adult learners take ownership over what they learn and want to have learning experiences where they receive less lecture and have the opportunity for self-sufficiency in learning.
Adult learners come with a wide range of experience and skills that contribute to the learning. The materials must take this experience into account and provide this for the basis of learning activities.
Readiness
Orientation
Motivation
Adult learners need the course materials to have immediate relevance to their lives, so it is important to explain how these skills will apply. The instructors should provide the "what's in it for me" for the learners.
Adult learners need learning that is process oriented rather than content oriented. They need to understand how to apply it and how to use it to solve problems that they experience.
The learner is motivated intrinsically rather than extrinsically. They want to know the reason they need to know this material and how each activity in the course will be meaningful and engaging.
Key Design Aspects/Principles
Malcolm Knowles stated that there were four principles of adult learning that should be incorporated into any learning materials. These principles were the key aspects of design for effective and impactful adult learning. These principles are explained below.
01
02
03
Involve the Adult Learner
Include Adult learners in the development, implementation, and evaluation process for any course so that the course is based on their needs and the gaps they have.
Incorporate Their Experience
Create course materials that inspire learners to discover more about the subject, where they can learn from their errors and enhance their skills through first-hand experience.
Make it Relevant
Create real-world activities that increase engagement and give them the opportunity to see how the concepts they are learning can be used in the real world.
04
Keep it Problem-Centered
Design the course with opportunities to absorb information, rather than having the adult learners memorize it, as this will increase retention of the material by the learners.
Learning Scenario
Involving the Learner
In a project management course the learner could be involved through interviews on what they currently know about the subject and what are the gaps in their experience.
Incorporating Experience
The course activities could include opportunities for the adult learners to research 3 project management tools and the benefits and constraints of each. This would give them the opportunity to learn first-hand.
Making it Relevant
To make the project management course material relevant, the learners would be shown how the course topics are relevant to the work they are doing currently.
Keeping it Problem-Focused
Some project activities would include real-life problems from other project managers or from the learners themselves. By solving these problems they will be more likely to retain the lessons.
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CREATED BY
JoAnna Wagschal/JoAnnaWagschal.com
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