MONTHLY SUMMARY- September 2014  

Name: Frances Robinson 

 Group 1 (Narrative Learning):

At the end of this September, a blog was set up for Group 1.  Group 1 has made some progress in preparing to complete the first Group project. As for myself, I had no idea how to blog and the group assisted me on how to blog and directed me on how to publish my assignments on the blog. We have contacted each other by email and have come up with a plan. Some group members have communicated by phone. As a group, we have decided to have each group member share in a task of the project. Group 1 will be looking at both the Narrative and Andragogy. Do a comparison and contrast and identify how each is used in adult education and why.

·         One group member will interview a couple of educators in adult education who utilize the narrative in their class. If possible will video.

·         Second group member will explore/research andragogy and how it benefits adult learners. 

·         Third group member will research /interview a couple of people who utilize the narrative along with identifying possible benefits to adult learners.

·         Group 1 will utilize the information gather in previous literature review posted on blog and identity how our investigations support those main ideas.

·         All group members in Group 1 will submit findings found in order to prepare a rough draft for all in group to review and make suggestions. After review and corrections to draft are complete, a final draft will be prepared and submitted on assignment blackboard and blog.

Group 1 has posted on blog an individual literature review assignments on narrative learning or andragogy.  Each member of the group made comments to Group 1 or other groups.

Adult learning in contemporary society; There has been changes in demographics such as there is more adults than youth, number of older adults is growing, more adult population is educated, the current population is more diverse, racially, ethnically, and culturally. There is more globalization through economy, ecology, society, and politics. An example would be Freight deliveries (decreasing transportation cost), direct investments, music and products.  As for technology many adults utilize internet, phone, radio, and television. Also, the adult learners are utilizing classes more frequently to pursue their education due having to manage other life activities.

Formal Education is highly institutionalized, bureaucratic curriculum driven, and formally recognized with grades, diplomas, or certificates.  It goes from preschool to graduate studies, adult basic education programs that follow with a prescribed curriculum and employ certified teachers. In the past, it was to serve the youth. Currently its mainstream is educating adult learners. An example would be an adult learning attended a university to receive a degree.

Non-formal education is organized learning opportunities outside of formal education. It is short-term, voluntary and few have any prerequisites. Its mainstream non-formal education opportunist are usually local and community based, such as civic and religious organizations.  An example would be attending a Bible study class.

 Self- Directed Learning (Spear Model) It is based on three elements which are the opportunities people find in their own environment, past or new knowledge, and change occurrences. It is also composed of clusters of elements. An example is a person who moves from an apartment to a home. This give the person an opportunity to pursue gardening. They can have some prior knowledge to gardening and a possible friend who also knows about gardening which would be a combination of cluster’s which becomes a self- direct learning project. He also says one cluster does not have relation to next cluster. It can be gain through a set of activities which you assemble cluster’s into a whole. With the amount of clusters assemble the person has knowledge to conclude what is most and least important. This can have a result where you have a trial and error approach, hands on experience, practice, to guide adult learner successes and mistakes as they move to new learning.

 The Embodied or Somatic Learning is learning through the body. Some examples in the reading was panic attack brought out by stress, or being drained and exhausted from an intense encounter.  It goes on to say to the focus on this learning and education is from one’s ignorance to one’s knowledge. I believe the video is a great example of somatic learning. It shows a person giving a story of a man who has a memory of being tied up and seeing ropes. His parents explain to him it was from when he was kidnapped and tied up. Because he was doing massage work which was a physical condition, it brought about this memory.

The somatic is when the individual learns from and listen to information they receive and learn from the interaction of self with the environment. “Somatic or embodied knowing is experiential knowledge that involves senses, perceptions, and mind-body action and reaction. Western culture has been dominated by the separation of cognitive knowledge from embodied knowledge and the distrust of bodily knowing.” http://www.ericacve.org/pubs.asp.

 Spirituality in adult learning in the chapter occurs when there is a space in the learning environment. It’s a space where it is supportive, open, and sacred. Vella (2000) outlines the space as dialogue, respect, and accountability. The dialogue is where one listens to others experiences without judgment (respect). The teacher is accountable for providing a learning environment that supports and challenges the learners. This involves making the best plans possible and to be ready to abandon them. An example would be if grace comes during the time of discussion. It would not come because it was planned. It will be because the conditions was right and some sensitive soul had the wisdom not to thwart it. The spirituality at that time allows it to happen.

Finally, there are many different learning styles an adult learner may utilize during their adult education experience. It depends on how the adult educator creates the learning environment and the adult learners need to want to learn.

LITERATURE REVIEW ON ANDRAGOGY

 

 

 

  Andragogy

Frances E. Robinson

09/14/2014

 

  Abstract

 

In order to get an understanding of Andragogy, it is important to know the definition of Andragogy. In this paper I will share the Principles, Methods, and Skills of Andragogy. I will also include:

1. Some history on Andragogy

2. Malcome Knowles theory on Andragogy

3. A university who teaching methods includes Andragogy

4. A philosopher who did not agree with Andragogy

 

     Andragogy was brought about by Alexander Kapp who was a German high school teacher. Kapp contends that education, self-reflection, and educating the character are the first values in human life. He measured vocational education as the healing profession, soldier, educator, orator, ruler, and men as the family father. This showed a pattern that repeated in an ongoing of history of andragogy. In was the comprised of education to be inner. The personality was the outer. This was a combination of self -reflection and life experience which made it more than teaching adults. (Beginnings of the History and Philosophy of Andragogy)

     After the loss of War in 1918, in the 1920’s another person by the name of Rosenstock-Huessy modeled andragogy as the method for German people. He recommended in order for adult education to achieve anything it must proceed on from the suffering of loss of war. He considered the history of pass failure not be repeated and move past becomes an action to move toward the future. The theory of andragogy becomes practical deed. Andragogy becomes a better educational method identified as a necessity. (Beginnings of the History and Philosophy of Andragogy)

     There was another person called Lindeman from the USA who traveled to Germany and was involved in the Workers Education Movement. He was the first to bring the concept of Andragogy to America. He concluded that teaching adults was different than teaching children. He wrote a book called “The Meaning of Adult Education” that he extensively explores, describes and explains the discussion method. Consequently, it seems safe to assume that he laid the earliest groundwork in the USA for a major practical application of andragogy as the method for teaching adults. In addition, Anderson and Lindeman (1927) reiterated the concept as it was brought to the new land of America. (Beginnings of the History and Philosophy of Andragogy)

     Another time came where Simpson who was in Great Britain suggested andragogy as identifying a body of knowledge applicable to the training those concerned with Adult Education. He viewed it as what already existed in child education. There were four main strands which were the study of adult education, the study of adults, educational psychology of adults, and generalized andragogical methods for teaching adults. He recommended adult education to use the main stages method. (Beginnings of the History and Philosophy of Andragogy)

     Malcolm Knows presented his first iteration of Andragogy in 1968. He defines andragogy as a “is a theory based on the psychological definition of adult, which states that people become adults psychologically when they arrive at a self-concept of being responsible for their own lives, of being self-directing.” There is six assumptions that underline andragogy.

               1) Self- concept consist of the adult learner becoming more self- directed and ndependent.    They are a responsible person and principle performer.

               2) Experience is when an adult learners comes with a wealth of life experiences to share in the learning of a particular subject. This includes social, occupational, and family.

               3) Readiness to learn which depends on the adult learners need. The adult learner has the desire to aim for accomplishment and specific educational need.

               4) Problem centered focus which the adult learner seeks opportunities to learn to problem solve. Involves the adult learner to have a systematic learning of objectives, methods, means of learning, and evaluation of results of learning.

               5) Internal motivation is when the adult learner pursue opportunities to due external. The education becomes an importance to individual and must deal with everyday factors of life. 

               6) Adults leaners to have the need to know why they need to learn something will benefit them. www.eadulteducation.org/adult-learning/malcolm-Knowles

     Malcolm Knowles knows that adult learners are able to contribute knowledge to the class discussion based on life experience. Which is a valuable resource for learning from each other.

 

Andragogy and Self-Directed Learning 1975-1981

      In 1975 Knowles labeled pedagogical as teacher directed. He labeled andragogy as Self-Directed. At earlier stages, pedagogy was known for children and andragogy was for adults. He had nine competencies for Self -Directed Learner which were the following:

               1. An understanding of the differences in assumptions about learners and the skills required for learning under teacher-directed learning and self-directed learning, and the ability to explain these differences to others.

               2. A concept of [the learner] myself (sic) as being a non-dependent and a self-directing person.

               3. The ability to relate to peers collaboratively, to see them as resources for diagnosing needs, planning [the learner's] my (sic) learning, and learning; and to give help to them and receive help from them.

               4. The ability to diagnose my own learning needs realistically, with help from teachers and peers.

               5. The ability to translate learning needs into learning objectives in a form that makes it possible for their accomplishment to be assessed.

               6. The ability to relate to teachers as facilitators, helpers, or consultants, and to take the initiative in making use of their resources.

               7. The ability to identify human and material resources appropriate to different kinds of learning objectives.

                8. The ability to select effective strategies for making use oflearning resources and to perform these strategies skillfully and with initiative.

                9. The ability to collect and validate evidence of the accomplishment of various kinds of learning objectives. (Beginnings of the History and Philosophy of Andragogy)

     In 1978 Knowles added an applications of andragogy and continued to be involved with adult education and education information based on current situations. There were several more philosophers who had input on andragogy. One to mention was Ingalls using andragogy in corporate setting. He identified nine dimensions than the manager need to help his workers keep up to date on various fields. Those consist of the following:

                 1. Creating a social climate in which subordinates feel respected.

                 2. Treating mistakes as opportunities for learning and growth.

                 3. Helping subordinates discover what they need to learn.

                 4. Assisting the staff to extract learning from practical work situations and experiences.

                 5. Letting staff members take responsibility for designing and carrying out their own learning experiences.

                 6. Engaging staff members in self-appraisal and personal planning for performance improvement.

                 7. Permitting or encouraging innovation and experiments to change the accepted way o of doing things if the plan proposed appears possible.

                 8. Being aware of the developmental tasks and readiness-to-learn issues that concern his staff.

                 9. Trying to implement a joint problem-finding and problem-solving strategy to involve his staff in dealing with day-to-day problems and longer-range issues. (Beginnings of the History and Philosophy of Andragogy)

     In 1997 Conner referred andragogy as learner focused education for people. She viewed the implication of teacher centered to learner centered as staggering. It will slow down the ability to learn new technology and competitiveness. She also disagreed with the notion of andragogy is a major focus of understanding and adjusting our circumstances we face in the world on a daily basis. She believe we must unlearn our teacher –reliance in order to succeed. (Beginnings of the History and Philosophy of Andragogy)
     An Indianapolis school who applies andragogy is Martin University. The university was founded in 1977 by the President Father Boniface Hardin. It is a Predominantly Black Institution (PBI).The University appealed to adult learners by a learning method called andragogy. Father Hardin at one time stated “Teaching as most people know it is done pedagogical. Cut your head open, pour it in, and close it up. That’s not the way we do it. Andragogy involves the adult learner in their own instruction. A lot of people who come into our school have knowledge inside of them. They have experience, and sometimes they have more experience than their teacher. In that case, the teacher becomes the co-learner.” The mission at Martin University is to serve low-income, minorities, and adult learners right from the beginning and he university does it in a healing and freedom-minded environment. Father Hardin served the school as President for over 30 years. He retired 2007 and deceased some years later. (blackinformant.wordpress.com/2007/01/06/father-boniface...)
     Overall, there has been many philosophers and universities who utilize andragogy style in their teaching method. There has also been a long history and research for andragogy learning. There is a great deal of persons who agree with it and some who don’t. I believe it’s an awesome learning tool to use in the adult education.

Summary of literature review on Andragogy

The main themes /ideas	Application of the main ideas in practice
Idea 1. History of Andragogy	There is a long history of andragogy that has been research and used by several philosophers.
Idea 2. Malcome Knowles	Knowles is the best known philosopher to use andragogy.
Idea 3. Philosophers who did not agree with andragogy	Conner believe that andragogy was not teaching method of her choice.
Idea 4. A University who uses andragogy teaching method	Martin University was founded on the teaching methods of andragogy.

  References

Malcolm Knowles and the Six Assumptions Underlying Andragogy.

www.eadulteducation.org/adult-learning/malcolm-knowles

              Father Boniface Hardin and Martin University | Blackinformant ...

              blackinformant.wordpress.com/2007/01/06/father-boniface...  

              Henschke, J. A. "Beginnings oftIle History and Philosophy of ...

              ww.umsl.edu/~henschkej/...02.../2.pdf

 

 



Learning Through Stories - Carol Freeman

A Literature Review

Carol Freeman

Ball State University

EDAC 634 - The Adult as a Learner

September 14, 2014

Introduction

Everyone has a story to tell and it’s these narratives that allow us to make sense of our lives. Not only do we learn from our own narratives but also through stories we hear from others during the normal run of the day. This includes network news stations, radio, and co-workers. Rossiter and Clark organize these narratives into four types which are: cultural, familial, individual, and organizational (Merriam, Caffarella, & Baumgartner, 2007, p. 208).

Cultural is the hardest to recognize because it is part of our daily sociocultural routine. However it cannot be confused with familial which encompasses certain values, beliefs, and family roles. Individual narratives make the stories more personal. Cultural and familial are the premise for organizational narratives. These narratives, when used in adult education, can be “examined, reflected upon, challenged, and even revised” (Merriam, Caffarella, & Baumgartner, 2007, p. 209).

Goals of Narrative Learning

According to M. Carolyn Clark on Narrative Learning: Its Contours and Its Possibilities, we live in a narrative saturated society. An aspect of social narrative is to realize that “there is always an audience (real or imagined, the other or even the self) and that fact shapes the structure and determines the purpose of the narrative”. This form of narrative learning allows the speaker to connect events to a sequence that influences the meaning the learner will gain from it. By knowing ones audience allows the speaker to evaluate, select, and organize the narrative events tailored to the learner.

Stories must be strategic and have functionality and purpose if the listener is going to be able to successfully connect to them. Stories are used to remember the past, argue, persuade, entertain, mislead, to gain perspective of others, and for initiating and maintaining social movements (Clark, M. 2010). Adult learn from hearing stories, telling stories, and recognizing the narratives. Learning this way presumes that our thinking is shaped by sociocultural forces; recognizing our narrative situatedness enables us to identify and critique how that shaping takes place (Clark, M. 2010).

There is also the possibility of using narrative to theorize adult learning by considering transformational learning from a narrative perspective (Clark, M. 2010). Both transformational and narrative learning deal with understanding one’s personal experience through explanation with their common denominator being psychology. “Early theorists were psychologists who viewed human conduct as storied’. Hence when considering a profound change in someone’s life in psychological terms, theorists of transformational learning generally come from that field (Clark, M. 2010).

Forms of Narrative Learning

Narrative learning can come in a number of forms useful for learning. For this paper we will focus on three from the text: “storying” the curriculum, storytelling, and autobiography. Storying is constructing a story in the mind. Here the learner is asked to interpret material in order to write a story which is a learning process in itself. Storytelling comes in multiple forms including fiction. This is also an opportunity for stories to function as substitute for direct experiences. Finally autobiographies, which are narratives of self. Most often people used journals to record these personal stories (Merriam, Caffarella, & Baumgartner, 2007, p. 209).

We tell stories in different context and settings, with different meanings, different outcomes, and different effects. Storying is an essential part of our lives and therefore narrative learning is not always a conscious process. Since stories serves as a communicative process it is often a by-product of ongoing interactions, actions, and conversations (Clark, Rossiter, 2010).

When we are born into stories, whether family stories of folklore, stories of culture, or old wives tales they still help to shape our learning process. Storytelling helps engage the student powerful means of making connections through ideas. Stories whether fictional, real, or case studies tend to draw us in so we can see things from various viewpoints (Merriam, Caffarella, & Baumgartner, 2007, p. 210).

Journal writing is an age old approach to autobiographical methods of narratives. The writer uses journals to record meaningful thoughts and real life experiences. Researches termed “the joy of discovery” as a means of measuring one’s own progress through the journey of human development. Journals can also help manage time, emotions, and act as the “self in the mirror” (Merriam, Caffarella, & Baumgartner, 2007, p. 212).

Implications

It is possible for narrative to be the basis for an entire curriculum because of the role memory plays in organizing structure in knowledge and new experiences. Constructing stories in the mind has become an essential way of determining meaning. Through storytelling conversations “teachers and students can share their understandings of a topic and bring their mental models of the world into closer alignment” (Mott, Callaway, Zettlemoyer, Lee, & Lester, 1999).

Gehrig (1993) identifies to properties narrative readers experience. He believes that through transportation and performance the adult learning environment can be exploited greatly. First they are transported, meaning they are taken to another place and time in a captivating way. Second they perform the narratives like actors in a play (Mott, Callaway, Zettlemoyer, Lee, & Lester, 1999).

Submerging the learner in a world populated by fascinating characters empowers the learner to participate in co-constructing the narrative, engaging in exploration on the narrative, and reflect on the experiences of the narrative (Mott, Callaway, Zettlemoyer, Lee, & Lester, 1999). Literature and language arts are also valuable in a narrative learning milieu. As humans we are naturally curious of the world around us and a learning environment that does not engage the learner my not be risk being unsuccessful.

Narratives help individuals plan for new perspectives in their life-long journey. They allow individuals to learn about oneself, learn how to relate meaningfully with others, learn how one learns, learn how to make rational and creative decisions about life situations and options, and learn how to access and identify information that offers opportunity to learn (Nelson, N 1997).

Conclusion

Stories and storytelling serve as an important communicative purpose in our lives. Therefore we need to deliberately engage in the narrative in order to successfully make sense of our experiences and learn from them. Narrative learning allows the adult learner to experience sectors of the world, they may never had a chance to, by reliving the encounter through the eyes of the storyteller. The adult learner can virtually bring to life inspirational stories with thought provoking subjects and realistic characters.

	Main ideas in the literature	Application of the main ideas in practice.
Ideal 1	Goals of narrative learning -The social narrative society we live in - Learning from hearing and telling stories - The psychological connection between narrative and transformational learning	- Narrators have to understand that there is always and audience,know your audience - Stories must be strategic and have functionality and purpose if the listener is expected to connect - Both transformational and narrative learning deal with understanding one’s personal experience through explanation with their common denominator being psychology.
Ideal 2	Forms of narrative learning -       “Storying” the curriculum -       Storytelling -       Autobiography.	-       Constructing a story in the mind and the learner is asked to interpret an experience. -       stories function as substitute for direct experiences -       narratives of self
Ideal 3	It is possible for narrative learning to be the primary basis of a learning environment	-       Constructing stories in the mind has become an essential way of determining meaning. -       Readers experience transportation and performance
Ideal 4	Literature and language arts are also valuable in a narrative learning milieu.	-       Submerging the learner in a world populated by fascinating characters empowers the learner to participate in co-constructing the narrative, engaging in exploration on the narrative, and reflect on the experiences of the narrative

References

Clark, M. (2010). Narrative learning: Its contours and its possibilities. New Directions For Adult & Continuing Education, 2010(126), 3-11.

Mott, B. W., Callaway, C. B., Zettlemoyer, L. S., Lee, S. Y., & Lester, J. C. (1999, November). Towards narrative-centered learning environments. In Proceedings of the 1999 AAAI fall symposium on narrative intelligence (pp. 78-82).

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Clark, M. C., & Rossiter, M. (2008). Narrative learning in adulthood. New directions for adult and continuing education, 2008(119), 61-70.

Nelson, N. J. C. (1997). Narrative learning. (Order No. 9820324, The Union Institute). ProQuest Dissertations and Theses, , 190-190 p. Retrieved from http://search.proquest.com/docview/304423707?accountid=8483. (304423707).

Narrative Review - Darcey Mitschelen

I commented on Carol Freeman's (Group 1) and Troy Rector's (Group 4).

The Story Behind the Narrative

A Literature Review

Darcey Mitschelen

Ball State University

EDAC 634 – The Adult As a Learner

September 14, 2014