jo richler- wigan & leigh collegedecember 2004 first there was pedagogy then andragogy and...

Jo Richler- Wigan & Leigh College

December 2004

First there was Pedagogy then Andragogy

and finally Re@lity


December 2004

Pedagogy:•refers to the integration of a deliberate curriculum content and design (a system of information or subjects that are organized for students), educational materials, instructional strategies and techniques, teaching and learning styles, design of the physical environment, and evaluation procedures which provide focus and purpose for students and teachers to engage in learning together (Giroux, 1988; Giroux & Simon, 1992; Popkewitz, 1992). In short, pedagogy is everything needed for the learner to learn and the teacher to teach.


December 2004

Knowles’ Andragogy

A set of core adult learning principles that apply to all adult learning situations. It

may also be considered a set of guidelines, a philosophy, a set of

assumptions or a theory. SIX Principles of Andragogy:

1. The learner's need to know 2. Self-concept of the learner 3. Prior experience of the learner 4.

Readiness of the learner 5. Orientation to learning 6. Motivation to learn


December 2004

Peop

le

Environm

ent

Systems

Learning


December 2004

Peop

le


December 2004

Learning Resource Teams

The members of learning teams must

be competent in the use of Information and Learning Technology

be able to manipulate the new learning resources

understand the principles, practices and potential of self-directed learning and technology


December 2004


December 2004

Section vii Learning resources Evaluation of the quality of the learning opportunities offered by the subject provider: learning resources and their deployment 20 Reviewers should ask:

•Is the collective expertise of the academic staff suitable and available for effective delivery of the curricula, for the overall teaching, learning and assessment strategy, and for the achievement of the intended learning outcomes? •Are appropriate staff development opportunities available? •Is appropriate technical and administrative support available?

They should then evaluate the effectiveness of the deployment of academic and support staff in support of the intended learning outcomes.

Sources of information will include staff CVs, internal review documents, external examiners' reports, and staff development documents. Review activities may include direct observation of teaching (where carried out), discussions with teaching teams, and discussions with students. As a result of these activities reviewers should be able to judge whether there are appropriately qualified staff who are contributing effectively to achievement of the intended outcomes.


December 2004

21 Reviewers should ask:

•Is there an overall strategy for the deployment

of learning resources?

•How effectively is learning facilitated in terms of the provision of resources?

•Is suitable teaching and learning accommodation available?

•Are the subject book and periodical stocks appropriate and accessible?

•Are suitable equipment and appropriate IT facilities available to learners?

They should then evaluate the appropriateness of the learning resources available, and the effectiveness of their deployment.

Sources of information will include equipment lists, library stocks, and internal review documents.

Review activities will include direct observation of accommodation and equipment, discussions with staff, and discussions with students.

As a result of these activities, reviewers should be able to judge how effectively the learning resources are deployed in support of the intended outcomes.


December 2004


December 2004

75. In general, students are able to gain access to the learning resources they need including relevant and current book and journal stocks. However, across all subjects, reviewers found that 32 per cent of LRCs need to update and review their library stock in order to provide appropriate support for the HE courses offered. LRCs frequently find difficulty in providing appropriate journals.

Colleges can provide better access to learning resources if there is more effective deployment of resources, opening of LRCs during the lunchtime period and out of term-time, a review of opening times for evening and part-time students, and limited access to, or management of, recommended texts. Membership of a large consortium of FECs and HEIs is generally beneficial, enabling students to access several LRCs and make use of shared electronic resources.

76. Some LRCs provide discrete induction programmes for new students. Subject-specific support is of particular value, where an individual member of the LRC staff liaises with staff and students in that subject and may belong to the programme committee.

Learning from HE in FECs in England


December 2004


December 2004

Re@lity


December 2004

Info Zone

e-zone

write zone

search zone


December 2004

Time Management

Learning Styles

Reading Strategies

Note Taking

Exam Preparation

HE Zones


December 2004

Managing Complex Change

but

X + SKILLS + INCENTIVE + RESOURCES + ACTION PLAN = CONFUSION

VISION + X + INCENTIVE + RESOURCES + ACTION PLAN = ANXIETY

VISION + SKILLS + X + RESOURCES + ACTION PLAN = GRADUAL CHANGE

VISION + SKILLS + INCENTIVE + X + ACTION PLAN = FRUSTRATION

VISION + SKILLS + INCENTIVE + RESOURCES + X = FALSE STARTS

VISION + SKILLS + INCENTIVE + RESOURCES + ACTION PLAN =

CHANGE

jo richler- wigan & leigh collegedecember 2004 first there was pedagogy then andragogy and...

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