Andragogy & Pedagogy Between & Beyond

1. Andragogy & PedagogyBetween & Beyond Debbie Chavez October, 2013 Dr. Gatin, EL7006-6

2. PedagogyAndragogy Elementary & Secondary Tertiary Andragogy “advocates learner control over the objectives & learning strategies +evaluation procedures” Self-directed learning (Ahedo, 2009). • Traditional pedagogical approach advocates instructor control over educational goals and student activities. • Examples: Templated projects, multiple-choice quizzes, and final exam.

3. In the beginning… • Older students tend to thrive better than younger students in online classes (Dibiase & Kidwai, 2010) • Counterintuitive (Student centered) • Why? (Teacher centered)

4. Why? • Younger students are more inured to computing and information technologies. • Does age help explain how individuals and groups learn? • Based on level of cognitive & emotional development + awareness of the social context (Dibiase & Kidwai, 2010)

5. Contrasts Adult education differs from children’s education as adults can choose what they do and do not wish to learn(Dibiase & Kidwai, 2010).

6. Comparisons Pedagogy Andragogy Mature students’ experience, study habits & enthusiasm prepare them to engineer learning gratifying experiences for students & instructors. (Dibiase & Kidwai, 2010) Younger learners attitudes in formal education differs from mature students. Their relative inexperience in subject domains, authentic applications & self-directed learning inhibit younger students’ readiness to thrive in online learning environments.

7. Older instructors may complain with some justification that online learning is wasted on the young, younger students may fairly counter that online teaching is an opportunity not to be wasted on the old. (Dibiase & Kidwai, 2010)

8. One or the other for either youth or adult Pedagogy Pedagogy

9. technologies could influence the design of learning environments Emergent technologies influence learning environments design Transitioning from a learning environment of scarcity, based on the lecture model and books, to a web-based environment of abundance (Kop, Fournier & Mak, 2011).

10. Tools alone are ineffective to create an effective working environment, design for the building of connections- collaborations between resources and people (Kop, Fournier & Mak, 2011).

11. Pedagogy of Abundance (Kop, Fournier & Mak, 2011).

12. Distinguish the wheat from the chaff of information

13. ICT = WEB-BASED LEARNING (Ahedo, 2009).

14. Implications for online teaching Transition Younger students Mature students Pedagogy produces tension, resentment, and resistance in adults Pedagogy: art and science of helping adults learn (Knowles, 1968) Interactions occurs more spontaneously with older cohorts Online classes and programs cost less for mature adults. Know learner needs: andragogy. Learner centered (Dibiase & Kidwai, 2010) • Pedagogy: art and science of teaching children • Younger students in US higher education require a proactive approach in which instructors initiate interactions meant to elicit optimal levels of student engagement. • Online educators may earn high levels of younger student satisfaction via ICTs they use routinely • Implications on faculty workload should lead educators and administrators to expect online classes and programs serving traditional college-age students in the US to be more demanding and more expensive. • Know learner needs: pedagogy. • Teacher directed- didactic • Dependent learning re: objectives, resources

15. The andragogical model by Knowles is based on four basic assumptions about learners, each related to ideas about a learner's ability, need, and desire to take responsibility for learning: Their self-concept moves from dependency to independency or self-directedness. They accumulate a reservoir of experiences that can be used as a basis on which to build learning. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (Ahedo, 2009).

16. Bridging or extending the reach to balance the learning divide. Pedagogy to andragogy is a spectrum from which Kop, Fournier and Mak (2011) project a pedagogy of abundance to bridge the divide between traditional students and mature learners. The implication being teachers can use one framework for all students.

17. And now for our feature film presentation… http://www.bing.com/search?q=andragogy+and+pedagogy+video&form=MSNSHL&pc=msnHomeST&refig=68a089cdf2684f1da3c118e271762bf7

18. References Ahedo, M. (2009). Comparing the principles of adult learning with traditional pedagogical teaching in relation to the use of technology: The tacit dimension in ICT-based university teaching. International Journal of Web-Based Learning & Teaching Technologies, 4(4), 66. http://www.irmainternational.org/viewtitle/36932/ Dibiase, D., & Kidwai, K. (2010). Wasted on the young? Comparing the performance and attitudes of younger and older US adults in an online class on geographic information. Journal of Geography in Higher Education, 34(3), 299-326. doi:10.1080/03098265.2010.490906 Kop, R., Fournier, H., & Mak, J. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distance Learning, 12(7), 74-93. http://ebscohost.com/eds/pdfviewer/pdfviewer?sid=ed1d1 -da17-4990-ae97c6efe54f4d50%40sessionmgr12&vid=3&hid=17 Pedagogy and andragogy table. http//:socyberty.com/education/andragogy-and-pedagogy Pedagogy and Andragogy video. Retrieved October 8, 2013 from http://www.bing.com/search?q=andragogy+and+pedagogy+video&form=MSNSHL&pc=msnHomeST&refig=68a089cdf2684f1da3c118e271762bf7