Erasmus KA1 Courses - Course Details

ADULT EDUCATION COURSE 1 Andragogy and Self-Directed Learning

Date :18-24 March 2019 PARIS

 

Sessions in 2019

18-24 March , 2019 - PARIS

02-08 December, 2019 - BARCELONA

16-22 March, 2020 - PARIS

The groups of participants can choose the locations at the specified dates.

Course duration: 7 days

Course fee490 euro for paticipant

ADULT EDUCATION COURSE 1 Andragogy and Self-Directed Learning

“The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920s. Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself. What we do have is a mosaic of theories, models, sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two7c important pieces of that mosaic are andragogy and self-directed learning. Other chapters in this volume focus on some of the newer approaches to understanding learning; the purpose of this chapter is to revisit two of the foundational theories of adult learning with an eye to assessing their "staving power" as important components of our present-day understanding of adult learning” (Sharan B. Merriam)

Andragogy:  In 1968, Malcolm Knowles proposed "a new label and a new technology" of adult learning to distinguish it from preadult schooling (p. 351), The ANDRAGOGY AND SELF-DIRECTED LEARNING 5 European concept of andragogy, which he defined as "the art and science of helping adults learn," was contrasted with pedagogy, the art and science of helping children learn (Knowles, 1.980, p. 43). Andragogy became a rallying point for those trying to define the field of adult education as separate from other areas of education.

The five assumptions underlying andragogy describe the adult learner as someone who

·         has an independent self-concept and who can direct his or her own learning,

·         has accumulated a reservoir of life experiences that is a rich resource for learning,

·         has learning needs closely related to changing social roles.

·         is problem-centered and interested in immediate application of knowledge, and

·         is motivated to learn by internal rather than external factors.

The scholarship on andragogy since 1990 has taken two directions. Some have analyzed the origins of the concept or its usage in different parts of the world, Another group of scholars has critiqued andragogy for its lack of attention to the context in which learning occurs.

Science, Disciplinie, or Technology? The ongoing international discussion and research on the concept of andragogy serves as a touchstone in the continued effort to professionalize through the establishment of a scientific discipline.

Context-Free Andragogy? The second stream of work in the 1990s has been a critique of the psychological focus of North American andragogy (Grace, 1996; Little, 1994; Pearson and Podeschi, 1997; Pratt, 1993).

Self-Directed Learning (SDL) About the same time that Knowles introduced andragogy to North American adult educators, self-directed learning appeared as another model that helped define adult learners as different from children.

The Goals, the Process, the Learner Self-directed learning should have as its goal the development of the learner's capacity to be self-directed. In their Personal Responsibility Orientation (PRO) model of selfdirected learning, human nature that is "basically good. . . accepting responsibility for one's own learning" and being proactive drive their model.

Cutrrent Assessment of SDL. The Dreceding brief overview of selfdirected learning draws frorn a very broad literature base. This session covers the following areas for investigation, all of which could expand our understanding of adult learning through SDL:

·         How some adults remain self-directed in their learning over long periods of time

·         How the process changes as learners move from novice to expert in subject matter and learning strategies

·         How issues of power and control interact with the use of SDL in formal settings

·         Whether being self-directed as a learner has an impact on one's instructional and planning activities

·         What the role is of public policy in SDL

·         What the critical practice of SDL looks like in practice

·         How contextual factors interact with the personal characteristics of selfdirected learners

·         Clearly, there are numerous possibilities for how future research on selfdirected learning might enrich adult education practice as well as contribute to theory in adult learning

·         Appearing at about the same time, andragogy and self-directed learning were the first two attempts by adult educators to define adult education as a unique field of practice, one that could be differentiated from learning in general and childhood education in particular.

·         In the scope of the course these two approaches will be defined in detail and tried to be understood the applicability of them.

Target group

·   All kind of teachers, trainers, educators, school administrators, etc.

Preparation

Before the course,

·  A detailed pre-course questionnaire to indicate their level of experience, teaching backgrounds and training will be completed by participants.

·   They will also prepare a presentation to reflect their own teaching method. A closed Facebook group will be created for getting know each other of all participants and to share practical information.

Validation

·  A course participation certificate will be given to all participants.

·   A Europass CV will be filled together according to the skills and competences to be gained during the course  by participants.

ADULT EDUCATION COURSE 1 Andragogy and Self-Directed Learning

 

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