DATES & LOCATIONS

02-08 December 2019 – Barcelona

02-08 December 2019 – Barcelona

16-22 March 2020 – Paris

16-22 March 2020 – Paris

CONFIRMED

CATEGORIES

TOP COURSES

CONTENT

ADULT EDUCATION: 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 and sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two 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.

Learning Outcomes:

All the participants will:

  • Have an independent self-concept and who can direct his or her own learning,
  • Have accumulated a reservoir of life experiences that is a rich resource for learning,
  • Get learning needs closely related to changing social roles.
  • Be motivated to learn by internal rather than external factors.

Objectives of the Course:

Understanding

  • 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

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

Defining

  • What the role is of public policy in SDL
  • What the critical practice of SDL looks like in practice
  • Contextual factors interact with the personal characteristics of self-directed learners

Analyzing

  • The numerous possibilities for how future research on self-directed learning might enrich adult education practice as well as contribute to theory in adult learning
  • In the scope of the course these two approaches will be defined in detail and tried to be understood the applicability of them.

Methodology:

  • Discussions,
  • Brainstorming,
  • Analyzing and defining

Target Group:

  • Adults, Teachers, trainers, educators, school administrators, etc.

Preparation:

  • A detailed pre-course questionnaire to indicate their level of experience, teaching backgrounds and training will be completed by participants.
  • The participants will also prepare a presentation to reflect their own teaching method.

Validation:

  • A course participation certificate will be given to all participants.
  • A Europass CV will filled according to the skills and competencies to be gained during the course by participants will be given, as well.

DAILY PROGRAM

1st Day

  • Hand-out of Materials
  • Getting to know each other – Presentation of participants (a five-minute presentation)
  • Key Issues and Concerns about the course
  • Brainstorm on how adults learn and make a mind map depending on experiences and current knowledge

2nd Day

  • What is Andragogy
  • The five assumptions underlying andragogy
  • Science, Discipline, or Technology
  • Context-Free Andragogy

3rd Day

  • Self-Directed Learning (SDL)
  • The Goals, the Process, the Learner
  • Coffee Break
  • Current Assessment of SDL
  • How some adults remain self-directed in their learning over long periods of time

4th day

  • 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

5th day

  • Critical and Postmodern Perspectives on Adult Learning
  • Knowledge and Learning
  • Power and Learning
  • The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning

6th day

  • Something Old, Something New: Adult Learning Theory for the Twenty-First Century
  • Implications for Adult Learning Theory

7th day

  • Summarize the key points of the course
  • Define the ways of reaching the aim in the course
  • Overview of the course program
  • Evaluation of the course program
  • Filling the feedback forms
  • Europass Mobility Certificate
  • Participation Certificate