Andragogy
Learning Objectives
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At the end of the workshop, participants will be able to:
A. Explain the premise of the andragogy and the six principles that guide it.
B. Describe how andragogy can guide the creation of instructional video.
C. Provide specific examples of how andragogy and its principles direct the creation of an instructional video.
Andragogy and its Principles
Andragogy Overview
Andragogy describes how adults learns (Knowles, Holton, & Swanson, 2015). There are six principles that are associated with andragogy. Each will be discussed below.
Principle #1 - Need to know
Learners need to understand why they should learn something – more specifically, what are the benefits of knowing and the disadvantage of not knowing (Knowles et al., 2015).
Principle #2 – Learner’s self-concept
Learners need to and want to be responsible for their learning. This can be fulfilled by using self-direction, self-exploration, and decision making in the learning process (Knowles et al., 2015).
Principle #3 – Role of learners’ experience
Learners have different experiences that they bring with them into the workplace. In addition, they want to share these experiences with other (Knowles et al., 2015).
Principle #4 – Readiness to learn
Learners need to be provided with an environment where they feel they can learn and they can see they will use this knowledge in their current jobs or even in situations in their lives. (Knowles et al., 2015).
Principle #5 – Orientation to learn
Learners want the learning to be applicable to the different contexts of their own jobs and lives (Knowles et al., 2015).
Principle #6 – Motivation
Learners can be motivated by both extrinsic motivators (things we get from others for completing the task – praise, promotion, raise) & intrinsic motivators (things we give to ourselves from the completing the task – self-fulfillment, sense of accomplishment, inner purpose) (Knowles et al., 2015)
Learners need to understand why they should learn something – more specifically, what are the benefits of knowing and the disadvantage of not knowing (Knowles et al., 2015).
Principle #2 – Learner’s self-concept
Learners need to and want to be responsible for their learning. This can be fulfilled by using self-direction, self-exploration, and decision making in the learning process (Knowles et al., 2015).
Principle #3 – Role of learners’ experience
Learners have different experiences that they bring with them into the workplace. In addition, they want to share these experiences with other (Knowles et al., 2015).
Principle #4 – Readiness to learn
Learners need to be provided with an environment where they feel they can learn and they can see they will use this knowledge in their current jobs or even in situations in their lives. (Knowles et al., 2015).
Principle #5 – Orientation to learn
Learners want the learning to be applicable to the different contexts of their own jobs and lives (Knowles et al., 2015).
Principle #6 – Motivation
Learners can be motivated by both extrinsic motivators (things we get from others for completing the task – praise, promotion, raise) & intrinsic motivators (things we give to ourselves from the completing the task – self-fulfillment, sense of accomplishment, inner purpose) (Knowles et al., 2015)
Andragogy in Practice
The six guiding principles for andragogy were defined and discussed above. In this section the application of how these principle can guide educational practice will be discussed. The context of this discussion will be limited to instructional video.
Principle #1 - Need to know
You should make sure you explain the importance of having this knowledge and how it will benefit the adult learners directly in your instructional video. You need to be very clear and concise as this will set the stage for the engagement of your learners. For example, if the topic of recruitment was to be address it could be explained how recruiting is one of the biggest challenge facing companies today and how the trend is that recruitment is often done by people or staff outside the Human Resource Department. This could be taken one step further by emphasizing the likelihood is great that the adult learners (viewing your video) will be involved in this activity when job vacancies occur in their departments. Therefore, knowledge of recruitment is added value for the learners to bring to their job, while a lack of such knowledge may lead to the learner missing out on an opportunity to be involved in recruitment..
Principle #2 – Learner’s self-concept
You should emphasis and demonstrate to the adult learners their responsibility for learning. This could be done by the use of exercises where the adult learners must execute their own decisions and their own application of the material to projects. For example, keeping with the topic of recruitment, the learners could be given the task to critique the current recruitment system of their companies at the start of the workshop and the end. They would need to identifying things that are done well and identify areas of improvement. They would need to provide recommendations for how the area of improvement should be addressed. By having the learners conduct this analysis twice (at the beginning and the end), they should see more depth being added to their analysis at the end of the video in comparison to the analysis at the beginning.
Principle #3 – Role of learners’ experience
You should provide opportunities for the adult learners to share their experiences with each other. For example, I would have the adult learners provide peer feedback on the recruitment systems critiques that were posted from two other classmates. The peer feedback would include their comments and recommendations based on what they have read. This will allow for them to share their experiences they have encountered with each other and formulate best practices for recruitment across organizations and industries.
Principle #4 – Readiness to learn
You should emphasis how the knowledge or skill is something that they can use now in their current jobs. For example, I would reiterate how non-HR functions are becoming more and more responsible for their own recruiting activities. In addition, I would explain that recruitment is not just a work-related activity and then I would provide non-work example (recreational sports, community projects, children’s events, church events). I would follow-up that all these experiences will bring value to the adult learners not just as employees but as individuals.
Principle #5 – Orientation to learn
You need to make the connection how this knowledge or skill relate to their job but also beyond the employment context into their personal lives. For example, I would bring in different examples that show how recruitment occurs in different contexts. Therefore, I would promote instances beyond the workplace where having recruiting knowledge and skills are applicable (such examples may include community projects, children’s events, volunteer opportunities, recreational leagues). I would have them describe experiences where they have been involved in such non-work recruiting events. If they have not been involved, situations would be given for them to demonstrate how would they handle recruiting in such scenarios.
Principle #6 – Motivation
You need to support these motivators by demonstrating how this learning can aid the learners in the future to receive the things they seek (self-fulfillment, promotion, praise). You should also provide support to sustain their motivation throughout their learning process. This could be access to resources, further readings if needed, words of encouragement, etc. More specifically, in my own video I checked in with the learners as we went through to make sure they were ok and reminded them if they have questions I was available and/or refer them to other resources that may help. In addition, I encouraged the progress they are making with this topic with kind words (i.e., good job, keep up the great work, etc.)
You should make sure you explain the importance of having this knowledge and how it will benefit the adult learners directly in your instructional video. You need to be very clear and concise as this will set the stage for the engagement of your learners. For example, if the topic of recruitment was to be address it could be explained how recruiting is one of the biggest challenge facing companies today and how the trend is that recruitment is often done by people or staff outside the Human Resource Department. This could be taken one step further by emphasizing the likelihood is great that the adult learners (viewing your video) will be involved in this activity when job vacancies occur in their departments. Therefore, knowledge of recruitment is added value for the learners to bring to their job, while a lack of such knowledge may lead to the learner missing out on an opportunity to be involved in recruitment..
Principle #2 – Learner’s self-concept
You should emphasis and demonstrate to the adult learners their responsibility for learning. This could be done by the use of exercises where the adult learners must execute their own decisions and their own application of the material to projects. For example, keeping with the topic of recruitment, the learners could be given the task to critique the current recruitment system of their companies at the start of the workshop and the end. They would need to identifying things that are done well and identify areas of improvement. They would need to provide recommendations for how the area of improvement should be addressed. By having the learners conduct this analysis twice (at the beginning and the end), they should see more depth being added to their analysis at the end of the video in comparison to the analysis at the beginning.
Principle #3 – Role of learners’ experience
You should provide opportunities for the adult learners to share their experiences with each other. For example, I would have the adult learners provide peer feedback on the recruitment systems critiques that were posted from two other classmates. The peer feedback would include their comments and recommendations based on what they have read. This will allow for them to share their experiences they have encountered with each other and formulate best practices for recruitment across organizations and industries.
Principle #4 – Readiness to learn
You should emphasis how the knowledge or skill is something that they can use now in their current jobs. For example, I would reiterate how non-HR functions are becoming more and more responsible for their own recruiting activities. In addition, I would explain that recruitment is not just a work-related activity and then I would provide non-work example (recreational sports, community projects, children’s events, church events). I would follow-up that all these experiences will bring value to the adult learners not just as employees but as individuals.
Principle #5 – Orientation to learn
You need to make the connection how this knowledge or skill relate to their job but also beyond the employment context into their personal lives. For example, I would bring in different examples that show how recruitment occurs in different contexts. Therefore, I would promote instances beyond the workplace where having recruiting knowledge and skills are applicable (such examples may include community projects, children’s events, volunteer opportunities, recreational leagues). I would have them describe experiences where they have been involved in such non-work recruiting events. If they have not been involved, situations would be given for them to demonstrate how would they handle recruiting in such scenarios.
Principle #6 – Motivation
You need to support these motivators by demonstrating how this learning can aid the learners in the future to receive the things they seek (self-fulfillment, promotion, praise). You should also provide support to sustain their motivation throughout their learning process. This could be access to resources, further readings if needed, words of encouragement, etc. More specifically, in my own video I checked in with the learners as we went through to make sure they were ok and reminded them if they have questions I was available and/or refer them to other resources that may help. In addition, I encouraged the progress they are making with this topic with kind words (i.e., good job, keep up the great work, etc.)
Instructional Video
This video demonstrates how the principles of andragogy (described in the previous sections) guided my own instructional video. I hope you find this helpful in your own video creation.
Final Instructional Video
This video demonstrates how I created this instructional video on the topic of recruitment using the principles and process model of andragogy. I hope you enjoy the final product.
Assessment
Please complete the following quiz to gauge your understanding of the andragogy, its principles, and their application to instructional video. Remember acquiring this information is critical to help make your instructional video more engaging and applicable to adult learners. This will also identify areas you may need to spend more time with. Good luck!
References
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). New York: Routledge.