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Andragogy

Presentation for IO524
by

Matt Girton

on 7 October 2013

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Transcript of Andragogy

Comparison to Pedagogy
Andragogy:
Implications for
Training Design and Delivery

Matthew Girton
IO524
The Chicago School of Professional Psychology
September 15, 2013

Objectives
Identify the characteristics of adult learners

Identify the implications of andragogy for training design and delivery
Assumptions of Andragogy
Characteristics of adult learners
Need to Know
Self Concept
Prior Experience
Readiness to Learn
Orientation to Learning
Motivation to Learn
Self Concept
Responsible for Decision to Learn
Self Directed - Self Disciplined
Take ownership of learning process
Voluntary Participant
Need to Know
Benefits of the learning
Consequences of not learning
Context
Why am I here?
How can I use this?
Caveat
Based on a student's level of experience or confidence
either

approach may be suitable.
Your results may vary
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Why did it happen?
Active
Experimentation
What can I do about it?
Kolb
Learning
Cycle

Was it good?
Was it bad?
Was it supposed to happen?
Something happened or
I did something.
Can I change the outcome?
If so how?
If not, is it important?
What's my plan?
Let's do it!
Analysis and Generalizations
Thinking
Doing
Feeling/Experiencing
Watching/Collecting Data
Developed by David Kolb in 1984
“Learning is the process whereby knowledge is created through the transformation of experience”
McLeod, S. A. (2010).
Espino, V. (2013).
Application
Prior Experience
Reservoir of Experience
Build on previous knowledge
Relates to past events and experience
Cercone, K. (2008).
Lifelong learning is a process "... in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes."
Malcolm Knowles
Introduced the concept of Andragogy in 1973
Readiness to Learn
Wants to use knowledge and experience
Adults have an agenda
Know what they want to learn
Tend to be autonomous
Tend to be self directed
Instructor's role is to facilitate to help them achieve their goals
Cercone, K. (2008).
Orientation to Learning
Change in perspective
Immediate application
Focus on what is important in their personal context
Must be Relevant
Rich resource for learning
Espino, V. (2013).
Motivation to Learn
Internal Motivation
Intrinsic
Quality of Life
Performance centered
Self Satisfaction
Control over what is learned
Cercone, K. (2008).
Lather
Rinse
&
Repeat
Summary
Adult Learners
Planning
Instruction
References
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159.
McLeod, S. (2010). Kolb's Learning Styles and Experiential Learning Cycle - Simply Psychology. Retrieved September 14, 2013, from http://www.simplypsychology.org/learning-kolb.html
Espino, V. (2013). Classroom Link: About the Adult Learner. Retrieved from http://www.pearsonclassroomlink.com/articles/0912/0912_0301.htm
Evaluate the results

Experiential
Learning
need
are motivated by
bring experience
need to be
in
Planning
Evaluation
to
work
life
To know why they are
Learning
Relevancy
Resource for learning
Involved
Is this worth the trouble?
Evaluation
What happened?
Developed by David Kolb in 1984
“Learning is the process whereby knowledge is created through the transformation of experience”
McLeod, S. A. (2010).
Full transcript