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Andragogy and Self-Direction

Andragogy and Self-Direction. Learning in Adulthood Fall, 2006. Self concept Experience Readiness to learn Orientation to learning Motivation to learn. Independence Seasoning Perspective Solve Need. Andragogy’s Claims. Teaching Changes. Educational Needs Methods of Meeting Needs

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Andragogy and Self-Direction

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  1. Andragogy and Self-Direction Learning in Adulthood Fall, 2006

  2. Self concept Experience Readiness to learn Orientation to learning Motivation to learn Independence Seasoning Perspective Solve Need Andragogy’s Claims

  3. Teaching Changes • Educational Needs • Methods of Meeting Needs • Participation in Evaluation • Maybe this is a goal for learning?

  4. Exercise • How would Andragogy influence the design of training? • Let’s pick a subject • Take each claim and show how it applies

  5. Self concept Experience Readiness to learn Orientation to learning Motivation to learn Independence - a goal Seasoning - not always Perspective - depends Solve - narrow view Need - mandated Does it work?

  6. Larger Issues • Dichotomous, rather than a continuum • Learner Freedom - vs. Authority • Learner Individuality - vs. Social context

  7. Self-Direction Preparation • Write down some thing that you learned on your own recently. It should: • Involve a new skill/knowledge • Have taken at least 7 hours • Involved planning • Been evaluated • Examples • Piano • Karate

  8. Self-Direction Defined • Plan • Carry out • Evaluate • Done largely by learner

  9. Models to Understand • Linear • Interactive • Instructional

  10. Readiness • Learning Style • Motivation • Field-Independence • Autonomy • Context

  11. Self-Directed Learning • How can this be facilitated? • What is the role of autonomy? • To what degree is it present at JMU? • When is it appropriate?

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