1. Sara Simmons, Ph.D. The University of North Carolina at Pembroke
Presentation Slides
Andragogy for the Digital Age
MERLOT 2008 Conference
Minneapolis, Minnesota
August 9, 2008
Sara Simmons, Ph.D. The University of North Carolina at Pembroke
Gaps Conference 2007

2. Sara Simmons, Ph.D. sara.simmons@uncp.edu
Presentation Slides
Sara Simmons, Ph.D.
Acting Dean
School of Graduate Studies
Gaps Conference 2007

3. Conference Track 7
Community of Practice: Harvesting the Promise of Technology with Teacher Education

4. Session Agenda Who are we? Self-Assessment
Presentation Slides
Session Agenda
Who are we?
Self-Assessment
Overview: Knowles’ Principles of Adult Learning
Learners Past and Present
Instructional Design Considerations
Exchanging of Ideas & Sharing of Experiences
Gaps Conference 2007

5. Who are you? College/University Faculty
Presentation Slides
Who are you?
College/University Faculty
College/University Dean, Department Chair, or Other Administrator
College/University Faculty Developer or Instructional Designer
Public School Teacher or Administrator
Graduate Student
Other
Gaps Conference 2007

6. Self-Assessment: Knowles’ Principles of Adult Learning
Raising Achievement and Closing Gaps Conference 2007
Self-Assessment: Knowles’ Principles of Adult Learning
Awareness level
Have awareness that adults have some unique needs as learners.
Fair level of understanding
Have heard of “andragogy” and can list 2-3 of Knowles’ principles.
Solid understanding
Am competent in implementing principles of adult learning in my practice and can teach it to others.
© Sara Simmons & Jane Huffman The University of NC at Pembroke

7. Presentation Slides
Pedagogy vs. Andragogy
Pedagogy refers to the learning processes of children.
Andragogy, a term used by Malcolm Knowles (1980, 1984), is based on principles of adult learning.
Gaps Conference 2007

8. Overview of Knowles’ Principles
Presentation Slides
Overview of Knowles’ Principles
Adults learn best:
through concrete experiences.
when they apply what is being learned.
in informal situations where social interaction takes place.
in non-threatening environments of mutual trust and respect.
Gaps Conference 2007

9. Knowles’ Principles (continued)
Presentation Slides
Knowles’ Principles (continued)
Adults will commit to learning:
when the goals and objectives are considered realistic and important to them (i.e., job-related and perceived as being immediately useful).
when they are the origins of their own learning (i.e., involved in the selection of objectives, content, activities, and assessment).
Gaps Conference 2007

10. Knowles’ Principles (continued)
Presentation Slides
Knowles’ Principles (continued)
Adults learners need:
to see the results of their efforts.
to have accurate feedback about the progress toward their goals.
to be actively engaged in the learning process.
Gaps Conference 2007

11. Knowles’ Principles (continued)
Presentation Slides
Knowles’ Principles (continued)
Adults:
learn in a variety of ways.
have various learning strengths and preferences.
come to any learning experience with a wide range of previous experiences, knowledge, skills, self-direction, interests, and competence.
Gaps Conference 2007

12. Adult Learners: Past and Present
Presentation Slides
Adult Learners: Past and Present
Where and When?
PAST
Formal instruction occurred within the four walls of a classroom.
Schooling happened at set times.
For many adults, education took place outside of normal working hours.
PRESENT
Learning can take place anywhere and anytime.
Learners expect that courses/programs will be offered online, or at least in a hybrid format.
Learning often occurs asynchronously.
Gaps Conference 2007

13. Adult Learners: Past and Present
Presentation Slides
Adult Learners: Past and Present
Curriculum & Instruction
PAST
Content was often prescribed by others.
“One-size-fits-all” instruction was the norm.
Groups were fixed.
PRESENT
Learners have more choices.
They expect individualized learning experiences.
Groups are flexible.
Gaps Conference 2007

14. Adult Learners: Past and Present
Presentation Slides
Adult Learners: Past and Present
Curriculum & Instruction (cont’d)
PAST
Academic context emphasized individual subjects.
The focus was on what was taught.
A single teaching strategy was often used.
PRESENT
Life context emphasizes integrated subjects.
The focus is on what is learned.
Use of multiple teaching strategies is more prevalent.
Gaps Conference 2007

15. Instructional Design Considerations
Presentation Slides
Instructional Design Considerations
Do learners have opportunities to use technology to access, select, store, process, analyze, evaluate, generate, display, and communicate information?
Do learners create products in a variety of formats using text, tables, pictures, graphics, and sound?
Do learners use varied applications to produce and share multimedia presentations targeted for varied audiences?
Gaps Conference 2007

16. Instructional Design Considerations
Presentation Slides
Instructional Design Considerations
Do learners use technology to conduct research and to disseminate findings?
Do learners participate in online discussions (e.g., electronic bulletin boards, blogs, chat rooms)?
Are students using social networking sites to practice 21st century skills that all learners need to be successful today (e.g., technology skills, communication skills, creativity, critical thinking)?
Gaps Conference 2007

17. Instructional Design Considerations
Presentation Slides
Instructional Design Considerations
Is digital media (e.g., Internet, videogames, CD- ROMs, computer programs, MP3 players, cell phones) integrated into instruction in order to engage and educate students as well as help them acquire skills that allow them to create, collaborate, and communicate?
Are learning experiences structured to provide opportunities for students to systematically build and practice telecommunications skills?
Gaps Conference 2007

18. Presentation Slides
A Key Question:
Is training on how to maximize the use of educational technology offered to faculty members?
Gaps Conference 2007

19. Presentation Slides
If children don't have the opportunity to slow down and think deeply and carefully about a single subject in school, where and when will they develop that skill? Just because the rest of our culture has accelerated to a frenetic pace, doesn't mean it is the best way to teach, learn, or think….
Gaps Conference 2007

20. Presentation Slides
…The evidence is mounting that our obsession with more-better-faster is having all sorts of negative repercussions for our culture, our economy, our environment, and even our psychological well-being. Rather than speeding up our instruction to match the quickening pace of a hyperdriven world, I wonder if we could somehow provide students a haven in which they could learn to contemplate?
- Karla Russell-McCreary, blogger on ASCD website
Gaps Conference 2007