PEDAGOGY, ANDRAGOGY, AND ONLINE COURSE DESIGN James Kowalski, Faculty

PEDAGOGY, ANDRAGOGY, AND ONLINE COURSE DESIGN James Kowalski, Faculty Development Specialist

Overview PEDAGOGY The Simple Definition The Deeper Definition Why Pedagogy Matters Pedagogy in Practice Pedagogy and Online Learning

Overview ANDRAGOGY Origins of Andragogy Malcolm Knowles Andragogy and Course Design Experiential Learning Questions to Consider

Pedagogy

The Simple Definition Pedagogy ˈpe-də-ˌgō-jē Pedagogy ˈpe-də-ˌgō-jē noun ! noun the art, science, or profession of teaching the art, science, or profession of teaching Plato’s idea of paidagogos as “leader” and “custodian” of children (4th century BCE) Evolution of concept: What to learn “education” vs. “teaching” “curriculum” vs. “education” “teacher” vs. “mentor” vs. “guide” How to learn How to teac h PEDAGOGY

The Deeper Definition Engaging, hands-on, and thoughtprovoking exercises Sharing, exchanging, and challenging ideas and Teaching strategies that achieve responsibilities active, collaborative discovery and Finding, creation of new knowledge, detecting, Making, understanding, and growth and synthesizing, uncovering and imagining the unknown ideas and things Learning Consciously facts, truths, Uncovering becoming a and realities contexts, more elevated relationships, and human being concepts Activities and methods employed by the instructor

The Deeper Definition Teaching strategies that achieve active, collaborative discovery and creation of new knowledge, understanding, and growth

Why Pedagogy Matters Pedagogy forces us to consider Student learning as the ultimate goal What students should learn (and why!) Aligning goals, activities, and assessments Balancing content and creation Needs of students as learners and as people The “big picture” of a course

Pedagogy in Practice Category Content & Delivery Direction Meaning Multiple formats Personal relevance Student input Accessibility issues Examples Judicious lecturing Audio/video/text Interactive content Questionnaires ADA Web Accessibility Clear goals and objectives on syllabus Explicitly state (and restate) expectations Student goal plans Course goals Learning objectives High expectations Personal goals

Pedagogy in Practice Category Personal/Social Skill Building Meaning Sense of community Recognize individuality Connect course to personal lives and society Free expression and exchange of Community-based ideas learning Personal growth Discussion forums Personal journals Opportunities to discover, apply, and create knowledge Help to recognize and overcome weaknesses Address a variety of skill sets and competencies Examples Independent and group work Student-led teaching Consistent, honest feedback

Pedagogy in Practice Category Assessment Attitude Meaning Formative and summative Various formats Connect to objectives Purposeful application of knowledge Portfolios Written assignments Real-life case studies Needs assessments Willingness to try new approaches Positive, encouraging presence Focus on student success Examples Coursework that is rich in context Assessments that let students draw on personal experience Consistent, regular input and feedback

Pedagogy and Online Learning Possibilities Engage and challenge students in exciting new ways Ability to maintain more regular contact with students Greater relevancy to students Wealth of independent learning opportunities Cautions Technology can augment (not replace) good teaching Learning objectives come first – finding technology comes second Beginning-to-end planning is essential Greater need to reach out to students

Questions to Consider 1. 2. 3. 4. 5. 6. What does pedagogy really mean? Am I allowed to create my own “best practices”? How does an online format liberate and limit approaches to pedagogy? Which elements of pedagogy are likely to be the most challenging for me as an instructor? How can I work with my colleagues to strengthen my teaching? What resources are available to me if I need more help with pedagogy?

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Andrago gy

Origins of Andragogy Foundations in Platonic ideas of lifelong learning (4th century BCE) Term and idea formalized by German teacher Alexander Kapp in 1833 TERM GREEK ROOTS MEANING AUDIENCE Believed adults learn best Pedagogy Andragogy independently and by drawing agogos Andra agogos onPed life experiences “child” “leader of” “man” “leader of” K-12 18 years

Origins of Andragogy 1890-1930 Progressive Era Need for more and better education (urbanization) Dewey and Montessori focus on “learner-led” education 1930-1950 Great Depression High unemployment fuels need to reeducate adults for careers Adult education pursued vigorously in Britain and Germany 1950-1970 Andragogy Returns New adult learning theories formed by educational psychologists Malcolm Knowles publishes Informal Adult Education (1950) 1980and A Modern Practice of Adult Education: Andragogy versus Andragogy in Practice Pedagogy (1970) Present New conceptions shape broader practice of “adult learning” in academia and beyond

Malcolm Knowles Father of modern adult learning theory Believed adults learn differently from children due to their life experiences, matured consciousness, and independence Clearly defined difference between pedagogy and andragogy Pedagogy helping children learn Andragogy helping adults learn

Adults need to be treated as responsible and self-directed Adults need to know why they are learning something Most potent motivators are internal rather than external Malcolm Knowles’ 6 Assumptions of Adult Learners Adults respond best to the immediate application of knowledge Adults accumulate a reservoir of experiences that can help color learning Adults are ready to learn things that help them in everyday life

Andragogy and Course Design Today’s online learners demonstrate learning characteristics similar to those of adult learners Self-directed Purpose-oriented Internally motivated Need relevancy Instructors and course designers must be able to apply adult learning theories to create comprehensive learning environments in online education

Andragogy and Course Design Assumptio n 1) Adult Learners are Self-Directed 2) Adult Learners are Purpose-Oriented Meaning Students are engaged by prospect of discovery and choice Students have goals in mind when entering a course Examples Guidance is preferred over direction Web links and videos Discussion forums Case studies Open-ended questions They need to see clear path from beginning to end of course Clear goals and objectives on syllabus Coursework and assessments that align with objectives

Andragogy and Course Design Assumptio n Meaning Examples 3) Adult Learners are Internally Motivated Students are more heavily driven by self-esteem, social status, and selfsatisfaction Less motivated by parents and peers Well-defined markers for success in course High expectations 4) Adult Learners Need Relevancy Students are motivated to enrich life circumstances Students want to use new knowledge, not just gain it Coursework that is rich in context Assessments that let students draw on personal experience Real-life case studies

Experiential Learning Developed by David Kolb and Roger Fry (1975) Learning opportunities that allow students to acquire and apply knowledge and skills in an immediate, relevant setting Active Experimentation (planning/trying out what you have learned) Concrete Experience (doing/having an experience) Abstract Conceptualization (concluding/learning Reflective Observation (reviewing/reflecting

Questions to Consider 1. 2. 3. 4. 5. Which assignments can I change to allow for greater student leadership? What is the proper balance between instructor guidance and student leadership? How can I clearly communicate to students that I expect them to be leaders? How can I relate my assignments and assessments more to my students’ life experiences? How can I create experiential learning opportunities in my online courses?

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Contact me: James Kowalski 773-995-2498