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

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

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. Does it work? 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

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?