Andragogical Approach to Learning And Training Processes

Andragogy of Distance Education

Andragogical Approach to

Learning And Training

Processes

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Table of Contents Learning is change Learning theories Pedagogy Defined Andragogy Defined Characteristics of adult learners Pedagogy Vs Andragogy What we learn? How we learn? Learning cycle Learning styles Thinking styles of Learners Learning Process Blooms Taxonomy Many Faces of Learning Need for Training Blended Learning Learning Tree

Table of Contents

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Acquisition of knowledge or skills through study, instruction, practice or experience

A relatively permanent change in behavior or cognitive process

In training: change in knowledge, skill or attitude

“If you are planning for a year, sow rice

If you are planning for a decade, plant trees

If you are planning for a lifetime, educate people”

-- Chinese proverb

Learning is change

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Behavioral theory: Observable changes in behavior

Cognitive theory: Thought process behind the behavior

Constructivist theory: We all construct our own perspective of

the world, through individual experiences and schema Humanistic theory: Intrinsically motivated to self actualize or

learn. Learning is dependent upon meeting a hierarchy of needs (physiological, psychological and intellectual) Social learning theory: Learning from models

Pedagogy Andragogy

Learning Theories

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Classical Conditioning - Ivan Pavlov : S-R Theory

Connectionism – Edward L.Thorndike : The Law of Effect

Operant Conditioning - B. F. Skinner : R-S Theory

Behaviorism

Ivan Pavlov B. F. Skinner Edward L. Thorndike

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Behaviorism: Classical Conditioning

Ivan Pavlov (1849 - 1936)

1904 Nobel Prize in Medicine

20 years studying digestive system

30 years studying learning

Stimulus – Response Theory (S – R)

Dogs would drool in anticipation of food: S - R

What were dogs thinking or feeling?

How did they know he was going to feed them?

Did they see, smell or associate him with food?

Ivan Pavlov

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Experiment: Meat, Bell and Dog

Examined the phenomenon objectively by an experiment

Measured exact amount of saliva secreted by dog when

a piece of meat is presented

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Definition: Classical Conditioning

When an unconditioned and a neutral stimulus are paired,

the neutral stimulus becomes a conditioned stimulus that

elicits conditioned response

Unconditioned Stimulus (UCS)

A stimulus that brings about a response without having been

learned

e.g. smell of food causes salivation

Unconditioned Response (UCR)

A response that is natural and needs no training

e.g. salivation at the smell of food 8 Arun

Conditioned Stimulus (CS)

– A once-neutral stimulus that has been paired with a UCS to bring about a response formerly caused only by the UCS

– Bell rings, dog salivates because he has paired the bell with food due to conditioning

Conditioned Response (CR)

– A response that, after conditioning, follows a previously neutral stimulus

– Salivation caused by bell ringing


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‘Learning a conditioned response by associating a conditioned stimulus with unconditioned one’

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Thunder = Rain = Lightning = get umbrella “Sit” = biscuit

Neutral stimulus: prior to conditioning, has no effect

on the desired response Until you experience thunder with rain & lightning,

you don’t think about getting your umbrella Until you pair “Sit” with the behavior of sitting and

the reward of biscuit. “Sit” had no meaning

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Associative learning: Stimulus – Response (S – R) Explanation only for reflexive or respondent behaviors Very small fraction of human learning abilities Involuntary responses caused by different stimuli Complex human behaviors cannot be explored

Critiques: Classical Conditioning

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Behaviorism: Connectionism

Edward L.Thorndike (1874-1949) Psychologist

Research : Animal behavior, human psychology Learning involved forming bond between S - R

The Law of Effect

Connection between S – R = Positively rewarded : Strengthened Connection between S – R = Negatively rewarded : Weakened Responses that are satisfying are more likely to be repeated, and

those that are not satisfying are less likely to be repeated

Edward L.Thorndike

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Behaviorism: Operant Conditioning

Operant conditioning or Reinforcement theory B.F. Skinner (1904 - 1990) Response – Stimulus Theory (R-S) Experiment

– Voluntary or Learned behavior Response is made first, then reinforcement follows: R-S Behavior: influenced by its consequences Operant behavior (voluntary behaviors used in

operating on the environment)

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Behaviorism: Operant Conditioning

Skinner box – box with lever, if lever is pulled, drops food into cup Rat operated the lever more frequently over the time

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Operant Conditioning Mechanisms

Positive Reinforcement or reward Responses that are rewarded are likely to be repeated. (Good grades reinforce careful study) Negative Reinforcement

Responses that allow escape from painful or undesirable situations are likely to be repeated. (Being excused from writing a final because of good term work) Extinction or Non-Reinforcement : Responses that are not

reinforced are not likely to be repeated. (Ignoring student misbehavior should extinguish that behavior) Punishment: Responses that bring painful or undesirable

consequences will be suppressed (Penalizing late students by withdrawing privileges should stop their lateness) 19 Arun

Classical Vs Operant Conditioning

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Cognitive Theory

Edward Tolman – Pioneering theorist in the field of cognitive psychology

Process of acquiring knowledge by the use of reasoning, intuition, or perception

Relationship between: cognitive environmental cues and expectation (S-S Learning)

Experiment: Rats were allowed to run through a complicated maze in search of food

Food was placed in certain points in a maze

When the rat came across the food they began to associate the presence of food with certain cognitive cues

Rats and other animals develop ‘cognitive maps’ of their environment

Learning involves associations established through closeness and repetition 21 Arun

Cognitive Theory Concepts

Schema

- An internal knowledge structure

- New information is compared to existing cognitive structures called "schema“

- Schema may be combined, extended or altered to accommodate new information

Three-Stage Information Processing Model

- Input first enters a sensory register

- Then is processed in short-term memory

- Then is transferred to long-term memory for storage and retrieval

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Constructivism

Bartlett (1932)

Good & Brophy (1990), Merrill (1991), Smorgansbord (1997)

Knowledge is constructed from experience

Learning is a personal interpretation of the world

Learning is an active process in which meaning is developed on the basis of experience

Conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning

Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity

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Humanistic: Maslow’s Hierarchy of Needs

Self

Actualization

Esteem

Love, Belongingness

Safety

Basic (Physiological)

Demotivators

Motivators

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Humanistic: Maslow’s Hierarchy of Needs

Self

Actualization

Esteem

Love, Belongingness

Safety

Basic (Physiological)

Growth, attaining one’s potential & self fulfillment

Food, Water, Shelter, Sleep, Education

Affection, acceptance & friendship

Internal - Self respect External - Recognition

Physical, emotional protection

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Social Learning

Grew out of Cognitivism

Bandura (1973) People learn by observing other people (models) they think are knowledgeable and credible

The model’s behavior is adopted

Self-efficacy: The individual believes he or she is capable of learning

Four processes in learning:

- Attention

- Retention

- Motor reproduction

- Motivation

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Summary and Implication of Theories

Aspect Behaviorist Cognitivist Humanist Social and

situational

Learning theorists

Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner

Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne

Maslow, Rogers Bandura, Lave and Wenger, Salomon

View of the learning process

Change in behavior Internal mental process (including insight, information processing, memory, perception

A personal act to fulfill potential

Interaction /observation in social contexts. Movement from the periphery to the centre of a community of practice

Locus of learning

Stimuli in external environment

Internal cognitive structuring

Affective and cognitive needs

Learning is in relationship between people and environment.

Purpose in education

Produce behavioral change in desired direction

Develop capacity and skills to learn better

Become self-actualized, autonomous

Full participation in communities of practice and utilization of resources

Educator's role

Arranges environment to elicit desired response

Structures content of learning activity

Facilitates development of the whole person

Works to establish communities of practice in which conversation and participation can occur.

Manifestations in adult learning

•Behavioral objectives •Competency -based education •Skill development and training

•Cognitive development •Intelligence, learning and memory as function of age •Learning how to learn

•Andragogy •Self-directed learning

•Socialization •Social participation •Associationalism •Conversation 27 Arun

Learning Approach, Process And

Teaching Methods

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Pedagogy Defined

Pedagogy is a Greek word, derived from two words: ‘paid’ and ‘agogus’

Paid – ‘child’ and ‘agogus’ – ‘leader of’

Pedagogy : Art and science of teaching children

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Pedagogy Roots and Assumptions

Padagogy model roots: seventh century in europe

Introduction of organized education at monastic schools (cathedral schools)

The objective: Induction of young men into the priesthood

Assumptions about learners:

Dependent personality of the learner: learner does not know his own learning

needs

Learning is subject centered : instructional curricula are organized around

subjects

External motivation: Prizes and punishment

Prior experience of learner is irrelevant: Teacher need not consider the

student’s prior experience

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Andragogy Defined

‘Andragogy’ : Greek word, meaning andr – ‘man’, ‘agogus’ – ‘leader of’ Malcolm Knowles (1970 ) coined the word Andragogy : ‘The art and science of helping adults learn’ By definition of an adult is someone who has achieved the self concept of

being responsible for their own life

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Assumptions of Andragogy

The Need to Know : Adults need to know the utility and value of the material before embarking on learning Self-Concept : Self-directing and autonomous The Role of Experience : Relate prior work experience in learning Readiness to Learn : Orient towards tasks associated with real life, social

roles Orientation to Learning : Shift from subject-centered to problem-centered Motivation: learn by both extrinsic and intrinsic motivators

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Characteristics of Adult Learners

Control over learning

High motivation to learn

Pragmatic in learning

Learning may be a secondary role

Resistant to change

Adult learners are more diverse

Draw on past experiences in learning

Learning is often self-initiated

Learning is aimed at an immediate goal

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Padagogy Vs Andragogy

Learner Padagogy Andragogy

Concepts of learner Dependent personality Self-directed

Orientation to learning Subject-centered Problem-centered

Readiness to learn Uniform by age level and

curriculum

Develops from life tasks and

problems

Motivation External: Rewards and

punishment

Internal: Satisfaction, curiosity

Experience Limited Broad and varied

Planning Primarily by teacher Mutually by learners and

fecilitator

Education Future oriented Result oriented

Adaptation to change Likely to accept new

information

Skeptical, try it out before

accepting

Application of learning Deferred Immediate

Physiological factors

(visual, audio, health)

Less likely to influence learning May influence learning

Vocabulary Limited and increases through

education

Extensive, influences learning

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• Verbal information - Names, labels, facts

• Intellectual skills - Understanding of concepts

• Motor skills - Coordination and dexterousness

• Attitudes - Beliefs and feelings

• Cognitive strategy - Regulate the process of learning

What we learn

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How we learn

Learning Styles

Characteristics Teaching Strategies

Visual visually illustrated

or demonstrated

• Graphics, illustrations

• Images

• Demonstrations

Auditory when it is spoken • Lectures

• Discussions

Kinesthetic Information

process : touched

or manipulated

• Written assignments,

taking notes

• Examination of objects

• Participation in activities 36 Arun

How we learn

Learning Styles

Characteristics Teaching Strategies

Social Groups

Networks

Peer group

Seminars

Webinar

Environmental Ambiance - learner

preferences

(room temperature,

lighting, seating, etc.)

online learners have

edge over on-campus

students

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The Learning Cycle

• The learning cycle is a dynamic process that involves four specific stages:

– Concrete experience

– Reflective observation

– Abstract conceptualization

– Active experimentation

• The key to effective learning is to be competent in each of the four stages

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Learning Styles

Diverger Generates ideas and understands multiple perspectives

Based on concrete experience and reflective observation.

Assimilator Good at inductive reasoning, can create theoretical models and explanations

Based on abstract conceptualization and reflective observation

Converger Good deductive reasoning, decision making and application of ideas

Based on abstract conceptualization and active experimentation

Accommodator Involved in new experiences, implements decisions and carries out plans

Based on concrete experience and active experimentation

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Thinking styles of learner

Thinking Styles Characteristics

Reflective learners

•View new information subjectively

•Relate new information to past experiences

•Often ask "why?"

•Examine their feelings about what they are learning

Creative

learners

•Like to play with new information

•Always ask "why?"

•Make excellent troubleshooters

•Create their own solutions and shortcuts 40 Arun

Thinking styles of learner

Thinking Styles Characteristics

Practical •Want factual information without any "nice-

to-know" additions

•Seek the simplest, most efficient way to do

their work

•Not satisfied until they know how to apply

their new skills to their job or other interest

Conceptual •Accept new information only after seeing the

big picture

•Want to know how things work, not just the

final outcome

•Learn the concepts that are presented but

also want to know the related concepts that

may not have been included 41 Arun

The Learning Process

Learning occurs through both mental and physical processes

Expectancy

Perception

Working storage

Semantic encoding

Rehearsal

Organization

Elaboration

Retrieval

Generalizing

Gratifying

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Benjamin Bloom proposed his Taxonomy in 1956. Bloom’s Taxonomy divided education objectives into three domains:

• Affective(feeling)

• Psychomotor(doing)

• Cognitive(knowing)

I hear, I know. I see, I remember. I do, I understand

Blooms

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Many faces of learning

• Just-in-case or just-in-time

• Hard-wired or modular

• Expository or discovery

• Dumb or intelligen

• Tell-and-test or try-and-see

• Desktop or mobile

• Content or context

• Interactive or passive

• Self-paced or live

• Self-study or collaborative

• Formal or informal

• Award-winning or good enough

• Stand-alone or blended

• Marginalised or pervasive

• Pull or push

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"For an organization, the biggest priority for training is to align with business strategy. " Birskin

Source: Bersin & Associates

Corporate Training Survey What do you intend to achieve through your learning programs?

results based on 526 Responses in May 2005

Need for Training

61%

47%45%

37%34%

21%20%

7%4%

Alignment

with Business

Strategy

Increasing

Usage

Increasing

Effectiveness

Measuring

Support

Reducing

Costs

Infrastructure -

Technology

Faster

Deployment

Revenue Outsourcing

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46 Changing Perception of Corporate Learning from a Cost to an Investment

Training is a large investment

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Today’s Workforce

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Source: IBM Learning Solutions Sept 2005: blended learning for today’s evolving workforce Arun

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Time to solution

Blended Learning

Effort

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The learning Tree

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Andragogical Approach to Learning And Training Processes

Education

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