1. Discuss the implications of dealing with the learning process first andthen content, versus dealing with content and then the learning process.
2. Report on a personal experience where the climate was not conducive tolearning. Cite ideas from the chapter that speak directly to the situation.

@& Kindle Classic o0 0 Library #o P B3 Loui L! n Le Pro| Mc & Pro| Mc Pro Mc Ad Pro| Mc An Proj En Q File Edit View Go Tools Help Q & SunSep 15 3:59PM Q & Show Notebook List of figures List of tables Preface V PART 1: Adult learning 1. Introduction to adult learning 2. Exploring the world of learning theory 3. Andragogy: a theory of adult learning 4. The andragogical process model for learning 5. Andragogy in practice: expanding the usefulne... V PART 2: The backdrop of learning and teaching ... 6. Theories of learning 7. Theories of teaching 8. Adult learning within human resource develop... P> PART 3: Advancements in adult learning D> PART 4: International and future perspectives o... P> PART 5: Tools and resources for implementing a... Bibliography INTRODUCTION The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education, the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (e.g., lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (i.e., content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and re-diagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1, in which the content model is conceived as being pedagogical and the process model as being andragogical. ate : @ KindleClassic File Edit View Go Tools Help T ) @ Q & SunSep15 3:59PM o090 shauna's Kindle for Mac 2 - The Adult Learner v (' Library n Show Notebook > ate : {2 o Table of Contents 52 Adult learning ' Q List of figures I i n CiEvE AL Table 4.1 Process elements of andragogy ist of tables Le & Process elements Pro| Preface S . Element Pedagogical approach ~Andragogical approach M ; 'V PART 1: Adult learning 1. Preparing learners Minimal Provide information &7 Prepare for participation Pro 1. Introduction to adult learning Help develop realistic expectations Mc 2. Exploring the world of learning theory Begin thinking about content s 2. Climate Authority-oriented Relaxed, trusting | 3. Andragogy: a theory of adult learning Formal Mutually respectful Mc Competitive Informal, warm Ad 4. The andragogical process model for learning Collaborative, supportive Openness and authenticity Proj 5. Andragogy in practice: expanding the usefulne... Humanness . . . . | Mc W PART 2: The backdrop of learning and teaching ... 3. Planning By instructor Mechanism for mutual planning by ' learners and facilitator l'l 6. Theories of learning 4. Diagnosis of needs By instructor By mutual assessment ro| | 5. Setting of objectives By instructor By mutual negotiation En 7. Theories of teaching 6. Designing learning plans Logic of subject matter Sequenced by readiness ' Content units Problem units | 8. Adult learning within human resource develop... J 7. Learning activities Transmittal techniques Experiential techniques (inquiry) Q P PART 3: Advancements in adult learning 8. Evaluation By instructor Mutual re-diagnosis of needs Mutual measurement of program P> PART 4: International and future perspectives o... | P> PART 5: Tools and resources for implementing a... } PREPARING THE LEARNER Bibliography . i It was not until 1995 (Knowles, 1995) that it became apparent that the Kindle Classic File Edit View Go Tools Help Ge Q g Sun Sep 15 3:59 PM shauna's Kindle for Mac 2 - The Adult Learner OO Library Show Notebook Formal Mutually respectur late : SU LOU E: Table of Contents Competitive Informal, warm Collaborative, supportive Q List of figures Openness and authenticity Humanness Le G List of tables 3. Planning By instructor Mechanism for mutual planning by Pro learners and facilitator Preface 4. Diagnosis of needs By instructor By mutual assessment Mc PART 1: Adult learning 5. Setting of objectives By instructor By mutual negotiation & 6. Designing learning plans Logic of subject matter Sequenced by readiness Pro 1. Introduction to adult learning Content units Problem units 7. Learning activities Transmittal techniques Experiential techniques (inquiry) Mc 2. Exploring the world of learning theory 8. Evaluation By instructor Mutual re-diagnosis of needs Pro 3. Andragogy: a theory of adult learning Mutual measurement of program M 4. The andragogical process model for learning Ad Pro PREPARING THE LEARNER 5. Andragogy in practice: expanding the usefulne... M It was not until 1995 (Knowles, 1995) that it became apparent that the PART 2: The backdrop of learning and teaching ... preparation of the learner step needed to be added as a separate step to the An process model. Previously, the process model had consisted of only seven 6. Theories of learning Pro steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational En 7. Theories of teaching models that assumed a high degree of responsibility for learning to be taken 8. Adult learning within human resource develop... by the learner. Especially in the andragogical and learning projects models, he entire systems are built around the concept of self-directed learning. PART 3: Advancements in adult learning Even so, the adults we work with have by and large not learned to be self- directing inquirers. They have been conditioned to be dependent on teachers PART 4: International and future perspectives o... to teach them, and so they often experience a form of culture shock when PART 5: Tools and resources for implementing a... Bibliography 15% Page 52 of 392 . Location 1034 of 7003 SEP 15 stv all 2 4 zoom WKindle Classic File Edit View Go Tools Help Ge Q g Sun Sep 15 4:00 PM shauna's Kindle for Mac 2 - The Adult Learner OO Library Show Notebook ate : E: Table of Contents 54 . Adult learning SU LOU Q List of figures learning. More subtle physical features may make even more of an impact. Ecological psychologists are finding, for example, that color directly List of tables influences mood; bright colors tend to induce cheerful, optimistic moods, Le G and dark or dull colors induce the opposite. Pro Preface If you are saying, "But what can I, a mere educator, do about the color of Mc my institution?" let me share an experience from several years ago. The PART 1: Adult learning setting was a class of about 50 students in a large classroom in the basement & of a university building. The windows were small and transmitted very little Pro 1. Introduction to adult learning light, so we had to have the yellow ceiling lights on all the time. The walls were painted dusty institutional beige, and two walls were ringed with black Mc 2. Exploring the world of learning theory chalkboards. During the third meeting of the class, I became conscious of Pro the fact that this class wasn't clicking the way most classes do, and I shared 3. Andragogy: a theory of adult learning my feeling of discouragement with the students. It took them no time at all M to diagnose the problem as being the dolorous environment of our meetings. 4. The andragogical process model for learning Ad One of our learning/teaching teams agreed to experiment with our Pro 5. Andragogy in practice: expanding the usefulne... environment at the next meeting. They went to a discount store and bought brightly colored construction paper and a variety of other materials and M PART 2: The backdrop of learning and teaching ... objects. The total cost of which was very low. The purchases were turned into collages for the walls, mobiles for the ceiling, and simulated flagstones An 6. Theories of learning for the floor. What a happier mood characterized our fourth class meeting! Pro Ecological psychologists also suggest that the size and layout of physical En 7. Theories of teaching space affects learning quality. In planning the Kellogg Centers for Continuing Education, great emphasis was placed on providing small discussion-group- 8. Adult learning within human resource develop... sized rooms in close proximity to larger general-session-sized rooms. All of them are provided with round, oval, or hexagon-shaped tables to encourage PART 3: Advancements in adult learning interaction among the learners (Alford, 1968; Knowles, 1980b, pp. 163-165). This concern for environmental facilitation of interaction among the learners PART 4: International and future perspectives o... is supported by the behaviorists' concept of immediacy of feedback, the importance placed on the learner having an active role is supported by PART 5: Tools and resources for implementing a... Dewey, and the utilization of the constructive forces in groups is supported by field theorists and humanistic psychologists (see especially Alford, 1968; Bibliography Bany and Johnson, 1964; Bergevin and Mckinley, 1965; Jaques, 1984; 16% Page 54 of 392 . Location 1067 of 7003 SEP 15 stv S zoom W@& Kindle Classic o0 0 Library #o P B3 Loui L! n Le Pro| Mc & Pro| Mc Pro Mc Ad Pro| Mc An Proj En Q File Edit View Go Tools Help ) @ Q & SunSep15 4:00PM Q & H Show Notebook | List of figures List of tables Preface 'V PART 1: Adult learning 1. Introduction to adult learning 2. Exploring the world of learning theory 3. Andragogy: a theory of adult learning 4. The andragogical process model for learning 5. Andragogy in practice: expanding the usefulne... 'V PART 2: The backdrop of learning and teaching ... 6. Theories of learning 7. Theories of teaching 8. Adult learning within human resource develop... P> PART 3: Advancements in adult learning P> PART 4: International and future perspectives o... P> PART 5: Tools and resources for implementing a... Bibliography The andragogical process model for learning * 59 DIAGNOSING THE NEEDS FOR LEARNING: CONSTRUCTING A MODEL Constructing a model of desired behavior, performance, or competencies is an effective vehicle for determining learning needs. There are three sources of data for building such a model: the individual, the organization, and the society. To the cognitive, humanistic, and adult education (andragogical) theorists, the individual learner's own perception of what he or she wants to become, what he or she wants to be able to achieve, and at what level he or she wants to perform is the starting point in building a model of competencies; to the behaviorists, such subjective data are irrelevant. Incidentally, andragogues prefer competenciesrequisite abilities or qualitieswhereas the behaviorists prefer behaviormanner of conducting oneselfor performance. It is not assumed that the learner necessarily starts out contributing his or her perceptions to the model; he or she may not know the requisite abilities of a new situation. The human resource developer has some responsibility for exposing the learner to role models he or she can observe, or providing information from external sources, so that the learner can begin to develop a realistic model for him or herself. Organizational perceptions of desired performance are obtained through systems analyses, performance analyses (Mager, 1972; Swanson, 2007), and analyses of such internal documents as job descriptions, safety reports, productivity records, supervisors' reports, personnel appraisals, and cost- effectiveness studies. Societal perceptions of desired performance or competencies are obtained from reports by experts in professional and technical journals, research reports, periodical literature, and books and monographs. The model that is then used in the diagnostic process is ideally one that represents an amalgamation of the perceptions of desired competencies from all these sources, but in cases of conflicting perceptions my practice is to negotiate with the conflicting sourcesusually the organization and the ate : @ KindleClassic File Edit View Go Tools Help ) @ Q & SunSep15 4:05PM @ shauna's Kindle for Mac 2 - The Adult Learner Library n Show Notebook L! u G @ Bibliography > = LOU;E Table of Contents List of figures List of tables M Preface Ad Pro| 'V PART 1: Adult learning Mc 1. Introduction to adult learning An . + 2. Exploring the world of learning theory Pro| E 3. Andragogy: a theory of adult learning n 4. The andragogical process model for learning 5. Andragogy in practice: expanding the usefulne... 'V PART 2: The backdrop of learning and teaching ... 6. Theories of learning 7. Theories of teaching 8. Adult learning within human resource develop... P> PART 3: Advancements in adult learning P> PART 4: International and future perspectives o... P> PART 5: Tools and resources for implementing a... ANDRAGOGY IN PRACTICE EXPANDING THE USEFULNESS OF THE ANDRAGOGICAL MODEL INTRODUCTION TO ANDRAGOGICAL ASSUMPTIONS Various authors present andragogy in different ways. Accordingly, it has often been difficult to precisely determine core assumptions of andragogy, and specifically their exact number. This difficulty stems from the fact that the number of andragogical principles has grown from four to six over the years as Knowles (1989) refined his thinking. In addition, many authors continue to use the earliest list as the core citation for andragogical assumptions, despite the list being updated twice since then (Knowles, 1980b). Thus, the addition of assumptions and the discrepancy in the number cited in the literature has led to some confusion. Table 5.1 shows the six principles (or assumptions) of the current model, as well as the ones cited in Knowles\" previous works. As the table indicates, andragogy was originally presented with four assumptions, numbers 2-5 (Knowles, 1975, 1978, 1980a). These first four assumptions are similar to Lindeman's four assumptions about adult education, though there is no evidence that Knowles obtained his early formulation of andragogy directly from Lindeman (Knowles et al., 1998; Stewart, 1987). Assumption 6, motivation to learn, was added in 1984 (Knowles, 1984a) and assumption 1, the need to know, was added in more recent years (Knowles, 1987, 1989, 1990). Today, there are six core assumptions or principles of andragogy (Knowles et al., 1998). Kindle Classic File Edit View Go Tools Help Ge Q g Sun Sep 15 4:06 PM shauna's Kindle for Mac 2 - The Adult Learner OO Library Show Notebook ate : SU Lou E: Table of Contents L Q Cover Ninth Edition Ge G Half Title Title Page The Adult Learner Mc Copyright Page The Definitive Classic in Adult Education V Table of Contents and Human Resource Development M V Notes on the authors List of figures Malcolm S. Knowles, M Pr List of tables Elwood F. Holton III, Le Richard A. Swanson, Preface Pro and Petra A. Robinson PART 1: Adult le Mc 1. Introduction to adult learning & Pro 2. Exploring the world of learning theory M 3. Andragogy: a theory of adult learning Pro 4. The andragogical process model for learning Mc Ad 5. Andragogy in practice: expanding the usefulne... Pro PART 2: The backdrop of learning and teaching ... Mc 6. Theories of learning An Pro 0% Page Cover of 392 . Location 1 of 7003 SEP 15 tv all 2 4 zoom