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Andragogy - Science topic

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Hello!
I am doing research on motivation and other aspects of learning experiences in an online introductory statistics course. I would like to include a measure of the students' perceptions of their andragogy/pedagogy needs and motivations. I was wondering if you have conducted any research recently on adapting/revising the Andragological Practice Inventory (API) that hasn't been published yet.
Thanks!
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I don´t have any but i think is quite an interesting topic to develope. I will pay attention.
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Students that complete HE learning as DL students often have a multitude of learning support to encourage the social interaction for students and tutors - but what is the benefits and pitfalls of provide too much or too little?
I am a tutor of students studying totally DL learning and levels 4, 5, 6 and 7. I would consider these andragogy learners as the age and pre-learning places them more in this frame that a pedagogy learner. Student age range from 20-50, this has its own challenges and one that creating the environment of a virtual social environment is both complex and varied - but what is the best approach and what research is available to study this subject line?
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Building Engagement with Distance Learning provides a framework for supporting all students, including those with significant cognitive disabilities, to actively:
interact with others;
engage with classmates;
learn grade-level general education curriculum and other essential skills; and
participate in routines and transitions.
Think about distance learning for students with disabilities as happening in phases. The First Phase focused on getting something going for students, even if it was not perfect. The Second Phase is thinking more holistically about the students, how to embed learning opportunities in their home environments, moving forward with greater collaboration with team members, including parents and siblings, and using online tools to provide greater access and engagement. The Third Phase, which we are now entering, is when programs integrate the principles of quality inclusive practices and effective instruction into distance learning. And the Fourth Phase involves both considering strategies to support hybrid learning as well as ensuring that the knowledge, skills, and collaboration that were gained during distance learning transfer back into the classroom.
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I am looking for the most recent research and developments connecting conation and post-training soft skills application (2015 to present).
Thoughts?
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Look at SCOPUS or Web of Science
Best regards
Ph.D. Ingrid del Valle García Carreño
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Be it resilience, communications, leadership, diversity & inclusion, etc., many of us have been provided soft skills training. Some of which we used and some of which we did not. If you are over 18 years old, have had any type of soft skills training and would be willing to share a few minutes with me to answer a few questions concerning why you used or did not use the soft skills learned, please use the link below to contact me. For anonymity please do not volunteer in the comments area of this post.
Thank You, Ricky
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It has to do with the way in which we, as homosapiens, regard any subject matter, situation, object, person, etc. Whenever we're making choices about anything, we subconsciously gravitate towards the choice that is 'perceived' as the stronger or more aggressive one. Evidence-based research in healthcare teaches us this time and time again. If there is evidence to support a more passive treatment approach, we will still discount it in favour of a more active, agressive form of treatment - even when it is not evidence-based. So, by the very virtue of the title 'soft skills', we readily and subconsciously discount them as being 'less worthy' and therefore not useful.
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There are probably several options in educating software engineers. As far as I know, certain understanding is developing in that applied mathematics or engineering are not the only acceptable backgrounds for software developers. But how can practical education be differentiated in terms of students' backgronds and related knowledge communities? Are there relevant educational frameworks that can be applied?
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I believe that, just like learning a foreign language, immersion in the activity and culture of delivery is important. You can learn structure of language and such, but the idiomatic expressions and techniques come from innovative and diverse teams working together continuously.
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A lot of attention (research) is nowadays paid to the child-oriented DRR approaches, but adults will need to act now and the level of their preparedness is rather low. How we can enhance it? How we can educate them and motivate them to learn about DRR? ... in Europe conditions.
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We have been using serious games to engage stakeholders and experts in discussions on disaster risk reduction and climate change adaptations and found it a very useful approach. The gaming approach allows people to have discussions in a fun environment and it is easier for the participants to get out of their usual roles and to thereby get them to see other perspectives.
In the ESPREssO project (https://www.researchgate.net/project/Enhancing-Synergies-for-disaster-Prevention-in-the-EurOpean-Union-ESPREssO ), we have developed and utilised three serious games (RAMSETE 1-3).
You can have a look at our website here: https://translate.google.de/translate?hl=&sl=de&tl=en&u=https%3A%2F%2Fwww.dkkv.org%2Fde%2Fserious-gaming - sorry, for the translate link; we are in the process of updating the backend of our site and the English button is no functioning yet.
If you want to get your hands on the developer set of RAMSETE 3, shoot me a message.
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Looking forward to creating a set of resources for everyone to easily access and learn from.
While I have been trained to teach online and in hybrid environments, many teachers and faculty are being suddenly through into a new realm with the onset of quarantine measures regarding the coronavirus.
What are your tips for best practices, insights, tips on teaching online? For instance, do you like using synchronous means of interaction via Zoom room perhaps, or asynchronous methods? How do you manage group work? Do you use PowerPoints with voice over? and how do you manage creating an inclusive online environment for those with disabilities or varied cognitive learning styles?
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I am developing some PowerPoints with voiceover using Screencast-o-matic.com, which I was encouraged to use during an assignment task as part of the master's in education I completed recently. I will need to do more 'live' classes, but I think my aim overall is to use a combination of both. It is good to read from other posters that learners are apparently adapting quite quickly. I have a friend teaching younger kids and he told me that after a positive experience initially, several of his students have ADD, for example, and the challenges or even difficulties in managing these in a real-world class are intensified online.
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I have read that heutagogy is a theory about learning. I see it more as a methodological approach, or a discipline (if we are to make a parallel with pedagogy and andragogy). Could someone kindly explain what makes Heutagogy a learning theory (if it is)? If it is not a theory, what theories of learning could Heutagogy fit with? Thank you in advance.
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Hi
I am working on a paper answering this question .
Understanding learning as emergent phenomena is the implicit premise of heutagogy .Heutagogy describe learning as biological phenomena , a sign that differentiate the living system from machine system .
Learning is intrinsic capacity of organism to recognize signs\signals and transform it into action , response .This semiotic process is the essence of heutagogy as it is intrinsic \self-reference , no need for others to function . it need just internal or external perturbations as trigger for starting learning .Heutagogy is a sign of life which is best described as autopoeisis and adaptive semiosis . Heutagogy is education application of complexity science , system thinking and Autopoiesis as described by Chilean biologists Humberto Maturana and Francisco Varela .
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I am working on collecting, analyzing and synthesizing the literature on self-directed learning (SDL).
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Hi Kefah
I have just come accross this article that compares different case-based, problem-based learning and teaching methods. This might be helfpul.
SAVERY, J. R. 2006. Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1, 5-15.
Best Adi
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Hi, 
I'd like to know if you have any research based references that will contribute to literature review.. Any contrbution is welcomed, thanks in advance!
C.
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In my work, I  highlight learning, especially lifelong learning, as an individualised process. In fact, most of our learning is implicit. That means we don't have to attend an institute to engage in lifelong learning,  It is about how well we are prepared to pay attention and be conscious to our experiences. Further, in this computer age, accessing information/knowledge is made much easier electronically and instantaneously. As a result, ICT helps learners to engage on a path of lifelong learning.  
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A heutagogical approach recognizes the need to be flexible in the learning, where the teacher provides resources but the learner designs the actual course he or she might take by negotiating the learning. Thus, learners might read around critical issues or questions and determine what is of interest and relevance to them and then negotiate further reading and assessment tasks. The latter assessment becomes more of a learning experience rather than a means to measure attainment.
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To a certain limit, I can say that our pedagogical approach has evolved from the traditional pedagogy approach to andragogy and currently, heutagogy. Nothing can be called the best approach, because there is always a room for improvement. 
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Community service orientated police articles
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The International Association of Chiefs of Police is a good source. The International Association of Law Enforcement Trainer's Association is another good source. So is the National Sheriff's Association. 
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Heutagogy, a branch of Andragogy. Hase and Kenyon (2000) first proposed heutagogy as they believe that adult learning is learner led as opposed to teacher led.
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 Dear Sheryl, have a look at these papers.  I find them interesting.  Do get in touch with the authors as they are on RG.  Good luck.
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Adults require a different approach to learning than children or teenagers. But how are faculty accommodating for such difference in their andragogy?
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Two primary understandings of ‘andragogy’ exist:
1. The science of understanding (= theory) and supporting (= practice) lifelong and life-wide education of adults.
2. In the tradition of Malcolm Knowles, a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning.
Knowles' theory can be stated with six assumptions related to motivation of adult learning:
--Need to know: Adults need to know the reason for learning something.
--Foundation: Experience (including error) provides the basis for learning activities.
--Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
--Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
--Orientation: Adult learning is problem-centered rather than content-oriented.
--Motivation: Adults respond better to internal versus external motivators.
Knowles’ 4 Principles Of Andragogy
In 1984, Knowles suggested 4 principles that are applied to adult learning:
1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for the learning activities.
3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented.
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Adult group learning in the context of no instructor, but through an academic environment?
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There are a large number of possible angles on your question, but there are a number of possible starting places and search terms that might be useful to you. First of all some search terms:
- "action learning" would be a very close fit for the kind of group process you seem to be wishing to research. Although AL is generally about work-based learning rather than educational settings, the process and principles are actually transferable. More generally I can recommend Joe Raelin's book 'Work Based Learning' as a very good overview of a number of adult learning processes that could be thoughtfully transferred  to formal educational settings.
- an emerging term is "heutagogy", which is a tag specifically given by a small number of researchers to self directed learning, although I read their focus as being largely on the individual rather than the group.
Now to some particular starting places. I come from a management background, so the  places I'd start from are in that field - but will also link you in to theory more broadly. A really good, practically oriented pedagogic (/andragogic) source is the Journal of Management Education. I've included a link to a relevant article from the journal, as an example, below.
For a critically oriented take on the theories you are interested in, I'd also recommend you take a look at the journal Management Learning. Again, I have linked to a relevant article as an example below.
Good luck with your research - I hope that you will post about it here on ResearchGate!
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Any data, case studies or examples would be appreciated
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We made some research at Institute of Social work at University of Hradec Králové (Czech Republic). The results are in attached article.
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I am researching education and training regarding middle-skilled workers and what it takes for them to survive in the work place in the 21st Century.
Please take 3 minutes to complete this 3 question survey.
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Yes! i'm interested in it as my professional interest is in the area of adult professional learning. I should greatly appreciate if you share the results.
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Pedagogy is the art and science of educating children and a pedagogical approach is one that is teacher-centric. Andragogy is concerned with adult learners, their life situations (Merriam et al, 2007) and how adults learn; it was described by the eminent adult learning theorist, Malcolm Knowles (1980), who adopted its European interpretation, as the art and science of helping adults to learn. Surprisingly, in higher education, educators are not required to have a grounding in andragogical theories in order to “teach” adults, while it is required for teaching children up to the high school level (Mintner, 2011). Do you bring a theory-based knowledge of how to teach adults to your classrooms?
Ref:
Merriam, S. B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: John Wiley & Sons.
Minter, R. L. (2011). The learning theory jungle. Journal of College Teaching and Learning, 8(6), 7-15. Retrieved from http://search.proquest.com/docview/874488117?accountid=27965
Taylor, B. & Kroth. M. (2009). Andragogy’s transition into the future: Meta-Analysis of andragogy and its search for a measurable instrument. Journal of Adult Education, 38(1). Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ891073
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Nice turn of phrase, Ruth!
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From childhood we listened to sayings, tales and stories with a moral or without.
Scientists believe that a grown man through own narratives combines different life experiences. He/She can organize them in time and give them individual meaning. Scientists (cultural anthropologists, sociologists, psychologists,pedagogues, andragogues) speak about the creation of own identities through narratives.
Furthermore, reminiscences have cognitive values and strengthening ties potential too.
Why individual narratives and reminiscences are important in life of adults?
What we are able to see through narratives and reminiscences ?
Please share your perspectives.
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Narratives and reminiscences can be signposts that guide us through our lives. Their power stems from their ability to express more than can be said verbally. Often, people who lack the language abilities to describe sotuations or feelings use narratives, and this is particularly relevant to all age groups. For example, particular age groups or social gorups with limited education aren't always able to describe their feelings or opinions about given situations, so they use narratives to express themselves.
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I am developing a dissertation topic and am wondering about the gaps that exist in this field.
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The obvious one is that there continues to be a wide range of opinions as to what androgogy is, and there appears to be a proliferation and fragmentation of thought related to this area, therefore I would imagine that any question that tries to bring the worlds together would service a "gap".
For example, some guiding questions that eventually lead you to a dissertation topic might be the following: Is there really such a thing as "androgogy" or is it rather a construct born out of social phenomena/structure? In other words, is it only because there exists such a thing called "work" that there exists a thing called Androgogy? If so, does that mean androgogy should derive its theories strictly from the sociology of the workplace? Or if "work" is the key factor for androgogy, should pedagogy and androgogy be differentiated by age or by social responsibilities?
... just some ideas.