Andragogy - Science topic

I don´t have any but i think is quite an interesting topic to develope. I will pay attention.

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.

GM

Look at SCOPUS or Web of Science

Best regards

Ph.D. Ingrid del Valle García Carreño

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.

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.

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.

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.

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 .

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

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.  

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. 

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. 

 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.

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.

--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.

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.

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!

We made some research at Institute of Social work at University of Hradec Králové (Czech Republic). The results are in attached article.

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.

Nice turn of phrase, Ruth!

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.

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.