Malcolm Knowles describes four assumptions of andragogy
Discuss those four assumptions and the implications for the design, implementation, and evaluation of learning activities with adults.
1st assumption- As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being
There is often a greater need amongst adults to see the relevance of what is learned in the classroom to their 'real life,' and they are also, based upon the confidence given to them by being independent in their jobs and family life, less likely to accept and obey what an instructor says unquestioningly. Teachers must give reasons for why what is learned is important to the student, and give students more freedom and autonomy in assignment design. According to the principles of the educator John Dewey, learning is not merely preparation for life -- learning is life (Connor 2004). Synthesis is…...
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References
Conceicao, Simone & Rosemary Lehman. (2003). An evaluation of the use of learning objects as an instructional aid in teaching adults. Midwest Research to Practice Conference in Adult, Continuing, and Community Education. Retrieved October 22, 2010 at https://scholarworks.iupui.edu/bitstream/handle/1805/305/Thesis.pdf?sequence=1
Conner, M.L. (2004). Andragogy and pedagogy. Ageless Learner. Retrieved October 22, 2010
What do you think about self-directed learning in what and how we learn?
Self-directed learning is extremely beneficial in situations in which the learning styles of the individuals present differ from one another and would benefit from a more direct approach. For instance, self-directed learning allows individuals to frame their learning experience in a manner that is most compatible with his or her own personal learning style/process. Self-directed learning can be utilized in many educational settings and with many different instructional methodologies. A key to self-directed learning is also the fact that it is not time dependent, which is essential for learners to work at their own base and better retain the knowledge at hand.
Can or should all learning be self-directed? Why or why not?
All learning can technically be construed as being self-directed. Without some kind of initiative taken, learners absorb nothing. Information can…...
So, self-directed learning is not ideal for people who are high on anxiety. Similarly, people who are high on extroversion tend to be less successful in self-directed learning because their gregarious nature requires them to be in a group and interact with other kinds of people. So, this solitary kind of learning may not be very acceptable for them. These studies performed by different researchers have established a firm connection between personality and self-directed learning.
Other than these personality traits, a self-directed learner must also have the ability to self-assess their performance and make changes to it as and when needed. "Self-directed learners demonstrate a commitment to change by building critique and assessment into their everyday actions. By reexamining and clarifying various aspects of the values, purposes, goals, strategies and outcomes, they continue to learn and develop an even more positive disposition toward continued learning." Costa and Callick (2004;p.7). This…...
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References
de Bruin. K. (2007). The relationship between personality traits and self-directed learning readiness in higher education students. Outh African Journal of Higher Education. 21(2). pp 228-240.
McCrae, R.R. And P.T. Costa. 1995. Trait explanations in personality psychology. European Journal of Personality 9:231-252.
(1) What is the connection between self-directed learning in what and how we learn?
According to Knowles, self-directed learners typically learn more broadly (i.e. they learn more things); they learn more effectively; they bring a higher level of motivation to learn; and they tend to retain and apply what they learn more than do people who learn through more formal or traditional means. In the most general sense, self-directed learning is a form of active learning, and therefore, more effective than traditional learning processes that rely almost exclusively on passive learning. More particularly, Knowles also suggested that self-directed learning is more consistent with the overall direction of adult psychological development in the sense that it is an aspect of self-sufficiency and self-responsibility.
(2) Can or should all learning be self-directed, why or why not?
No. Effective self-learning generally requires that learners be appropriately mature, motivated, and self-reflective…...
Androgogy & Self-Directed Learning
Historically, the term andragogy was a long-time reaching the common vernacular. The term was a wildcard, meaning different things to different individuals and groups according to whim, nacent theory, or flowery rhetoric. When the term did crop up, it was associated with attributes that were sometimes difficult to pin down, but hinted at constructs such as self-reflection and life experiences (eischmann, 2007). Always, as the term was used, there was a cleaving between education and training, as education was seen as serving the inner self rather than simply preparing for the world of work (eischmann, 2007). Andragogy was raised to higher levels than could be captured in the dyad of mere teaching and learning
Andragogy
What exactly is andragogy? The term andragogy is used today to label an academic discipline -- it pertains to the scholarly study of in a field or discipline, while the actual practice to which…...
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References
Cooper, Mary K. & Henschke, John A. (2003): An Update on Andragogy: The International Foundation for Its Research, Theory and Practice (Paper presented at the CPAE Conference, Detroit, Michigan, November, 2003).
Knowles, M.S. (1989): The Making of an Adult Educator. San Francisco: Jossey-Bass.
Moreover, the strong correlation between confidence in peers and communication/problem understanding demonstrated that it is the confidence and ability of these co-workers that encourage members of self-managing teams to gather new information and knowledge, so that they may create useful decisions in relation to problem solving. Confidence in peers resulted in a negative, not positive, impact on organization and negotiation. This suggested that confidence in peers has a negative effect in the process of organizing the dissemination of knowledge in self-managing teams. Thus, it is imperative for team members to trust their peers and management and, in doing so, create and share new knowledge and further the organization's opportunity to offer best solutions to clients. Present research lacks the empirical evidence supporting the relationship between interpersonal trust and knowledge acquisition. Especially, academicians and practitioners are interested in studying whether "interpersonal trust" advances the follower's knowledge acquisition practices -- knowledge sharing…...
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References
Abbott, J.B., Boyd, N.B, and Miles, G. (2006) Does Type of Team Matter? An Investigation of the Relationships Between Job Characteristics and Outcomes Within a Team-Based Environment. The Journal of Social Psychology
146(4) 485-507
Attaran, M. And Nguyen, N.U. (1999) Succeeding with self-managed work teams. CT Industrial Management. 41(4). 24-29
Brannick, M.T. And C. Prince. An overview of team performance measurement. In Team performance assessment and measurement-Theory, methods, and applications, ed. M. Brannick, E. Salas and C. Prince. Hillsdale, NJ: Erlbaum. Brannick, M.T., E. Salas and C. Prince. 1997. Team performance assessment and measurement: Theory, methods, and applications. Hillsdale, NJ: Erlbaum.
Learning a language: Gaining fluency in a language to be free
The acquisition of language is never a culturally neutral process. When someone learns his or her first or even a second language, that individual also acquires a status in the eyes of the world, based upon how that language is perceived. The race of the speaker, his or her perceived level of education, gender, and race all interact with the stereotypes that exist in the gazer's mind. In Christine Marin's essay "Spanish Lessons," Marin chronicles how her unsteadiness in Spanish did not initially bother her, given the fact that she grew up in a society that prized whiteness. Gradually, as she grew older and her attitude towards her heritage changed, her lack of fluency in her native tongue became a burden. Similarly, Malcolm X was forced to grapple with his complex relationship with the English language. On one hand, it…...
2. True learning organizations allocate the time and resources that are required to develop a competitive advantage based on the lifelong learning and training opportunities that are provided to everyone in the organization.
3. A learning organization not only develops the opportunities for learning but it also provides a corporate culture that encourage all of its members to become self-actualized, thereby contributing to the advancement of the larger society in which the organization competes. .
4. The leadership of true learning organizations ensure that the corporate vision is communicated to all members and provides a framework in which their feedback is welcomed and acted upon, as well as ensuring that an environment exists in which there "are no bad questions" concerning the direction in which the enterprise is headed.
5. Learning organizations make it possible to consolidate work and learning as well as encouraging all members of the enterprise to embrace the need…...
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References
Albert, M. 1998 "Shaping a Learning Organization through the Linkage of Action Research
Interventions." Organization Development Journal, vol. 16, no. 3, pp. 29-31.
Avolio, B.J., & Bass, B.M. 2002 Developing potential across a full range of leadership:
Cases on transactional and transformational leadership. Mahwah, NJ: Lawrence
learning can be categorized into three distinct groups: behaviorism, cognitivism, and constructivism. Behaviorism refers to the student's interaction with the environment and focuses on the external aspects of learning and on that which encourages learning such as positive reinforcement on the one hand and punishment on the toehr. Cogntivism, on the other hand, focuses on attitudes, motivation, and ideas and refers to the brain's interaction with the academic environment and with subject taught. Finally, constructivism represents and describes the situation where the learner actively builds new ideas or constructs learning situations.
Other approaches include humanism (where the focus is placed on respecting and motivating the individual student as encouragement to learning) and social / situational (namely those situational / social constructs interact in shaping a student's motivation and classroom attitude.
Behaviorism
Behaviorism believes that external actions and manner dominate if not replace cognition. adical behaviorists believe that mind / cognition is a…...
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References
Brown, B. & Ryoo, K (2008). Teaching Science as a Language: A "Content-First" Approach to Science Teaching. Journal of Research in Science Teaching 45 (5): 529 -- 553.
Charles, C. (2005). Building classroom discipline. USA: Pearson Pub.
Baron, R.A., Byrne, D., & Branscombe, N.R. (2006). Social Psychology (11th Ed.). Pearson Education, Inc.
In fact it has been proposed that the positive impact observed of PBL on motivation may come from these academically talented individuals rather than the intervention itself (Hwang & Kim, 2006). GPAs and demographic characteristics were not found to be correlated to PBL (Ceconi et al., 2008).
White et al. (2004) found in a study regarding that PBL was not shown to be superior to other learning styles in assisting students to acquire or retain knowledge regarding asthma management. This finding is consistent with the majority of research that has not found greater knowledge acquisition or retention amongst PBL students vs. traditional teaching methods (Albanese, 2000; Beers, 2005; Rogal & Snider, 2008). However, it is not that PBL produces inferior results, most studies have found that there are no significant differences between PBL students and those from traditional curricula on standardized knowledge tests (Beachey, 2007). Beers (2005) points out that…...
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Many studies have shown that PBL students experience greater motivation toward learning than their traditional counterparts (Hwang & Kim, 2006; Beachey, 2007, Rogal & Snider, 2008). Further PBL has been associated with greater satisfaction in the learning process by physicians than its traditional counterpart (Beachey, 2007; Op't Holt, 2000; Rogal & Snider, 2008). Evaluations of PBL programs have found that not only do students take pleasure in the process, they also believe that they have the capacity to out perform their peers from traditional curricula in clinical settings (Op't Holt, 2005; Kaufman & Mann, 1996). Studies have shown that the teaching method has little bearing on the learning of academically talented students (Hwang & Kim, 2006; Distlehorst, Dawson, Robbs, & Barrows, 2005; Op't Hoyt, 2005). In fact it has been proposed that the positive impact observed of PBL on motivation may come from these academically talented individuals rather than the intervention itself (Hwang & Kim, 2006). GPAs and demographic characteristics were not found to be correlated to PBL (Ceconi et al., 2008).
White et al. (2004) found in a study regarding that PBL was not shown to be superior to other learning styles in assisting students to acquire or retain knowledge regarding asthma management. This finding is consistent with the majority of research that has not found greater knowledge acquisition or retention amongst PBL students vs. traditional teaching methods (Albanese, 2000; Beers, 2005; Rogal & Snider, 2008). However, it is not that PBL produces inferior results, most studies have found that there are no significant differences between PBL students and those from traditional curricula on standardized knowledge tests (Beachey, 2007). Beers (2005) points out that one would expect significant improvement in clinical knowledge and performance in order to advocate for the use of PBL in the classroom due to the extensive resources that are required to utilize PBL curricula.
One would expect that PBL students would be at a significant advantage over their traditional peers due to the clinical application in the classroom (Colliver, 2000). Some
Childhood Obesity and Its Affects on Self-Esteem, Learning and Development
Childhood obesity has reached alarming proportions in developed nations of the world and its prevalence is continuously rising from 1971. In the Scandinavian countries, childhood obesity is less than compared to the Mediterranean countries; yet, the amount of obese children is increasing in both cases. Even though the highest rates of childhood obesity have been seen in developed countries, and at the same time, obesity is increasing in developing countries as well. Childhood obesity is at increased levels in the Middle East and Central and Eastern Europe as well. As an example, in 1998, The World Health Organization project assessing of cardiovascular diseases had showed that Iran was one among the seven countries, which had the highest rates of childhood obesity. (Dehghan; Akhtar-Danesh; Merchant, 2005, p. 1485)
In UK, observations state that there has been a noticeable enhancement in obesity levels, and…...
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References
Abell, Steven C; Richards, Maryse H. 1996. The relationship between body shape satisfaction and self-esteem: an investigation of gender and class differences. Journal of Youth and Adolescence. Vol: 25; No: 1; pp: 61-64
Boyles, Salynn; Smith, Michael. 2003. Mental Illness Common in Childhood Obesity; Defiance, Depression Cited in Study. April, 7. WebMD Medical News. Retrieved October 17, 2005, from the World Wide Web:
Still, Mason indicates that the opposite is often true in public education settings, where educators, parents and institutions collectively overlook the implications of research and demands imposed by law. Indeed, "despite the IDEA requirements, research results, teacher perceptions, and strong encouragement from disabilities rights advocate, many youth have been left out of IEP and self-determination activities. For example, 31% of the teaches in a 1998 survey reported that they wrote no self-determination goals, and 41% indicated they did not have sufficient training or information on teaching self-determination." (Mason et al., 442)
This is a troubling finding, and one which implicates the needed paradigm shift discussed already in the research endeavor. Clearly, as the matter is framed by Mason et al., educators and researchers have already acknowledged the value in the strategies addressed here. By contrast, institutional change has been hard won, with schools and administrators balking at making broad-based alterations…...
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Works Cited:
Beresford, B. (2004). On the Road to Nowhere? Young Disabled People and Transition. Child: Care, Health and Development, 30(6).
Katsiyannis, A.; deFur, S. & Conderman, G. (1998). Transition Services -- Systems Change for Youth with Disabilities? A Review of State Practices? The Journal of Special Education, 32(2), 55-61.
Mason, C.; Field, S. & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Council for Exceptional Children, 70(4), 441-451.
Judgment, however, should be suspended long enough to try to determine why someone does something a certain way. If this can be determined, it is another lesson worth having. This is true of the student that is just learning about business, and true of the established businessperson.
Unlike that student learner, the businessperson that has already been working in the world for a while will be much harder to teach. Once someone has gotten used to doing something a particular way, it becomes more difficult to change that person's behavior. However, those that lead others in business, such as human resource personnel, can take many of the suggestions in Vaill's book and use them to show others in their company how they can change only small things and still be more self-directed learners.
As they become more self-directed, their desire for knowledge will rise and they will begin to try to…...
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Works Cited
Vaill, Peter B. (1996). Learning as a way of being: strategies for survival in a world of permanent white water. New York: John Wiley & Sons.
The ecampus website that governs the user portal for the University of Phoenix is an aggressive and modern website design. The Phoenix brand has integrated a marketing approach that incorporates Macromedia flash as a primary means to engage the user to identify the mobile web for use to integrate learning with mobility. The website is able to effectuate the transition from user activity to the classroom by using the Macromedia to visually accentuate the transition.
The use of web design to convey a message regarding the use, convenience, and service of the website is at the heart of proper design. "For organizations engaged in electronic business, the corporate website has emerged as the single most important interface through which transactions are carried out. This being so, appropriate design characteristics are required to make websites effective. Customers expect websites to be designed differently, depending on…...
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References
Fonseca, A., Macdonald, A., Dandy, E., & Valenti, P. (2011). The state of sustainability reporting at canadian universities. International Journal of Sustainability in Higher Education, 12(1), 22-22-40. doi:10.1108/14676371111098285
Kovacs, P., & Rowell, D. (2001). The merging of systems analysis and design principles with web site development: One university's experience. T.H.E.Journal, 28(6), 60-60-65. Retrieved fromhttp://search.proquest.com/docview/214800316?accountid=13044
Monideepa T., Jie, Z. 2006. "Analysis of Critical Website Characteristics: A Cross-Category
Self-egulation Issues in Children and Adolescence with ADHD, ODD, and OCD
Self-regulation in children and adolescence who suffer from ADHD, ODD, and OCD (Attention Deficit Hyperactive Disorder, Obsessive Compulsive Disorder, and Oppositional Defiant Disorder) is often evident due to several things. A lot of the issues in relation to self-regulation stem from additional anxiety the child/teen may feel from the difficulties experienced from these kinds of mental disorders. OCD is known to cause anxiety and isolationist behaviors leading to decreased emotional self-regulation. ADHD at times can cause hyperfocus, making it difficult for the child/teen to switch tasks therefore limiting their ability to handle their emotions and activities that assist in regulating themselves. ODD, connected to ADHD, is a disorder that has the child react angrily and spitefully to people in otherwise normally responsive situations. The extreme feelings of children or adolescence who manifest ODD make it hard for them to respond…...
Blum, K., Chen, A.L., & Oscar-Berman, M. (2008). Attention deficit hyperactivity disorder and reward deficiency syndrome. Neuropsychiatric Disease and Treatment, 4(5), 893-918. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2626918/
Campbell, S.B. (1990). Behavior problems in preschool children: Clinical and developmental issues. New York: Guilford Press.
Cheng, M., & Boggett-Carsjens, J. (2005). Consider Sensory Processing Disorders in the Explosive Child: Case Report and Review. Canadian Academy of Child and Adolescent Psychiatry, 14(2), 44-48.
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