Androgogy final ppt @ bec doms bagalkot mba
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Transcript of Androgogy final ppt @ bec doms bagalkot mba
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ANDRAGOGY & PEDAGOGY
Presented ByBabasab patil
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Learning as a Process
|
Learning is defined as the process of acquiring , assimilating, and internalizing cognitive, motor or behavioral inputs for their effective and varied use when required, leading to an enhanced capability for further self monitored learning.
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Learning process
• Acquiring of new input terms of knowledge
• Assimilation• Internalization• Available for effective use• Development of creativity• Increase person’s capability
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Stimulus Response Theories
• Classical Conditioning• Instrumental conditioning• Operant Conditioning
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Behaviorism
Classical Conditioning - Pavlov
S R
A stimulus is presented in order to get a response:
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Behaviorism Classical Conditioning - Pavlov
S US
UR
CS US
CR
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Behaviorism
Operant Conditioning - Skinner
The response is made first, then reinforcement follows.
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Pedagogy
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Meaning
• Pedagogue is defined as “a schoolteacher. One who
instructs in a pedantic or dogmatic manner”. In the
pedagogic model, teachers assume responsibility for
making decisions about what is learned, and how and
when something will be learned.
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Constructivist Theory
• Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners.
• He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences.
• Constructivism is often associated with pedagogic approaches that promote active learning, or learning by doing.
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Pedagogies based on constructivism
• Learners learn by experimentation, and not by being told what will happen.
• They are left to make their own inferences, discoveries and conclusions.
• It also emphasizes that learning is not an "all or nothing" process but that students learn the new information that is presented to them by building upon knowledge that they already possess.
• It is therefore important that teachers constantly assess the knowledge their students have gained to make sure that the students' perceptions of the new knowledge are what the teacher had intended.
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Pedagogies based on constructivism
• The teacher's role is not only to observe and assess but to also engage with the students while they are completing activities, wondering aloud and posing questions to the students for promotion of reasoning.
• The teacher, after reading a story, encourages the students to write or draw stories of their own, or by having the students reenact a story that they may know well, both activities encourage the students to conceive themselves as reader and writers.
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Cognitive Theory• Grew in response to Behaviorism
• Knowledge is stored cognitively as symbols
• Learning is the process of connecting symbols in a meaningful & memorable way
• Studies focused on the mental processes that facilitate symbol connection
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Cognitive Learning Theory
Discovery Learning –
Jerome Bruner
Meaningful Verbal Learning
- David Ausubel
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Cognitive Learning Theory Discovery Learning
1. Bruner said anybody can learn anything at any age, provided it is stated in terms they can understand.
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Cognitive Learning Theory Discovery Learning
2. Powerful Concepts (not isolated facts)
a. Transfer to many different situationsb. Only possible through Discovery Learningc. Confront the learner with problems and help
them find solutions. Do not present sequenced materials.
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Cognitive Learning Theory Meaningful Verbal Learning
Advance Organizers:
New material is presented in a systematic way, and is connected to existing cognitive structures in a meaningful way.
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Cognitivism in the Classroom
• Inquiry-oriented projects
• Opportunities for the testing of hypotheses
• Curiosity encouraged
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Cognitive Dissonance Theory
• Comes from social psychology• One of the most famous and influential
theories
• Proposes that people have a motivational drive to reduce dissonance
• By changing their attitudes, beliefs, and behaviors, or
• By justifying or rationalizing their attitudes, beliefs, and behaviors
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Cognitive Dissonance
• Cognitive Dissonance: The distressing mental state caused by inconsistency between a two beliefs or a belief and an action.
• Assumption: Humans are consistent. Must find a resolution when beliefs conflict, or actions don’t match beliefs.
• Example: Slavery and Democracy
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Reducing Dissonance
• Whenever there is dissonance, we seek to reduce it.
1. Selective Exposure: The tendency to avoid information that creates cognitive dissonance and seek out information, people who support our beliefs.
• How to overcome persuasively? – Avoid the hard sell– Warm personal relationships– Example: racial discrimination and my
brother
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Postdecision Dissonance
Strong doubts experienced after making an important, close-call decision that is difficult to reverse. – “buyers remorse”
• Motivates us to seek reassurance, support for our decision.
• Afterwards, tend to rate our choice higher– Example: Sour Grapes
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3. Minimal Justification for Action Induces Shift in Attitude
• The best way to change attitudes is to get someone to behave in a way dissonant with their beliefs with the least amount of incentive.– If there isn’t significant external incentive,
people tend to change attitudes to justify their behavior
– If external incentive too high, merely achieve compliance (behavioral conformity without attitude change)
• Example: Would I lie for a dollar?
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Adult Learning Theories
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Andragogy
experience
Reflection & sharing
Interpreting
Generalizing Exp
Applying
Rewriting and
repeating
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Androgogy
By definition of an adult is someone who has achieved the self concept of being responsible for their own life.
By definition of an adult is someone who has achieved the self concept of being responsible for their own life.
Adult Learning: Theories, Assumptions, and Perspectives “The art and science of helping adults learn”
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Cont….,
• ANDRAGOGY
• Adults are Autonomous and Self -Directed.
• Adults Have Accumulated a Foundation of Life
Experiences and Knowledge.
• Adults are Relevancy-oriented
• Adults are Goal-oriented
• Adults are practical Implication for Training
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Cont….,
• Adults are likely to resist learning conditions that
conflict with their self concept.
• Adults need to be free to direct themselves.
• Trainer must actively involve adult participants in
the learning process and serve as facilitators for
them.
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History of Adult Learning Theory:From “Whatagogy?” to Andragogy
• The Meaning of Adult Education by Eduard Lindeman in 1926
marked the beginning of adult education as a field
• Adult educators began to look for a unique adult education
knowledge base
• European adult educators began to use the term andragogy in the
1950s
• Andragogy finally surfaced and became part of the educational
language in 1967 with Malcolm Knowles, a prominent scholar in
the field of adult education.
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Andragogy Defined
• The term andragogy is based on the Greek work aner (with the
stem andr-) meaning ‘man not boy’ (Plato’s idea that adults
continue to learn
• The Modern Practice of Adult Education: Andragogy versus
Pedagogy (1970) Malcolm Knowles
• Knowles defines andragogy as the art and science of helping
adults learn in contrast with pedagogy, which concerns helping
children learn
• Is Andragogy a learning theory or a set of assumptions?
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Assumptions of Andragogy
• Adults need to know why they need to learn
something
• Adults need to learn experientially
• Adults approach learning as a problem solving
• Adults learn best when the topic is immediate
value
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The principles of andragogy
• Adults need to be involved in the planning & evaluation of
their instructions
• Experience provides the basis for learning activities
• Adults are most interested in learning subjects that have
immediate relevance to their job or personal life
• Adult learning is a problem centered rather than content
oriented
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Malcolm Knowles
• In the minds of many around the adult education field,
andragogy and the name of Malcolm Knowles have
become inextricably linked. For Knowles, andragogy is
premised on at least four crucial assumptions about the
characteristics of adult learners that are different from the
assumptions about child learners on which traditional
pedagogy is premised. A fifth was added later.
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Cont……
• Self-concept: As a person matures his self concept moves
from one of being a dependent personality toward one of being
a self-directed human being
• Experience: As a person matures he accumulates a growing
reservoir of experience that becomes an increasing resource
for learning.
• Readiness to learn. As a person matures his readiness to learn
becomes oriented increasingly to the developmental tasks of
his social roles.
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Cont……
• Orientation to learning. As a person matures his time
perspective changes from one of postponed application of
knowledge to immediacy of application, and accordingly
his orientation toward learning shifts from one of subject-
centeredness to one of problem centeredness.
• Motivation to learn: As a person matures the motivation to
learn is internal
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Four Supporting Assumptions according to Dirkx, Lavin, and Pelavin (1995)
• Diverse, active learners: wealth of experiences
• Problem-oriented: pragmatic learners, seeking to improve
their performance
• Control of their own learning: voluntary learners who take
seriously their decision to return to school.
• Strong sense of self: varying degrees of self-efficacy, but
sense of self plays a major role in their learning
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A comparison of the assumptions of Pedagogy and Andragogy
ANDRAGOGY
• A comparison of the
assumptions of pedagogy
and andragogy
• Of little worth. Hence
teaching methods are
didactic
PEDAGOGY
• A comparison of the
assumptions of pedagogy
and andragogy
• A rich resource for
learning. Hence teaching
methods include discussion,
problem-solving etc.
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Cont.,…
ANDRAGOGY
• People learn what society
expects them to. So that the
curriculum is standardized.
• Acquisition of subject matter.
Curriculum organized by
subjects.
PEDAGOGY
• People learn what they need
to know, so that learning
programmes organized
around life application.
• Learning experiences should
be based around experiences,
since people are performance
centered in their learning
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Kolb’s Learning Cycle
– David Kolb, Professor of Organizational Behaviour, Weathered School of Management,
Cleveland
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EXPERIENCINGImmersing yourself
in the task
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EXPERIENCINGImmersing yourself
in the task
REFLECTIONWhat did you
notice?
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EXPERIENCINGImmersing yourself
in the task
REFLECTIONWhat did you
notice?
CONCEPTUAL-ISATION
What doesit mean?
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EXPERIENCINGImmersing yourself
in the task
REFLECTIONWhat did you
notice?
CONCEPTUAL-ISATION
What doesit mean?
PLANNINGWhat will
you do next?
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EXPERIENCINGImmersing yourself
in the taskActivist
REFLECTIONWhat did you
notice?
CONCEPTUAL-ISATION
What doesit mean?
PLANNINGWhat will
you do next?
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EXPERIENCINGImmersing yourself
in the taskActivist
REFLECTIONWhat did you
notice?Reflector
CONCEPTUAL-ISATION
What doesit mean?
PLANNINGWhat will
you do next?
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EXPERIENCINGImmersing yourself
in the taskActivist
REFLECTIONWhat did you
notice?Reflector
CONCEPTUAL-ISATION
What does it mean?Theorist
PLANNINGWhat will
you do next?
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EXPERIENCINGImmersing yourself
in the taskActivist
REFLECTIONWhat did you
notice?Reflector
CONCEPTUAL-ISATION
What does it mean?Theorist
PLANNINGWhat will
you do next?Pragmatist
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EXPERIENCINGImmersing yourself
in the taskActivist
REFLECTIONWhat did you
notice?Reflector
CONCEPTUAL-ISATION
What does it mean?Theorist
PLANNINGWhat will
you do next?Pragmatist
Dave Watts 2003
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Concrete Experience
Reflective Observation
Abstract Conceptualization
ActiveExperimentation
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Concrete Experience
• Laboratories• Observations• Text Readings• Simulations/Games• Field Work
• Films/Videos• Readings• Problem Sets• Examples
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Reflective Observation
• Logs• Journals• Discussion• Brainstorming
• Thought Questions• Rhetorical Questions• E-Mail List Serves• On Line Discussion Forums
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Divergers Ask:
“What is it?”
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Abstract Conceptualization
• Lecture• Papers• Model Building
• Projects• Analogies
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Assimilators ask:
“What does it mean?”
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Active Experimentation
• Simulations• Case Studies• Laboratories
• Field work• Projects• Homework
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Convergers ask:
“What can I do?”
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Accommodators ask:
"How can I do it?”
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