Pedagogical and Psychological Aspects in eFarmer Education

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Pedagogical and Psychological Aspects in eFarmer
Education

• Dana Linhartová, Pavel Máchal, Alena Krejcí
• ICV MZLU v Brne

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Outline

• About us
• Objectives
• Achievements
• Conclusion

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About us

• ICV Lifelong Learning Institute
• MZLU Mendel University of Agriculture and
  Forestry in Brno
• IVC University department
• MZLU 4 faculties 1 university department

• Research and development activities in the
  sphere of study and educational programmes
  related to
• Teachers training bachelor study programme of
  Specialization in Pedagogy
• Further professional courses
• Senior education University of Third Age

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Objectives

• Primary objective
• to provide information about problematic of
  adult education to eFarmer research team.
• 5 particular objectives
• To explain problematic of adult education.
• To specify pedagogical-psychological features of
  target group of learners.
• To characterize basic principles of adult
  education.
• To concretize symbols of distance learning.
• To present principles of construction of distance
  study text.

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1. Adult education

• Adult education integral part of lifelong
  learning education
• Adult education sum of educational activities
  creating knowledge and skills shaping personality
  of an adult
• Andragogy science about training and education
  of adults, leading to adult care, respecting
  specifics of adult population, dealing with its
  personalization, socialization and
  enculturalization
• Andragogical didactic theory of adult teaching
  and learning.

Basic terminology
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2. Specifics of educated adult group

• Adults have a lot of duties, less time, are easy
  to get tired
• Their process of thinking is less flexible, but
  they have a lot of experience
• They prefer practical application rather than
  abstract teaching
• Motivation for participating in educational
  activities are social contact, social
  stimulation, professional reasons, outer
  expectations and cognition interests.

What we have to respect
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3. Didactic principles in adult education

• Principle of scientificnes
• Principle of practical orientation
• Principle of relevance
• Principle of didactic reduction
• Principle of motivation and participation
• Principle of division of process of education
• Principle of individual approach
• Principle of feedback and transfer

• Application of several basic didactic principles
  in sphere of adult education
• Principle of realization and activity
• Principle of objective
• Principle of adequacy
• Principle of continuance
• Principle of permanence

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4. Symbols of distance learning

• Full-time form (straight contact of educator and
  learner)
• Combined form (part full-time, part self-study)
• Distance learning form (educator and learner are
  separated in time and space).

Forms of adult education
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4. Symbols of distance learning

• Limitation or exclusion of classical teaching
  process
• Educator provides so-called study supports
• Educator enables so-called tutorial support
• Specific method of course organization
• Technical links used for contacts between
  educator and learner
• Immediate and remote control secured
• Shift of activeness and responsibility onto
  learner
• Suitability for multiple educational contents
• Usability in out-of school and commercial
  education.

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5. Principles of construction of distance study
text part 1

• Text units or chapters should be shorter so that
  they create relatively independent units.
• Particular chapters or units should be clearly
  numbered.
• Stick with didactic structure of text
  (motivational part, expositional part, control
  and diagnostic parts).
• In chapter preface formulate particular
  objectives and key words.
• Create short paragraphs, avoid long sentences
  and unclear formulations.
• Use more types of letters.

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5. Principles of construction of distance study
text part 2

• Use marginal items, frames and summaries.
• In text leave space for filling in or notes.
• Frequently insert examples, applications,
  problems solved, problematic questions and short
  tests.
• In ends of chapters give references of pages
  used.
• In ends of text formulate assignments.
• In appendix give model solutions of questions,
  problems and assignments (key).

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Conclusion

• We learn all life long.
• In adult age we do not attend educational
  institutions, we rather look for alternative ways
  to achieve knowledge.
• E-learning is one of then we may appreciate.

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Thank you for your attention.

• Lifelong Learning Institute
• Mendel University of Agriculture and Forestry in
  Brno
• www.icv.mendelu.cz icv_at_mendelu.cz