Graduate Certificate in VET Course Code 21852VIC

1. Graduate Certificate in VET Course Code 21852VIC

2. Learning Theory and Adult Learning

3. What is pedagogy? Pedagogy is a complex notion that takes different meanings within different discourses and theoretical traditions in education. Pedagogy is about the processes and dynamics of teaching and learning, including the purposes, relationships, environment, management and social context of learning. Sanguinetti et al, May 2004

4. Instructional design Traditional Generic Models [cyclic] • analyse the problem, the task • design the materials • produce the materials • implement (deliver) the program • evaluate the program. • What is missing here?

5. Schools of Thought on Adult Learning and Development • Liberal/conservative, intellectual, paternalistic tradition [old humanist] • Behaviourist [technicist] approach to teaching and learning • Progressive education or student-centred approaches • Individual self-actualisation, self-direction, self-fulfilment • Social transformation • Organisational effectiveness

6. 1. Liberal/conservative, intellectual, paternalistic tradition [old humanist] • One way transmission of disciplinary knowledge • Teacher directed and teacher centred • Generally by lecture mode

7. 2. Behaviourist [technicist] approach to teaching and learning • based on so-called ‘scientific principles’ [Taylorism] • ‘one best way’ of teaching • teacher-proof materials • individuals learner has fixed ability realised by hard work • curricula is imposed based on hierarchies of knowledge and skills with content atomised into minute competencies. • teacher is facilitator • assist students • keep extensive records of achievement

8. Gagné and Briggs [1974] 5 categories of outcomes: • verbal information, • intellectual skills, • cognitive strategies, • motor skills, & • attitudes. Each requires different learning conditions.

9. 3. Progressive education or student-centred approaches Learning is seen as personal growth for the individual • a focus on the individual, but within a social context. • an emphasis on reflection and action, • the curriculum is ideally focused on the immediate problems and needs of the learners.

10. 4. Individual self-actualisation, self-direction, self-fulfilment • Carl Rogers - (self-actualisation) • David Kolb’s theory of learning style. • concrete experience • reflective observation • abstract conceptualization • active experimentation Criticised by: Loo, R. (2004). Kolb’s learning styles and learning preferences: Is there a linkage? Educational Psychology, 24(1), 99-108.

11. Andragogy – What is it? Andragogy – defined by Knowles in 1968 as “......the art and science of helping adults learn...”

12. Andragogy Malcolm Knowles – key proponent of andragogy • Adults are self-directing 2. Educators need to draw on learners’ experience 3. The readiness to learn depends on need 4. Learning should be problem-centred.

13. 5. Social transformation • Education is used to achieve a new social order. • The focus is on the collective, with the teacher and learners as equal participants in a group, learning from each other. • Problem posing and dialogue play an important role. • Ability is seen as a cultural product and not fixed.

14. Critical theorists Paolo Freire (1972-74): Beyond Andragogy Jack Mezirow

15. Sources of Motivation for the Adult Learner • To develop more fully as person • To make a difference on the local and/or global scene • To gain respect for one’s past history and experience

16. 6. Organisational effectiveness • The development of desired skills and attitudes in workers to conform with perceived management needs e.g. Argyris & Schön. • The curriculum is determined by the organisation to help it run more effectively and to achieve its goal, with a variety of teaching techniques and assessment of the objectives achieved.

17. Bloom’s Revised Taxonomy Formerly: • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge Now: • Creating • Evaluating • Analysing • Applying • Understanding • Remembering

18. CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding

19. The Process of Design: Summary • Different approaches, with a historical trajectory • No one right answer, no one best method • Professional judgements and organisational systems and processes underpin your approach • Rationale for approach taken • who you are • what are your values, • what is your professional identity?

20. What’s been happening to VET Pedagogy?(Chappell, 2003. Tapscott, 2009) 20th Century 21st Century Transformation models of learning Learner-centred Discovery: learning to be Workplace-based Working knowledge Developing people One-size-fits-one Collaborative learning • Transmission models of teaching • Teacher-centred • Instruction: learning about • Institution-based • Disciplinary knowledge • Developing skills • One-size-fits-all • Individualistic learning