ABC in the City
English for Specific Purposes
Andragogy
The infographic outlines Knowles' six core principles of adult learners (Knowles, Holton & Swanson, 2005).
These assumptions provide guides to support adult learners in their acquisition of knowledge and skills.
The focus of the assumptions is on the preparedness of the learner, the environment and their motivation.
Learners are not passive entities in the process. They are active participants in learning, how, why, when and where.
Andragogy and Pedagogy
It's helpful to consider the difference between the Process Method and the Content Method (Knowles, Holton & Swanson, 2015, p. 115), and the goals for each, when thinking about the design process for adult learners.
The goal for andragogy is to support the adult learner to acquire the skills they desire. The teacher decides the skills for the learner in pedagogy. Applying Knowles' core principles for adult learners means developing a collaborative process where instructional designers help learners to articulate their learning goals and create a plan to acquire those skills. This includes finding out the past experiences and current skill level of the learner.
It also means creating an environment where the learner can acquire their desired skills by developing objectives and learning experiences to meet those objectives.
The instructional designer supports the learning process by assessing learning and developing further support where necessary.
Learning Scenario
My adult learning experiences have followed Knowles' Core Adult Learning Principles (Knowles, Holton & Swanson, 1998) as outlined in 'The Adult Learner' (Knowles, Holton & Swanson, 2005). However, I have found that a re-ordering of his principles is necessary.
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Motivation to learn
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Readiness to learn
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Self-concept of the learner
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Orientation to learning
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Prior experience of the learner
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Learners need to know why
This course illustrates my priorities as a formal learning experience. I have my own motivation and readiness to start the MicroMasters certification. My self-concept as a learner has been the same since I could be classified as an adult (independent and critical). I simply make the learning environment work within my own learning framework (orientation towards learning). This framework has matured over time, with greater experience and knowledge. Ultimately, there is no course that will fit what I need. I have to make the course work within my learning framework. This course has been successful because it creates an orderly path, informed by experienced individuals, towards my goal of knowledge acquisition and eventual application.
I think the easiest thing to tap into is motivation. I know that I cannot create motivation. The environment should not demoralize (thereby decrease motivation) and it should offer incentives (to aid in motivation) but intrinsic motivation is the core source of success. Tapping into individual motivation is a great place to start. Since we know adult learners need to know the 'why' of things and have a desire to lead their own learning, I would start with tapping into learner motivation and have the learner create goals for themselves.
References
Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner, 6th ed. New York, NY: Elsevier.
Knowles, M.S., Holton, E. F., & Swanson, R. A. (1998). The Adult Learner. 5th ed. Houston, Texas: Gulf.