PEDAGOGY,

ANDRAGOGY AND
HEUTAGOGY
DANN IAN G. BROA, MAEd
OUTLINE:

What is Pedagogy?

What is Andragogy?

Malcolm Knowles’ Four Principles of

Andragogy What is Heutagogy?

The Difference Between Pedagogy, Andragogy

and Heutagogy

PRESENTATION TITLE 2
WHAT IS PEDAGOGY?

Is the art and science of teaching. Educators use a range of teaching

strategies because there is no single, universal approach that suits all
situations and learners. It literally means the art and science of
educating children and often is used as a synonym for teaching. More
accurately, pedagogy embodies teacher-focused education. In the
pedagogic model, teachers assume responsibility for making decisions
about what will be learned, how it will be learned, and when it will be
learned. Teachers direct learning. The great teachers of ancient times,
from Confucius to Plato, didn't pursue such authoritarian techniques.

PRESENTATION TITLE 3
WHAT IS PEDAGOGY?
• The use of different strategies used in different combinations, in the classroom
and in the online environment, benefit students with a variety of learning styles
improving the achievement of the learning outcomes
• Some strategies are better suited to certain fields of knowledge and skills, and
some other strategies are better suited to certain students. The key is to combine
strategies to cater for all the learners and for all the topics within the course or
classroom.
• Some traditional pedagogies I have used as a trainer was in a Spanish course. I
used a kid’s song in Spanish to teach this language to adult learners. They
enjoyed the song, and the lyrics were easy to follow. They learned new
vocabulary while having fun. Also, in the same Spanish course I played with
students a bingo game to teach them the numbers, and I asked them to write a
short paragraph of their daily activities in Spanish with the vocabulary and
grammar lessons studied previously.
• The role of educators in pedagogy is to offer a variety of learning strategies to
engage all learners.
PRESENTATION TITLE 4
WHAT IS
ANDRAGOGY?
 ANDRAGOGY
• Is a learning theory that is designed to address the particular needs of adults, and it is
based on the idea that there are significant differences in learning characteristics between
children and adults. It is initially defined as "the art and science of helping adults learn,"
has taken on a broader meaning since Knowles' first edition. The term currently defines
an alternative to pedagogy and refers to learner-focused education for people of all ages.

• The concept of Andragogy was introduced by Malcolm Knowles in 1973, and is a

learner-focused approach by nature. This theory is also known as “Self-directed”
learning and its goals include helping learners develop the capacity for self-direction,
supporting transformational learning and promoting “emancipatory learning and social
action” (Blaschke, 2012).

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THIS THEORY HAS THE
FOLLOWING 5 ASSUMPTIONS:
1. Adult learners are autonomous, independent and self-reliant.
2. An adult accumulates a growing reservoir of experience which is a rich
resource for learning.
3. Adult learners are self-directed toward goals. They need to know from the
beginning the objectives or goals of the training and these need to be relevant
to their roles.
4. Adult learners are more problem-centered than subject-centered. They
need to know why they should learn something and how it will benefit them.
5. Adults are motivated to learn by internal factors rather than external ones.
Some factors that motivate adults are increased job satisfaction, self-esteem,
quality of life.

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 ANDRAGOGY
Andragogy emphasize self-direction, flexibility and the process of learning rather
than the content. The role of the educator in an andragogical approach is that of tutor
and mentor, with the instructor supporting the learner in developing the capacity to
become more self-directed in his or her learning.

The andragogic model asserts that five issues be considered and addressed in formal
learning. They include:

(1) letting learners know why something is important to learn,

(2) showing learners how to direct themselves through information, and
(3) relating the topic to the learners' experiences,
(4) people will not learn until they are ready and motivated to learn.
(5) requires helping them overcome inhibitions, behaviors, and beliefs about learning.

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 ANDRAGOGY

Unfortunately, andragogy usually is cited in education texts as the way adults learn.
Knowles himself concedes that four of andragogy's five key assumptions apply
equally to adults and children. The sole difference is that children have fewer
experiences and pre-established beliefs than adults and thus have less to relate. In the
information age, the implications of a move from teacher-centered to learner-centered
education are staggering. Postponing or suppressing this move will slow our ability to
learn new technology and gain competitive advantage.

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 MALCOLM KNOWLES’ FOUR PRINCIPLES
OF ANDRAGOGY.

Principle 1. Adults need to be involved in the planning and evaluation of their instruction.
 
Work based training is focused on the specific needs of individual learners and not a one shoe fits
all classroom/group-based approach. Learning and assessment plans are created on an individual level in
consultation with learners. The sequence, timing and delivery of subjects is at the complete discretion of
each student.   Learners control the process not the institution.

Principle 2. Instruction should be task-orientated instead of memorization – learning activities

should be in the context of common tasks performed.
 
Work based training allows training organizations to align common tasks performed in the work
place to required skills and knowledge outlined in training packages. This means every time a student
goes to work, they are learning, demonstrating competence and in the same process working towards
completing their qualification. Conversely, through a TAFE training model learning on the job is not
valued anywhere near as high as in work-based training and subsequently learners are required to
relearn skills and knowledge they have already obtained in the workplace.

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 MALCOLM KNOWLES’ FOUR PRINCIPLES
OF ANDRAGOGY.

Principle 3. Adults are most interested in learning subjects that have immediate relevance and impact
to their job or personal life        
 
Work based training is based on what people are currently doing in the work place so it has
immediate relevance. Work based training takes into account the wide range of different backgrounds
of learners and applies this when developing learning and assessment strategies. The flexibility of
work-based training allows learners the ability to structure and perform learning and assessment in a
way that fits into their professional and personal life.

Principle 4. Adult learning is problem-centered rather than content-orientated.

 
Work based training focusses on identifying what students already know so learning and
assessment strategies can be developed around what they don’t know.   Learners no longer accept being
force-fed learning content they already know. Work based training allows learners to find the most
efficient and effective path to achieving a qualification.

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 WHAT IS HEUTAGOGY?
• A term coined by Stewart Hase and Chris Kenyon on Sothern Cross, and is also called “Self-
determined Learning”. In heutagogy, the learner is at the center of their own learning, which means,
learning should not be seen as teacher-centric or content-centric. The heutagogical approach
recognizes the need to be flexible in the learning where the educator provides resources but the
learner designs the curriculum by negotiating the learning.

• With this methodology, the learner has to go through a process of analysis, critical thinking and
questioning to determine what is of interest and relevance to them. The purpose of this process is for
the learner to be equipped with the knowledge to negotiate further reading, learning materials and
assessment tasks. Additionally, in heutagogy the assessments are more a learning experience rather
than tools to measure attainment.

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 HOW DOES THE HEUTAGOGY THEORY
SUPPORT THE DIGITAL AGE OF LEARNING
AND ASSESSMENT?
Heutagogy theory supports the digital age of learning and assessment in different
ways. With the advances of technology directly impacting online learning, digital
learning methodologies promote autonomy and a learner-centered approach which are
completely aligned with heutagogy.
For example, with Learning Management Systems (LMS), learners have a higher
degree of autonomy when choosing from a catalog the courses they consider relevant
to them and their roles. Other ways heutagogy supports digital learning is with
assessments. Now, learners could easily go through a branching scenario or a virtual
reality activity to practice and prove competency on particular knowledge. Technology
has made assessments a more learning experience rather than a passive event.
Learners can now engage in forums, online quizzes with instant feedback or
challenges through a gamification experience. All these strategies are aligned with
heutagogy.

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HEUTAGOGY
A heutagogical design contains the following elements:

 Learning contracts
 Flexible curriculum
 Learner-directed questions
 Flexible and negotiated assessment (Blaschke, 2012)

Course design elements can include:

 Reflective journaling
 Action Research which allows learners to experiment with real-life situations
 Formative and summative assessment
 Collaborative learning (Blaschke, 2012).

McAuliffe, Hargreaves, Winter and Chadwick (2008) proposed the following principles of heutagogy:
 Knowing how to learn is a crucial skill
 Educators focus on learning process rather than content
 Learning goes beyond specific discipline
 Learning occurs through self-chosen and self-directive action
 
 
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THE DIFFERENCE BETWEEN PEDAGOGY,
ANDRAGOGY AND HEUTAGOGY
(HEICK, 5 NOVEMBER 2015)
ASPECT PEDAGOGY ANDRAGOGY HEUTAGOGY
Learner is dependent Adults are independent Learners are interdependent
Dependence

Teacher-driven and Adult and Teacher controlled Teacher and Learner

controlled provided. Learner
Learning Resources negotiates path.

Gaining next level. Drive to increase performance. Learning potential,

Learning Reasons unplanned, nonlinear.

Subject-centered, Task- or problem-centered Proactive and problem-

Learning Focus prescribed oriented

Motivation External motivation Internal motivation Self-efficacy driven

Process-designer, imposer, Enabler, collaborator Capacity-builder
knowledge-holder &
Teaching Role director

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ADAPTED FROM BLASCHKE (2012),
EKOTO AND GAIKWAD (2015) AND
MCKEOWN (2011)
ASPECT PEDAGOGY ANDRAGOGY HEUTAGOGY
Teacher directs what, how
Locus of control and when anything is learned
Self-directed Self-determined

Level of cognition Cognitive Meta-cognitive Epistemic

Developmental
Acquisition Competency Capability
emphasis
Designs the learning process, Develop the learner’s
Role of teacher imposes material
Enabler or facilitator
capability
Subject centered, prescribed
Focus of learning curriculum and planned Task or problem centered Pro-active context shaping
sequences
Learning is nonlinear and
Learn when they
Learn in order to advance to based on identification of the
Reasons for learning next stage
experience a need to
potential to learn in novel
know
situations

Learner’s experience Little worth Important Greatly important

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LET’S CHECK

_______________1. The learner is at the center of their own learning or known as “self-
directed learning”.
_______________2. It is initially defined as "the art and science of helping adults
learn."
_______________3. It literally means the art and science of educating children and
often is used as a synonym for teaching.
_______________4. It allows training organizations to align common tasks performed
in the work place to required skills and knowledge outlined in training packages
_______________5. It emphasizes self-direction, flexibility and the process of learning
rather than the content.

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THANK YOU!!!
[email protected]

PRESENTATION TITLE 18