ADLT 601 – Knowles’ ADLT 601 – Knowles’ concepts of Andragogy, concepts of Andragogy, Informal and Incidental Informal and Incidental LearningLearning

September 3, 2009

AgendaAgenda

Houles’ Typology of Houles’ Typology of LearnersLearners

Goal Oriented

ActivityOriented

Learning Oriented

Informal and Incidental Learning Informal and Incidental Learning from Experiencefrom Experience

Informal and Incidental Learning Informal and Incidental Learning from Experiencefrom Experience

Informal Learning: Can be planned or unplanned, but usually conscious awareness that learning is taking place

Incidental Learning: A by-product of some other activity; usually unintentional, unexamined, and embedded in closely held belief systems

Marsick and Watkins’ definitions, 1990, 1992

Studies on Informal LearningStudies on Informal Learning20% occurs in classroom; 80% in

informal experiences◦The Center for Creative Leadership, 1988◦Wick -1989, 1990◦Zemke, 1988

Non LearningNon Learning

Presumption - the typical response to the world and the basis of most social living experiences; a trust that the world will not change

Non-consideration - a variety of reasons that people do not respond to a learning situation

Rejection - some people have an experience, but reject the possibility of learning from it

Edward Cell (1984) writes about Edward Cell (1984) writes about Experiential LearningExperiential Learning

All significant experiential learning is a CHANGE in the learner -- a change in behavior, in interpretation, in autonomy, or in creativity, or a combination of these

Knowles’ Principles of Knowles’ Principles of AndragogyAndragogy

The learners feel a need to learn

The learning environment is characterized by mutual respect and trust and acceptance of differences

The learners perceive the goals of the learning experience to be their goals

The learners share responsibility for planning

The learners participate actively

The learning process makes use of learners’ experiences

The learners have a sense of progress towards goals

Pedagogical Pedagogical AndragogicalAndragogicalAssumptions Assumptions AssumptionsAssumptions

Postponed time application

Subject-centered orientation to learning

Self concept is one of dependency

Experience is of little value

Readiness to learn depends on biological development

Immediacy of time application

Problem centered orientation to learning

Self concept is toward increasing self-directedness

Learners are a rich resource for learning

Readiness depends on developmental tasks of social roles

Pedagogical Pedagogical AndragogicalAndragogicalDesign Factors Design Factors Design FactorsDesign Factors

Teacher formulates objectives

Material is studied by content units

Transmittal techniques used

Evaluation by teacher

Authority oriented, formal climate, often competitive

Teacher plans learning experience

Teacher diagnoses needs

Teacher evaluates

Mutual negotiation of objectives

Material sequenced in terms of learner readiness

Experiential, inquiry techniques

Mutual evaluation

Climate characterized by mutuality, respect, collaboration, and informality

Mutually planned learning experience

Mutual self-diagnosis of needs

Mutual evaluation

Grow’s Stages in Learning Autonomy

Stage Student Teacher Examples

Stage 1 Dependent Authority, coach

Coaching with immediate feedback, drill. Informational lecture. Overcoming deficiencies and resistance

Stage 2 Interested Motivator, guide

Inspiring lecture plus guided discussion; goal-setting and learning strategies

Stage 3 Involved FacilitatorDiscussion facilitated by teacher who participates as an equal

Stage 4 Self-directed Consultant, delegator

Self-directed work group, dissertation, internship