adlt 601 class session 3
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ADLT 601 – Knowles’ ADLT 601 – Knowles’ concepts of Andragogy, concepts of Andragogy, Informal and Incidental Informal and Incidental LearningLearning
September 3, 2009
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AgendaAgenda
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Houles’ Typology of Houles’ Typology of LearnersLearners
Goal Oriented
ActivityOriented
Learning Oriented
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Informal and Incidental Learning Informal and Incidental Learning from Experiencefrom Experience
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Informal and Incidental Learning Informal and Incidental Learning from Experiencefrom Experience
Informal Learning: Can be planned or unplanned, but usually conscious awareness that learning is taking place
Incidental Learning: A by-product of some other activity; usually unintentional, unexamined, and embedded in closely held belief systems
Marsick and Watkins’ definitions, 1990, 1992
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Studies on Informal LearningStudies on Informal Learning20% occurs in classroom; 80% in
informal experiences◦The Center for Creative Leadership, 1988◦Wick -1989, 1990◦Zemke, 1988
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Non LearningNon Learning
Presumption - the typical response to the world and the basis of most social living experiences; a trust that the world will not change
Non-consideration - a variety of reasons that people do not respond to a learning situation
Rejection - some people have an experience, but reject the possibility of learning from it
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Edward Cell (1984) writes about Edward Cell (1984) writes about Experiential LearningExperiential Learning
All significant experiential learning is a CHANGE in the learner -- a change in behavior, in interpretation, in autonomy, or in creativity, or a combination of these
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Knowles’ Principles of Knowles’ Principles of AndragogyAndragogy
The learners feel a need to learn
The learning environment is characterized by mutual respect and trust and acceptance of differences
The learners perceive the goals of the learning experience to be their goals
The learners share responsibility for planning
The learners participate actively
The learning process makes use of learners’ experiences
The learners have a sense of progress towards goals
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Pedagogical Pedagogical AndragogicalAndragogicalAssumptions Assumptions AssumptionsAssumptions
Postponed time application
Subject-centered orientation to learning
Self concept is one of dependency
Experience is of little value
Readiness to learn depends on biological development
Immediacy of time application
Problem centered orientation to learning
Self concept is toward increasing self-directedness
Learners are a rich resource for learning
Readiness depends on developmental tasks of social roles
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Pedagogical Pedagogical AndragogicalAndragogicalDesign Factors Design Factors Design FactorsDesign Factors
Teacher formulates objectives
Material is studied by content units
Transmittal techniques used
Evaluation by teacher
Authority oriented, formal climate, often competitive
Teacher plans learning experience
Teacher diagnoses needs
Teacher evaluates
Mutual negotiation of objectives
Material sequenced in terms of learner readiness
Experiential, inquiry techniques
Mutual evaluation
Climate characterized by mutuality, respect, collaboration, and informality
Mutually planned learning experience
Mutual self-diagnosis of needs
Mutual evaluation
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Grow’s Stages in Learning Autonomy
Stage Student Teacher Examples
Stage 1 Dependent Authority, coach
Coaching with immediate feedback, drill. Informational lecture. Overcoming deficiencies and resistance
Stage 2 Interested Motivator, guide
Inspiring lecture plus guided discussion; goal-setting and learning strategies
Stage 3 Involved FacilitatorDiscussion facilitated by teacher who participates as an equal
Stage 4 Self-directed Consultant, delegator
Self-directed work group, dissertation, internship