#4 Malcolm Knowles’ Andragogy Framework
Andragogy has a special place in my heart because this framework was part of my dissertation work. I believe the ideals and concepts in Andragogy are what is missing in our current educational professional development.
Figure 1 – Knowles et al.’s ‘The Adult Learner’
Andragogy is a framework that derives from various other research in teaching, learning, human development, human resource management, and adult learning to name a few. Knowles posited that adults need to be taught differently based on the assumptions that Knowles discovered rather than teaching as we would children, which is pedagogy. Knowles outlined various principles, artifacts, and processes to implement adult learning principles into any learning situation, including professional learning and development. This is important because we know professional development in education is not effective, so why do we keep scheduling and planning for traditional professional development? Why do we keep doing sit ‘n’ gets?
Andragogy, often defined as the “art and science of helping adults learn,” stands in contrast to pedagogy, which traditionally focuses on the education of children. While pedagogy often adopts a teacher-centered approach, andragogy emphasizes the unique characteristics and needs of adult learners. You can find my lecture notes for a previous presentation with some more information.
In my research, I followed the process model listed below by developing a pre-assessment to assess the skills or knowledge expectations, the learning contract, and the implementation cycle.
Most importantly, let’s take a look at the assumptions of learning in adults, which can drive teaching and coaching for high school and higher.
- Self-Concept. Adult learners will be more self-directed in their learning. No longer are they dependent on others. They will want to take responsibility for their own learning AND make their own decisions.
- Adult Learner Experience. Experience is important as an adult. They are more capable of utilizing the experiences as a rich resource for learning. They connect new information to past experiences and can build upon it.
- Readiness to Learn. Maturity leads adult learners to be most motivated to learn when it is relevant to their current life, career, or situation/problem.
- Orientation to Learning. Maturity shifts learning from subject centered (must learn it) to problem or task-centered and when it is needed. They want to learn things that have immediate relevance and application to their lives.
- Motivation to Learn. Adults are motivated intrinsically because they want to learn new information to improve job skills, self-esteem, personal growth, or a better quality of life.
- Need to Know. Adult learners want to understand the “why” behind their learning. They need to know the benefits of learning something and the consequences of not learning it.
Figure 2 – Knowles’ Andragogy
The entire framework is quite complex as he developed the assumptions, the andragogical process, and other processes plus learning contracts and an evaluative process. More specifically, the Andragogical Process Model for Learning is what should also be used for instructional design or professional development sessions. In essence, the andragogical process model empowers adult learners to take an active role in their education, recognizing their experience, self-direction, and desire for relevant and practical learning. It shifts the instructor’s role from a traditional lecturer to a facilitator who guides and supports the learning journey. This journey includes providing a conducive learning environment to mutually planning the objectives and plans after diagnosing the learning needs. In addition, the process is evaluated for efficacy.
One concern is if the learners make their own choices on what and how to learn, how is that monitored? So, along with the assumptions and the andragogical process model for learning, I utilized the learning contracts. The learning contracts were the learning plans listed in the process model. The contracts would itemize what the learner wants to learn, the resources they will use, and the evaluation methods to demonstrate their learning. The learning contract or plans provide a documented source for accountability to self or administration.
Overall, Andragogy has so much potential to disrupt and improve traditional professional development that merges a learners’ autonomy and motivation to learn what is needed and the need for accountability in professional learning. Andragogy is a phenomenal framework that will undoubtedly improve professional learning for teachers.
#5 Seemiller & Grace’s Generation Z Study
One of the more interesting studies to emerge about generational perspectives is Seemiller and Grace’s (2016) work. In particular, they interviewed 1,100 Generation Z college students from 15 vastly different U.S. higher education institutions. In their book, they include data from other studies they have completed to include more than 150,000 students’ voices reflected in the evidence. The research found a few interesting items about who they are, how they learn, and what they want.
Figure 3 – Seemiller & Grace’s ‘Generation Z Goes to College’
The qualitative results are a great inspection of who these students are and what the need for learning. Let’s break down the 5 trends that emerged.
- First, Generation Z are observers. Generation Z prefers to observe others model doing something before trying it themselves. I can say that I have noticed an uptick in students asking for a model or example of the assignment tasked. It’s not that the was not the case before, but they are certainly making it known and requesting it more often for most of their work.
- Next, Generation Z want to learn skills that are applicable and transferable. Generation Z prefer and WANT to learn skills and information that are easily and immediately applicable to real life. This trend directly connects to David Kohl’s Experiential Learning and Love and Wegner’s Situated Learning.
- Generation Z feel that it is up to them to make change happen in their community and globally. Now, you may ponder that every generation is involved in making change happen. We have seen volunteering increase. The difference is, as Seemiller and Grace, pointed out, they don’t just want to put some time in volunteering. They want to completely change the system or eradicate the issue.
- Did you think about Generation Z as interpersonal learners? Well, that is the next trend discovered.Generation Z prefer to learn by themselves. They want to set up their own schedules and reflect on their learning.
- Last, Generation Z sees peers and faculty as resources to further their understanding.They appreciate working together and after want to reflect on their own understanding and perspectives. I have seen this trend in my courses with undergraduate students. They definitely don’t mind collaborating or discussions or activities in class, but ultimately would like to work on their own.
Seemiller and Grace are trailblazers researching vital information that will continue to transform our thoughts and understanding about Gen Z learners and workers.
