Technology and Andragogy:

1
Technology and Andragogy

• Oil and Water or Peanut Butter and Jelly?
• Rick Froman
• rfroman_at_jbu.edu

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Technology and Andragogy

• OrMaybe its that kind of refrigerated peanut
  butter where the oil separates from the peanuts?

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As Adult Learners Mature, they

• move from a self-concept dependent on a teacher
  to being a self-directed learner
• acquire a larger base of experience as a
  foundation for learning
• are more ready to learn in an environment of
  applied learning
• change orientation from delayed content-focus to
  immediate problem-focus
• internalize their motivation for learning

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How could this workshop be tailored to adult
learners? (arent we all?)

• Presentation on the evils of lecturing
• In a lecture format (that is evil)
• Presentation on the importance of right-brain
  learning
• in a wordy lecture format
• How could this presentation be changed (with and
  without technology) to make it more accessible to
  adult learners?

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How could this workshop be tailored to adult
learners?

• From dependence on lecturer/presenter to being a
  self-directed learner
• Taking questions to guide topics
• Choice of concurrent workshops
• Small groups
• Discussion
• Others?

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How could this workshop be tailored to adult
learners?

• Tying the topic into the learners experience
• Tell me about your experience teaching adults
• Illustrate the concepts with examples from my
  teaching
• Others?

7
How could this workshop be tailored to adult
learners?

• Application of the topic presentation
• Talk about how these principles can be used
• Ask for everyone to share applications
• Develop ideas for a syllabus
• Others?

8
How could this workshop be tailored to adult
learners?

• Reorient presentation from delayed content-focus
  to immediate problem-focus
• Move from what is known to what to do
• Spend less time on what is known and more time on
  what to do
• Discuss issues you have in teaching adults
• Others?

9
How could this workshop be tailored to adult
learners?

• Capitalize on internal motivation for learning
• Not the same as penalize for internal
  motivation
• You wanted to be here lets keep it that way
  (other things to do in Branson?)
• Self-directed, experiential application relevant
  to immediate problems
• Others?

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The Hybrid Format

• Positives
• Flexibility and Self-direction
• Matches Format to Objectives
• Flip Model for Appropriate Format
• From dependency to self-direction
• Less wasted time in class
• Instead of going around discussing individual
  work, do it in workgroups

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The Hybrid Format

• Negatives
• Losing sight of time saved from class
• Finding an appropriate schedule
• Getting over the idea that you arent doing
  anything (do something relevant!)
• Getting out of contact time mindset

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Hybrid Contact Hours (50 contact hours for the
class)

• Assignments (HW?) best done in class
• 11 three hr. F2F sessions
• Assignments best done out of class (reflection,
  flex schedule, less coordination loss, one-on-one
  feedback)
• 8 one hr online quizzes
• a one hr virtual chat brainstorming
• 4 one hr online stats peer tutoring
• 4 one hr online writing workshops

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Seven Principles of Good Practice with
Undergrads(all applicable to adults)

• Encourages student-faculty contact?
• Develops cooperation among students?
• Uses active learning?
• Gives prompt feedback?
• Emphasizes time on task?
• Communicates high expectations?
• Respects diverse talents?

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Encourages Contacts Between Students and Faculty

• Traditional approach?
• Office hours
• Out of class contact
• Small class sizes
• Advising/mentoring

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Encourages Contacts Between Students and Faculty

• How can technology enhance contact?
• E-mail
• Discussion Boards
• Chat
• Instant Messaging

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Develops Reciprocity and Cooperation Among
Students

• Traditional approach?
• Group assignments
• Peer tutoring

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Develops Reciprocity and Cooperation Among
Students

• How can technology enhance cooperation?
• Group sites
• Discussion Boards
• Online Peer Tutoring
• Online Critiques

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Uses Active Learning Techniques

• Traditional approach?
• Research projects
• Internships
• Students assisting faculty research

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Uses Active Learning Techniques

• How can technology enhance active learning?
• Simulation software
• Research databases
• Interactive internet tutorials

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Gives Prompt Feedback

• Traditional approach?
• Quickly returning graded papers/tests
• Midterm grades

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Gives Prompt Feedback

• How can technology enhance feedback?
• Personal e-mail
• Posting of grades
• Autoscoring of tests
• Pre-class/post-class comparison on discussion
  board

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Emphasizes Time on Task

• Traditional approach?
• Cutting projects into manageable pieces
• Syllabus scheduling

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Emphasizes Time on Task

• How can technology encourage time on task?
• Allows work to be scheduled flexibly
• Allows you to give students opportunity to think
  about topics outside of class context

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Communicates High Expectations

• Traditional approach?
• Syllabus
• Grading assessments
• Modeling

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Communicates High Expectations

• How can technology be used to communicate high
  expectations?
• Peer evaluation in groups
• Personal e-mails to students

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Respects Diverse Talents and Waysof Learning

• Traditional approach?
• Choice of program of study
• Using exercises that emphasize various modalities
  

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Respects Diverse Talents and Waysof Learning

• How can technology be used to diversify teaching
  methods?
• Interactive Internet Tutorials
• Online search for useful sites

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Differences in the Use of Technology with Adult
Learners

• Adult learners need flexibility and personal
  control to maximize learning
• Adult learners have the maturity to schedule
  their learning opportunities
• Adult learners who have never used technology can
  be more resistant
• Technology can sometimes be used as an excuse for
  difficulty with content

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Adult Learning and Technology

• Oil and Water or Peanut Butter and Jelly?
• Rick Froman
• rfroman_at_jbu.edu