Applying andragogy to the open college learner

Questionnaires were sent to 703 Open College students. The questionnaire asked questions regarding personal demographics, how they felt about andragogy as postulated by Malcolm Knowles, and invited responses pertaining to the institutional practices of Open College. Two hundred and ninety-four responses were received. The information was synthesized and used descriptively. The information regarding andragogy was also used descriptively and analyzed using chi-square. The statistics were compared by gender. No significant difference was found. Students rejected the concept of self-directed learning. They did use their past experience when preparing assignments, however. They also entered Open College in order to learn how to do something better rather than for esoteric reasons. In fact, their whole orientation to learning was very practical in nature. The factors motivating these learners were internal rather than external. In addition, institutional practices were identified that could further enhance the Open College experience.

Andragogy vs Pedagogy: Teaching the Adult Learner in an Online Environment

The purpose of this presentation is to offer a deeper understanding of adult learning and provide tips on how to effectively teach in the online environment. The presenter will compare and contrast two learning theories: andragogy and pedagogy. Furthermore, the roles of the online instructor and e-learner will be outlined. An open discussion at the end of the presentation will allow participants to make implications as to which learning theory is more effective for online learning.

Andragogy as a Knowledge Driving Discipline in Higher Education

This paper exposes the diachronic (historical overview) of Andragogy (or Adult Education) and its introduction as a discipline in the context of university education. Based on the andragogical principles of the adult thought process and the work experience, this study sets out Adult Education as an education option to be implemented in higher education, in Costa Rica, to develop cognitive and meta-cognitive competencies in the university students, in the different academic areas simultaneously, by reproducing the Socratic maieutics, which is structured within the Kolb���s experiential learning cycle.

Does pedagogy still rule?

Theories on teaching and learning for adult learners are constantly being reviewed and discussed in the higher educational environment. Theories are not static and appear to be in a constant developmental process. This paper discusses three of these theories: pedagogy, andragogy and heutagogy. It is argued that although educators engage in many of the principles of either student-centered (andragogy) and self-determined (heutagogy) learning, it is not possible to fully implement either theory. The two main limitations are the requirements of both internal and external stakeholders, such as accrediting bodies and requirements to assess all student learning. A reversion to teacher-centered learning (pedagogy) ensues. In summary, we engage in many action-oriented learning activities but revert to teacher-centered approaches in terms of content and assessment.

A sustainable model for university-industry learning partnership : Issues for universities

Using work integrated learning (WIL) in university-industry learning partnerships as a means of developing the deeper and more complex skills of managers is receiving growing interest in the literature. This paper suggests that there are currently, two basic approaches to WIL ��� the traditional model and the customisation model. While each has strengths, each also has limitations. Responding the call of Patrick et al (2008) for more discussion and research on WIL stratagems, this paper proposes a third model ��� the sustainable learning partnership ��� as an option to encourage deeper, more complex and more long-term capacity building in management development.

An historical analysis of the development of thinking in the principal writings of Malcolm Knowles

Malcolm Shepherd Knowles was a key writer and theorist in the field of adult education in the United States. He died in 1997 and left a large legacy of books and journal articles. This thesis traced the development of his thinking over the 46-year period from 1950 to 1995. It examined the 25 works authored, co-authored, edited, reissued and revised by him during that period. The writings were scrutinised using a literature research methodology to expose the theoretical content, and a history of thought lens to identify and account for the development of major ideas. The methodology enabled a gradual unfolding of the history. A broadly-consistent and sequential pattern of thought focusing on the notion of andragogy emerged. The study revealed that after the initial phases of exploratory thinking, Knowles developed a practical-theoretical framework he believed could function as a comprehensive theory of adult learning. As his thinking progressed, his theory developed into a unified framework for human resource development and, later, into a model for the development of self-directed lifelong learners. The study traced the development of Knowles��� thinking through the phases of thought, identified the writings that belonged within each phase and produced a series of diagrammatic representations showing the evolution of his conceptual framework. The production of a history of the development of Knowles��� thought is the major outcome of the study. In addition to plotting the narrative sequence of thought-events, the history helps to explicate the factors and conditions that influenced Knowles��� thinking and to show the interrelationships between ideas. The study should help practitioners in their use and appreciation of Knowles��� works.

Animateur : participatory studio-based learning in computer graphics animation

The impact of digital technology within the creative industries has brought with it a range of new opportunities for collaborative, cross-disciplinary and multi-disciplinary practice. Along with these opportunities has come the need to re-evaluate how we as educators approach teaching within this new digital culture. Within the field of animation, there has been a radical shift in the expectations of students, industry and educators as animation has become central to a range of new moving image practices. This paper interrogates the effectiveness of adopting a studio-based collaborative production project as a method for educating students within this new moving-image culture. The project was undertaken, as part of the Creative Industries Transitions to New Professional Environments program at Queensland University of Technology (QUT) in Brisbane Australia. A number of students studying across the Creative Industries Faculty and the Faculty of Science and Technology were invited to participate in the development of a 3D animated short film. The project offered students the opportunity to become actively involved in all stages of the creative process, allowing them to experience informal learning through collaborative professional practice. It is proposed that theoretical principles often associated with andragogy and constructivism can be used to design and deliver programs that address the emerging issues surrounding the teaching of this new moving image culture.

Malcolm Shepherd Knowles : A History of His Thought

This book traces the evolution of thinking of the American adult educator, Malcolm Knowles, and maps the development of his conceptual framework over the period 1950 to 1995. It constructs an overall narrative history of Knowles��� thought, and shows how andragogy provided him with both a label and a unifying theme for his practical-theoretical framework aimed at producing self-directed lifelong learners. Knowles died in 1997 and left a large legacy of books and journal articles. The book examines the writings that constitute Knowles' principal works. It identifies the major elements of his thought, shows the interrelationships between ideas and indicates the major phases through which his thinking passed. Importantly, the book establishes that Knowles��� theorising was traceable and that he possessed a clear and coherent conceptual framework.

The current context of Queensland primary teacher engagement with professional learning through professional associations

Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.

Implementing academagogy : the first case study

As proposed in McAuliffe, Winter, Chadwick and Hargreaves (2008), academagogy could be used as an ���umbrella��� term allowing the teacher to select from a range of teaching approaches ��� pedagogy (teacher as source of all information to student without power or knowledge), andragogy (teacher as source of information for adult student), or heutagogy (student with knowledge seeking information from teacher to fill the gaps in their own knowledge). During Semester 1, 2009, one of the authors of this paper decided to treat his third-year students in a more heutagogical manner by allowing them to experience ownership of their own learning. This article is a case study of that experience which reveals that, although initially more time-consuming, academagogy can result in better student outcomes.

Web 2.0 e ingl��s como l��ngua estrangeira: atitudes de professores e alunos adultos

O presente estudo tem por objetivos compilar e analisar percep����es sobre o uso de ferramentas web 2.0 no ensino de ingl��s como l��ngua estrangeira e aliar a an��lise de atitudes �� teoria da Andragogia, que trata do aprendizado de adultos, proposta por Knowles (1973, 1975, 1984, 1990). O assunto parece n��o contar com estudos coordenados, visto que Thomas (2010) apenas muito recentemente editou um comp��ndio com trabalhos envolvendo as poss��veis aplica����es de recursos da web 2.0 no estudo de uma l��ngua estrangeira e as percep����es de alunos, embora outros estudos, como os de Rosell-Aguilar (2004), Conole (2008), K��rp��ti (2009) e Jarvis e Szymczyk (2010) tenham discutido o assunto isoladamente. Neste trabalho �� realizada a compila����o das opini��es de alunos adultos e de professores de ingl��s como l��ngua estrangeira. Como instrumento de coleta de dados optou-se pela utiliza����o de question��rios fechados. Tal abordagem possivelmente d�� a esta pesquisa um car��ter in��dito, ao menos no que se refere �� coleta de atitudes de alunos adultos e professores brasileiros de um curso de idiomas quanto ao uso de ferramentas web 2.0 no ensino de uma l��ngua estrangeira. A an��lise dos dados mostrou que aprendizes adultos e professores t��m atitudes positivas e est��o preparados para a utiliza����o de recursos web 2.0 em sala de aula. Conclui-se, entretanto, que embora a maioria dos participantes desta pesquisa concorde que o uso de tais ferramentas contribui para o ensino de ingl��s como l��ngua estrangeira, alguns ajustes e procedimentos ainda devem ser implementados para que as ferramentas web 2.0 se tornem n��o apenas um acess��rio, mas parte integrante do processo de aquisi����o do idioma

De artista a andragogo. Experiencias educativas de docencia no reglada en cursos dirigidos por artistas contempor��neos.

This article focuses mainly on identifying innovative andragogical experiences and educational links established between contemporary artists and university students outside the formal teaching. Its structure consists of an introduction that defines the theoretical and contextual framework, the objectives pursued, the methodology and analytical development results. The analysis of educational concepts, resulting in the kind of knowledge and artistic andragogic, conceptually form a generative teaching in the context of non-formal teaching. Delimiting the complex responsibilities of university professors, linked to Art, through analysis of experiences in higher education andragogic which, initially part of the model of ���artist educator��� (Barrett, 1995; Laferri��re, 2000), plunging into the innovative and alternative educational settings that are currently the compliance with the declaration of 2009 as the International Year of Creativity and Innovation.

Les apprentissages impliqu��s dans le d��veloppement spirituel d'adultes qui commencent ou recommencent une d��marche d'��ducation catholique

M��moire num��ris�� par la Division de la gestion de documents et des archives de l'Universit�� de Montr��al