1. Personal Epistemology Michael Uttendorfer An Andragogical Constructivist NYIT School of Education

2. Andragogy “Knowles' theory of Andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.” (Kearsley, 2001) “Knowles' theory of Andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect.” (Kearsley, 2001)

3. Principles from Andragogy Adults must be actively involved in the planning and evaluation of their instruction. Adults must be actively involved in the planning and evaluation of their instruction. Active participation exercises provide the basis for learning activities. Active participation exercises provide the basis for learning activities. Adults must see relevance in the content being taught. Adults must see relevance in the content being taught. Adult learning is problem-solving centered rather than content-centered. Adult learning is problem-solving centered rather than content-centered.

4. Principles from Constructivism Instructors must be cognizant of the prior learning experiences of the learners and the contexts that are most conducive for student learning. Instructors must be cognizant of the prior learning experiences of the learners and the contexts that are most conducive for student learning. Instruction must be chunked and sequenced in a a logical progression. Instruction must be chunked and sequenced in a a logical progression. Instruction must be designed to facilitate extension of prior learning experiences to construct new knowledge. Instruction must be designed to facilitate extension of prior learning experiences to construct new knowledge.

5. Principles from Gagne Learning outcomes should determine the strategies used by the instructor. Learning outcomes should determine the strategies used by the instructor. The learning events must be designed to stimulate learning. The learning events must be designed to stimulate learning. Different instructional events must be used for different types of learning outcomes. Different instructional events must be used for different types of learning outcomes.

6. From Gagne’s Nine Events Gain attention Gain attention Identify objective Identify objective Recall prior learning Recall prior learning Present stimulus Present stimulus Guide learning Guide learning Elicit performance Elicit performance Provide feedback Provide feedback Assess performance Assess performance Enhance retention/transfer Enhance retention/transfer (Kearsley, 2001) Instructional activities should:

7. Implications for Instruction Understanding of the learners is critical Understanding of the learners is critical Objectives should be clearly stated Objectives should be clearly stated Learning experiences should be active not passive Learning experiences should be active not passive Activities should motivate the learner to learn more Activities should motivate the learner to learn more Instruction should be learner-centered Instruction should be learner-centered Materials must be logically arranged Materials must be logically arranged Projects should be real-world focused Projects should be real-world focused

8. References Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston, MA: Allyn and Bacon. Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston, MA: Allyn and Bacon. Gagne, R. (1989). Studies of learning: 50 years of research. Talahassee, FL: Learning Systems Institute. Gagne, R. (1989). Studies of learning: 50 years of research. Talahassee, FL: Learning Systems Institute. Hirumi, A. (2000). Enhancing the Dick & Carey model for instructional systems design: Supplemental readings. Unpublished manuscript. Hirumi, A. (2000). Enhancing the Dick & Carey model for instructional systems design: Supplemental readings. Unpublished manuscript.

9. References Kearsley, G. (2001). Explorations in Learning & Instruction: The Theory Into Practice Database. Retrieved June 30, 2001 from http://tip.psychology.org/knowles.htm Kearsley, G. (2001). Explorations in Learning & Instruction: The Theory Into Practice Database. Retrieved June 30, 2001 http://tip.psychology.org/bruner.html Kearsley, G. (2001). Explorations in Learning & Instruction: The Theory Into Practice Database. Retrieved June 30, 2001 http://tip.psychology.org/gagne.html