Applying Malcolm Knowles Andragogy Model to Isd
Applying Malcolm Knowles Andragogy Model to ISD
Abstract The way that an instructional designer defines learning and what is believed about the way learning occurs plays an important role in situations where the facilitator wants to make a change in how people do a job or they need to learn something new on the job. This paper focuses on Malcolm Knowles adult learning assumptions and how to apply them in instructional strategies and techniques for facilitating learning. It also explores some of the critics concerning his assumptions. Knowles assumptions concerning adult learning are each addressed and an example provided on how to apply these assumptions to ISD using technology. The information presented here provides the reader with Malcolm Knowles andragogy model as a way of understanding the importance and difference between adult and child learning.
Learning theories such as behaviorism, constructivism, social learning, and cognitivism laid the foundation and evolution of instructional design. They are an important aspect of understanding learners and how to design successful training. Another model that designers who offer training to adult workers should have a thorough understanding of is Malcolm Knowles assumptions concerning adult learning. Learning theories and models contribute to how your audience will respond to instruction and retain the information provided. Instructional designers should be familiar with the difference between how a child learns and an adult learns in order to develop successful training programs and motivate their trainees. “All formal educational institutions in modern society were initially established exclusively for the education of children and youth”. (ASTD Pg253) The basic model of learning at that time was pedagogy, which focuses on how to teach children. As pedagogy evolved over time and was further studied by psychologist they discovered that teachers could control learner’s reactions,
Abstract The way that an instructional designer defines learning and what is believed about the way learning occurs plays an important role in situations where the facilitator wants to make a change in how people do a job or they need to learn something new on the job. This paper focuses on Malcolm Knowles adult learning assumptions and how to apply them in instructional strategies and techniques for facilitating learning. It also explores some of the critics concerning his assumptions. Knowles assumptions concerning adult learning are each addressed and an example provided on how to apply these assumptions to ISD using technology. The information presented here provides the reader with Malcolm Knowles andragogy model as a way of understanding the importance and difference between adult and child learning.
Learning theories such as behaviorism, constructivism, social learning, and cognitivism laid the foundation and evolution of instructional design. They are an important aspect of understanding learners and how to design successful training. Another model that designers who offer training to adult workers should have a thorough understanding of is Malcolm Knowles assumptions concerning adult learning. Learning theories and models contribute to how your audience will respond to instruction and retain the information provided. Instructional designers should be familiar with the difference between how a child learns and an adult learns in order to develop successful training programs and motivate their trainees. “All formal educational institutions in modern society were initially established exclusively for the education of children and youth”. (ASTD Pg253) The basic model of learning at that time was pedagogy, which focuses on how to teach children. As pedagogy evolved over time and was further studied by psychologist they discovered that teachers could control learner’s reactions,
References: Christensen, T. K., & Osguthorpe, R. T. (2004). How do Instructional-Design Practitioners Make Instructional-Strategy decisions? Performance Improvement Quarterly, 17(3), 45-65. Craig, Robert L., Editor and Chief (Ed.). (1996). The ASTD Training and Development Handbook: A Guide to Human Resource Development. (4th ed.). NY: McGraw-Hill. Cranton, P. (2000). Planning instruction for Adult Learners. second edition Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED469580&site=ehost-live Frisoli, G. (2007-2008). Adult learning.http://adultlearnandtech.com/learning.htm Hartree, A. (1984). Malcolm Knowles ' Theory of Andragogy: A Critique. International Journal of Lifelong Education, 3(3), 203-10. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ302286&site=ehost-live Merriam, S. B., & Caffarella, R. S.(1993) Learning in adulthood. Patel, L. Instructional systems design in an on-demand world.Laleh Patel is research associate for ASTD; lpatel@astd.org. For more information about the Instructional Systems Design report, please visit www.astd.org/research. Rothwell, W. J., & Kazanas, H. C. (2008). Mastering instructional design process: A systematic approach (4th ed.) Sharan B. Merriam. Andragogy and Self Directed Learning: Pillars of Adult Learning Theory. NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no. 89(Spring 2001)