Micro Master LDT100x
Andragogy
The Adult Learning Theory
Malcolm Shepherd Knowles (1913 – 1997) was an American educator well known for the use of the term Andragogy as synonymous to adult education. According to Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning. (Kearsley, 2010).
The term andragogy can be supposedly equivalent to the term pedagogy. Andragogy in Greek means man-leading in comparison to pedagogy, which in Greek means child-leading. However, it should be noted that the term pedagogy has been used since the Ancient Greek times, while Alexander Kapp, a German educator, first used the term andragogy in 1833.
So, WIIFM?
The adult learner brings unique challenges to the learning environment. With work responsibilities, family commitments, and community activities, adult learners typically have little time to pursue formal learning.
We all know that learning in the workplace is driven by considerations of time and efficiency. Training is time-consuming and expensive to develop and administer. Employers want to minimize the amount of time spent in training, while employees want the time they spend in training to be of immediate value.
At a deeper level, adults often find great personal meaning in their work. Adults usually make tremendous investments in their careers – pursuing degrees and other educational qualifications; working long hours; forming working relationships with colleagues and clients; at times fighting political battles for power, recognition, and advancement. Much of the adult worker’s self-identity is closely tied to the workplace.
Designing for the Adult Learner
So how do you design learning that is meaningful for the adult learner? Here are a few guidelines.
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Know your audience. While audience analysis is always an important part of the ID process, it is critical when designing instruction for adults. Because instruction must be relevant to learner needs, be sure to take time to understand the characteristics and needs of the target population.
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Watch your tone. The language and tone you use should not “talk down” in a pedagogical manner. Instead, acknowledge the professionalism and expertise that your learners bring to the table.
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Keep them motivated. Learning must be perceived to be of value to the adult learner, and it must satisfy some internal drive or need. Make clear connections between learning activities and the learner’s life. Make sure your learners know why they need this training and what benefits it will offer them.
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Respect their time. Adult learners usually have a number of obligations that limit the time available to them to pursue learning. Workplace learning must not place an undue burden or take learners away from their jobs. Furthermore, to be perceived as of value, learning must teach skills the learner will use immediately. Make your learning objectives and strategies succinct and focused on behavioral change back on the job.
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Let them practice. Give your learners opportunities to practice what they have learned, both individually and collaboratively. Help them make the connection between what they’ve learning in your course and how they’ll apply it on the job.
As you design and develop, remember that adult learners expect learning to have a practical, goal-oriented focus. They’re self-directed and don’t want to have training imposed upon them. Although there are certainly cases in which training is required of adults (for example, as a condition of employment or promotion), adults expect learning to have tangible effects on their lives: to qualify them for a position, to teach them skills that make their lives easier, to enhance their sense of self-worth.
With these considerations in mind, be respectful of your learners. Acknowledge their time, prior learning, and abilities. Never forget that the adult learner always has something to bring to the learning experience that will enrich it and bring value to other learners.
Knowles 4 Principles applied to adult learning:
• Involved Adult Learners
• Learners’ Experience
• Problem-Centered
• Relevance & Impact to Learners’ Lives
Infographic about the principles of adult learning
Activity 4: Example scenario learning:
I am now designing a course on "Accelerated Learning" and I am trying to use the principles of adult learning as follows:
Need for knowledge
At the beginning learners are prepared before the beginning of the session and discussion with them and acquainted with them through what's app and news of the objectives of the course and its contents and guide them some research tasks on the subject of the session so that they are ready for it.
Self - concept
Because adults are self-directed, when I start designing learning, each trainee chooses the subject of accelerated learning techniques, chooses the format of his or her presentation and chooses whether to work with a large group or small group.
Adult learner experience
Because adults have a lot of experience, we divide them into groups to discuss what they have done in designing accelerated learning.
Orientation to Learning
Trainees are instructed to mention the real problems they face in the process of designing learning. Through practical training, trainees draw realistic solutions to their problems.