Andragogy in Teacher Education

There are many types of program planning models for adult education. This scholarly paper will discuss the similarities and differences of underlying assumptions, processes and applicability between two program planning models - Knowles’ Andragogy and Caffarella’s Interactive Model.

Kesadaran bahwa belajar adalah proses menjadi dirinya sendiri (process of becoming person) bukan proses untuk dibentuk (process of beings haped) menurut kehendak orang lain, membawa kesadaran yang lain bahwa kegiatan belajar harus melibatkan individu atau client dalam proses pemikiran: apa yang mereka inginkan, apa yang dilakukan, menentukan dan merencanakan serta melakukan tindakan apa saja yang perlu untuk memenuhi keinginan tersebut. Inti dari pendidikan adalah menolong orang belajar bagaimana memikirkan diri mereka sendiri, mengatur urusan kehidupan mereka sendiri untuk berkembang dan matang, dengan mempertimbangkan bahwa mereka juga sebagai makhluk sosial. Di tahun 70 an dikenal sebuah proyek yang disebut dengan PPSP (Proyek Perintis Sekolah Pembangunan). Pada waktu itu, siswa dibebaskan menentukan seberapa cepat dia bisa menyelesaikan masa studinya. Siswa diberi Lembaran Kegiatan Siswa (LKS) yang berisikan tentang teori-teori materi yang dipelajari, dan kalau siswa beranggapan sudah menguasai, maka diberi lembar latihan dari LKS tadi dan kalau sudah merasa siap, maka siswa bisa mengambil sendiri Lembar Test Formatif. Fungsi Guru pada waktu itu adalah menjelaskan apabila bertanya dan menilai hasil test formatif tersebut. Di PPSP ini, murid kelas 1 SMP (waktu itu disebut kelas 6), itu bisa saja menempuh pelajaran kelas 2 SMP (kelas 7) maupun menempuh kelas 8 (3 SMP), sehingga pada waktu itu, cukup banyak yang mampu menempuh level SMP hanya dalam waktu 2 tahun. PPSP mencanangkan program SD hanya 5 tahun, SMP bisa ditempuh 2 tahun dan SMA juga bisa ditempuh 2 tahun juga, tergantung kepada kemampuan dari siswa.

Orientasi belajar berpusat pada kehidupan, dengan demikian orang dewasa belajar tidak hanya untuk mendapatkan nilai yang bangus akan tetapi orang dewasa belajar untuk meningkatkan kehidupannya. Sehubungan dengan hal tersebut, dalam makalah ini akan disampaikan lebih jauh mengenai belajar orang dewasa atau yang disebut juga dengan Andragogi.

The purpose of this transcendental phenomenological study is to understand how in-service teachers with three to five years of experience perceive their pre-service and in-service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North Carolina participated. This study attempted to describe the following: (1) How do third through fifth year teachers in one public school district in North Carolina feel about their technological awareness and ability to integrate twenty-first century technologies into their instruction? (2) How do third through fifth year teachers in one public school district in North Carolina describe their college experiences with training them to integrate twenty-first century technology into their instruction? (3) How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first century technology into their instruction? Through interviews, a focus group, and the use of the Computer User Self-Efficacy (CUSE) survey, themes were identified that described participant perceptions of the phenomena of twenty-first century technology integration training. Participant reported themes were: (a) high level of confidence and skill when selecting twenty-first century technologies, (b) integration must be planned for, (c) college professors rarely integrated technologies, (d) twenty-first century technology assignments were neither purposeful nor rigorous, (e) integration confidence/competence began during field placements, (f) staff development exposed participants to a wealth of technologies, and (g) staff development lacked focus and purpose.  In turn these themes were used in developing a list of best practices as articulated by the participants. The implications are discussed and further recommendations are made for college of education programs and staff development coordinators along with suggestions for future research.

In a world where approximately two billion people speak English (Crystal, 2008), the demand for English language teaching continues to increase. Consequently, there is a growing need for educational fields such as Teaching English to Speakers of Other Languages (TESOL) to respond to this demand by continuing to invest in the education of new and experienced teachers. It is also the goal of the profession to provide teacher educators with professional development opportunities which increase their knowledge of new methodologies for teaching TESOL and develop their educational skills for better preparing and supporting student teachers (Galaczi, Nye, Poulter, & Allen, 2018). Borg (2003) points out that mainstream educational research “has recognised the impact of teacher cognition on teachers’ professional lives, and this has generated a substantial body of research” (p.81). However, in the field of Second Language Teacher Education (SLTE), a dearth of research is particularly evident in the area of short teacher education courses for novice teachers of TESOL such as the British-administered Certificate in Teaching English to Speakers of Other Languages (CELTA). Similarly, there are few studies which have explored the preparation of pronunciation teachers in SLTE (Baker, 2011; Burri, 2016; Couper, 2016, 2017, 2019, 2020). The aim of this thesis is, therefore, to bridge the divide between theory and practice by conducting a research inquiry that combines the examination of second language (L2) teachers’ cognitions (beliefs and knowledge) and the consensus of pronunciation experts (who are also teacher educators) on appropriate andragogical recommendations for pronunciation teaching in the CELTA. The construction of an andragogy was achieved through two qualitative case studies (Study One and Two) carried out using a virtual focus group and an online Delphi, respectively. The data were obtained using semi-structured interviews and online questionnaires. Study One was an exploratory case study with five English teachers from Australia and Study Two was a case study with 12 pronunciation experts from an international specialist group, the SUPRAS. The findings demonstrated that CELTA-trained teachers, and by proxy, CELTA tutors find it hard to part with their ab initio beliefs about pronunciation teaching. The findings also showed that CELTA tutors require continuing professional development program to become familiar with research-based, learner-centred and multisensory techniques.

As the options for interaction within the online learning environment grows, so does the necessity for identifying the types of interactions that are valued by most learners. It is a widely understood and accepted fact that adult learners assimilate information differently, but to what extent is this widely understood concept applied in the online learning environment? While most educators are acutely aware of what constitutes sound pedagogy, including, the differences between distance learning teaching methods versus classroom teaching methods, few realize that there are indeed subtle, and some not so subtle differences between the experiences audiences bring to the course and that teaching methodologies must be particularly well suited for various student audiences (Williams, 1999). One can argue that higher education has given priority to the integration of technology into the curriculum. As this has occurred, institutions experience many issues that surround making the lessons succeed technologically, as well as, the necessity for making technology something that adult learners can navigate successfully. Williams (1999), suggests that they must structure student input into their design and create technology-based lessons that can easily be adapted to make the presentation of topics relevant to those they teach. This study seeks, specifically, to assess the online experience (the motivation and perceptions that define said experience) of adult learners enrolled in an online Postgraduate degree program.

There are different instructional models that teachers adopted for the teaching of students different subjects. Among all those a student centered model is 5Es instructional model. This model concentrates on the engaging students, made exploration through students, explains and elaborate the learning concepts by students and then to evaluate students learning. All these 5Es provide ample space for students' hands-on practices of the learning contents. This experimental study was conducted at primary level in the subject of General Sciences following pretest posttest equivalent group design. Two groups (control and experimental) were formed from 52 students of 5ht grade where both the groups were given same number students. The data were collected through the pretest and posttest and was analyzed through mean score, standard deviation and paired sample t test.The major findings of the study were that the overall academic achievements of experimental group taught with 5E instructional model enhanced significantly as compare to control group. The study also found significant increase indifferent aspects of cognitive domain of students' learning; knowledge, application, comprehension and skill development abilities of experimental group taught with 5E instructional model.

The purpose of this transcendental phenomenological study was to understand how in-service teachers with three to five years of experience perceived staff development related to the integration of 21st Century technology. Twenty teachers from southeast North Carolina were selected. This study attempted to describe: How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate 21st Century technology into their instruction? Interviews, and a focus group, were utilized to identify themes that described participant perceptions of staff development regarding the integration of 21st Century technology. Participants reported that: (a) they were more effective teachers due to staff development, and (b) staff development seemed to lack focus and purpose. In turn the identified themes were used in developing a list of best practices as articulated by the participants.

This study aimed to describe and understand the lived experiences of Out-of-Field teachers as they teach subjects outside their field of expertise. This qualitative study employed a phenomenological method where ten (10) General Education Tertiary teachers from Davao Oriental, Philippines, were taken as participants. The participants are teaching General Education subjects outside their field of expertise. Data were gathered through in-depth interviews and focus group discussions. It is found out in this study that teachers who are not experts in the subjects they are teaching experienced difficulties and challenges. As to the teachers' experiences with Out-of-Field teaching, five (5) major themes emerged: challenging, difficulty in adjusting to the academic content of the subject, difficulty in addressing students' queries, difficulty in establishing authority, and difficulty in employing appropriate teaching approaches. Along these problems are the ways of coping despite their occurrence, such as careful planning of the subject content, employment of varied teaching approaches and strategies, engaging with professional development, peer mentoring, and evaluation/monitoring of learners' development. Moreover, the following are the suggestions of the participants to Out-of-Field teachers: continuing professional development, consultation to experts, hiring of qualified teachers, and assigning of relevant subjects to teachers. Furthermore, it is suggested that future researchers may also conduct a study about the underlying causes of Out-of-Field teaching and what could be the possible solutions to this problem.

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries,
intercultural competence is gaining importance both in everyday life situations and teacher training.
In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary
school teachers undergoing their pedagogical-didactical-methodological training in different
universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural
competence was called Recognising intercultural competence: What shows that I am interculturally
competent? The results showed that the examinees perceive their intercultural competence quite high;
attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between
the perceived dimensions (p = ,282). Further research is recommended to better understand the insights
about the examinees’ understanding of intercultural competence.
Keywords: intercultural competence, intercultural education, Republic Croatia, vocational teachers

This study aims to understand young people’s smartphones use and to uncover the meaning of their lived experiences of using these mobile devices, within the contexts of formal and informal learning. Applying the principles and practices of hermeneutic phenomenology, this study’s methods comprised the use of interviews and written reflective exercises. 12 youths ranging from 16-19 years old participated in 3 rounds of semi-structured interviews over a period of 6 months. The findings reveal that participants’ learning is associated with self-identity and management of their image as it is perceived by salient others, including peers and teachers. Furthermore, the participants’ smartphone use is dependent upon their perception of learning- value and subject to influences from their peers, parents and the community at large. The findings would suggest that the significance that learners attach to this form of mobile learning and the transferability of such skills and knowledge across spaces, time and dimensions is critically a function of particular smartphone use at a cultural rather than pedagogic level.

Andragogi's Learning Strategy: Learning strategy as each activity, well procedure, stage and also method and tech that is chosen to be able to gives amenity, facility, and help othering to student in achieving aim instruksional. Marginally, in adult education most importantly is participant experience be taught. Each participant educativing to have experience that variably as consequence of life background at its a tender age. Becoming her long time lives, becoming pile experience that she has, and gets variably too its experience. Studying just can did by anyone, well children and also adult man. Important aspect in education that get attention is education concept for adult. Education or learning effort on adult requires approaching and special strategy and have strength grapple will theory concept that is gone upon on assumption or adult grasp as participant is taught. By use of this theory, activity or adult learning effort in sekeletal development or idealistical attainment realization education for life (long life education) can be gotten by teoritik's concept support or answerable technology purpose. Formulated adult education as a process that menumbuhkan makes mouth water to ask and studying on an ongoing basis along life. Studying for adult is engaged how lead thyself for asks and look for its answer. oang's education full age (andragogy) in contrast to children education (paedagogy). Children education happens in form identifies and imitation, meanwhile adult education happens in guidance form thyself to solve problem. Pendahuluan Belajar merupakan tindakan dan perilaku siswa yang kompleks. Sebagai tindakan, maka belajar hanya dialami oleh siswa sendiri. Siswa adalah penentu terjadi atau tidaknya proses belajar. Proses belajar terjadi karena siswa memperoleh sesuatu yang ada di lingkungan sekitar. Yusnimar Yusri : Strategi Pembelajaran Andragogi 26 Lingkungan yang dipelajari oleh siswa berupa keadaan alam, benda-benda, hewan, tumbuh-tumbuhan, manusia, atau hal-hal yang dijadikan bahan belajar. Belajar dalam pandangan Skinner adalah suatu perilaku. Pada saat orang belajar, maka responnya menjadi lebih baik. Sebaliknya bila ia tidak belajar maka responnya menurun. 1 Proses belajar atau pembelajaran dipandang sebagai upaya memengaruhi siswa agar belajar, atau secara singkat membelajarkan siswa. Akibat yang mungkin tampak dari tindakan pembelajaran adalah siswa akan belajar sesuatu yang mereka tidak akan pelajari tanpa adanya tindakan pembelajar atau mempelajari sesuatu dengan cara yang lebih efesien. 2 Belajar adalah proses memperoleh berbagai kecakapan, keterampilan dan sikap. Dalam kehidupan manusia, belajar telah dimulai sejak dalam kandungan sampai meninggal dunia dengan sejumlah stimulasi yang diberikan orang tua, guru dan orang-orang yang ada dalam lingkungan, bahkan dari peristiwa-peristiwa alam yang dialami manusia selama hidup. Oleh karena itu, manusia tidak lepas dari pendidikan, karena pendidikan merupakan proses yang dilakukan oleh setiap individu menuju ke arah yang lebih baik, sesuai dengan potensi kemanusiaannya, sesuai dengan apa yang diungkapkan ulama tentang menuntut ilmu mulai dari ayunan hingga keliang lahat. Pendidikan pada dasarnya merupakan suatu sistem yang mengandung mikro sistem yang saling berkaitan antara satu dengan yang lainnya dalam mencapai suatu tujuan pendidikan. Seluruh mikro sistem pendidikan memiliki fungsi masing-masing, namun saling berkaitan antara satu dengan lainnya dan tidak bisa berdiri sendiri. Semakin baik mikro sistem pendidikan dalam menjalankan fungsinya, maka semakin besar peluang keberhasilan pencapaian tujuan pendidikan. Salah satu mikro sistem pendidikan yang penting dan menjadi inti pendidikan adalah pendidik. Dalam istilah lembaga pendidikan formal, pendidik sering disebut dengan guru atau dosen. Kedudukan guru atau dosen menjadi penting karena merupakan mesin penggerak dalam pelaksanaan pendidikan. Kualitas pendidikan sangat ditentukan oleh kualitas guru atau dosen.

To glean insight of andragogy and pedagogy methodologies, practitioners and scholars may be interested in reading Andragogical and Pedagogical Methods for Curriculum and Program Development by Dr. Victor C. X. Wang. The authors aimed to layout a distinction between the development of curricula and programs for K-12, as well for adult learners. These permeating chapters examine societal and cultural diversities, subject content and institutional infrastructures. It explores seminal scholars like, Malcolm Knowles theoretical framework of andragogy (i.e., art and science of teaching adults) and Ralph Tyler; the theory of pedagogy (i.e., art and science of teaching children). Educators may find the content interesting to learn that pedagogy teaching strategies that focuses on younger learners (i.e., K-12) are applied to adult learners. According to Grows (1991) Staged Self-directed Learning (SSDL) model, some adult learners may align with the first stage of being a dependent learner. At this phase, the instructor is viewed as an authoritative figure and instructions are teacher-centered. Tyler's pedagogical instructional practices might be preferred by some adult learners, however, Knowles' provides six core principles of andragogy, which supports the transformation of becoming a self-direct learner. In terms of curricula and program development and assessment, scholars within the chapters uncover convoluted processes in deliberating what to instruct, how to effectively facilitate, and what effectual assessments will be applied to measure efficiency. The overall organization of the book focuses on a discourse about andragogical and pedagogical curricula and program development. Each chapter presents specialized topics based on the perspectives of pedagogy and andragogy. While integrating orthodox concepts from philosophers, like Tyler and Knowles; the content needed to be evenly balanced with andragogy and pedagogy theoretical frameworks in the textbook. The overall literature acknowledges factors that influence the development of curricula such as the social and cultural elements, political influences, technology, and the institutional infrastructures. In addition, inferences of the latest research surrounding the student

Da sempre i cambiamenti sociali si riflettono anche sulla lingua e determinano la creazione di neologismi o espressioni nuove. I fenomeni linguistici che caratterizzano l’italiano si diramano verso più direzioni: mentre in alcuni contesti permangono forme arcaiche e cristallizzate nella scrittura formale e burocratica, in altri settori si creano neologismi per indicare ruoli professionali da sempre prerogativa maschile, oppure si utilizzano termini attenuati per indicare situazioni delicate, categorie professionali umili o deficit fisici o psichici. Questa nuova sensibilità racchiude in sé un concetto di inclusione sociale, ma in alcuni casi al linguaggio non seguono atteggiamenti e azioni coerenti e la discriminazione persiste. L’uso di eufemismi e litoti nell’italiano, ad esempio, ha comportato in alcuni casi anche un’inflazione di espressioni che successivamente si sono dimostrate poco efficaci, se non addirittura inopportune.

Despite the laudable missions of business education, researchers and educators have continued to lament over the alarming rates of unemployment and underemployment among graduates and dropout among students. These unpleasant situations show that business education students' lack the opportunity to learn-by-doing, observe role models, receive positive encouragement from teachers and counselors, and be emotionally aroused. The non-existence of these self-efficacy antecedents seem to hinder business education students' decisions to make the best and optimal educational choices that would enable them to acquire the requisite skills and abilities to engage in entrepreneurial and lifelong learning career activities. The purpose of this research therefore is to assess the influence of self-efficacy antecedents on career decision-making among business education students in federal universities in south-south, Nigeria. Four research questions were asked and answered using mean and standard deviation statistics and four null hypotheses were tested using t-test statistic. A survey design was employed for the research. A four-point scaled questionnaire was used as the instrument for data collection. A sample of 198 students from the University of Benin and University of Uyo, participated in the research. The instrument was validated by 4 experts, 2 from business education and 2 from measurement and evaluation. The reliability coefficient obtained using Cronbach' alpha method was .91. The research found that self-efficacy antecedents do not have influence on career decision-making among business education students in federal universities in south-southern, Nigeria. The hypotheses showed a significant difference in male and female students' responses as regards the influence of self-efficacy antecedents on career decision-making. There was a significant difference in office and accounting education students' responses as regards the influence of self-efficacy antecedents on career decision-making. It was recommended, among others, that strategies should be put in place to develop business education student's self-confidence in order for the students to engage in entrepreneurial and lifelong learning career activities later in life.

For adult learners, online courses are becoming the preferred way students pursue higher education. In the online academic world, the teacher and the student alike have duties that need to be fulfilled in order for the learning process to be successful. The teacher needs to function as process designers and managers. The learner must have the motivation and discipline to fulfill the course requirements and must be highly motivated. 

This article explores whether the Knowles andragogy theory is relevant to distance education or not and suggests the preferred relevant instructional style for today’s adult distance learner.
The andragogy model is based on four assumptions related to the concepts that adult distance learners must have the ability, need, the desire to control, and be responsible for their learning. The adult learner self-prospective moves from dependency to independency or self-directedness.

Furthermore, the teacher must have a more practical, relevant, and self-directive and self-motivated instructional style.

The conclusion found that the andragogy theory is relative and is not a one-size-fits-all approach when it comes to adults following the assumptions outlined by andragogy model.  Additionally, Knowles’ theory promotes self-directing and independence in the adult learner, but not all adult learners embraces these ideals especially if the learner lacks self-confidence.

Education for All is a global pledge to ensure that quality basic education (either formal or informal) is provided for all, regardless of age, gender, or ethnicity. This paper addresses some issues about adult learning initiatives and gender and ageism through the eyes of older adult males. This paper also examines Men’s Sheds (one informal learning site) in order to highlight their possible benefits and potential to foster greater involvement of older adult males in adult learning opportunities. Firstly, a brief definition is presented about adult education. Secondly, attention is paid to informal learning in order to elucidate its implication for adult education and learning. Thirdly, an overview is given about Men’s Sheds and its appeal and benefits to older adult males. Finally, a synthesis of the arguments is presented in the form of concluding remarks and some recommendations are made. Men’s Sheds can serve as a catalyst for promoting informal adult education and learning in older adults.

Keywords: informal learning, adult education and learning, later life learning, Men’s Sheds, older men.

Online learning is no longer very novel these days.  It is rather fairly mundane where nearly every academic institution has implemented some facet in one manner or another.  But how people learn online isn’t the same as how they learn in face-to-face learning environments, and often requires greater levels of motivation (or different types of motivation) in order to persist towards actually achieving one’s academic goals.  This difference or lack of motivation is only one barrier towards greater engagement and persistence in online education.  Online learners have shared that there is an overwhelming sense of isolation due to a lack of social interaction and engagement along with collaborative engagement with peers within online courses (Muilenburg & Berge, 2005; Redmond, Abawi, Brown, Henderson, & Heffernan, 2018).  Additionally, traditional pedagogical and didactic methods do not work to spur motivation in the adult learner, but rather adults seek to purposely fulfill different learning needs and goals via andragogical methods (Knowles, Holton, & Swanson, 2012).

The purpose of this paper is to explore the intersections of these contributing factors: lack of learning motivation, lack of social interaction and collaborative engagement, and misaligned learning methods.  By exploring online learning for the adults population through the lens of these various motivational theories and concepts, the hope is to ideate and develop strategies and support that can be embedded within the curriculum or the learning experience to enhance the motivation within the learning experience aimed at increasing learner persistence towards achieving their goals and to educate and empower adult learners towards self-regulating their motivations within their learning experience enabling them to apply the same techniques outside of learning in their other personal and professional pursuits.

Learning opportunities for adults exist in a variety of settings ranging from a formal institution to a place of employment. It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong learners, Merriam, 1999 in Conlan, Grabwoski, Smith. Considerations for adult development and learning include biological, physical and psychological development including deterioration and disease processes that may occur and sociocultural and integrative perspectives on development (Merriam, 1999 in Conlan, Grabowski, Smith). While the most common reason for adults to place themselves in a learning environment is a life-changing event, once in that environment there are many factors that affect the learning experience. The most significant is referred to here as the briefcase brought with them. Briefcase may include (Conlan, Grabowski, Smith):
• Life experience (including life altering events that affect cognitive abilities);
• Work experience (including development of thinking patterns based on this experience);
• Positive/negative previous adult learning experiences;
• Performance effectors, including cognitive and physical abilities;
• Time between learning interactions;
• Aging factor.
In developing countries these factors may not be considered when planning adult physical and sport education programs, and with ignoring the importance of physical activities in those countries, it is very significant to have sufficient knowledge about philosophies and theories of adult education, the psychology and the physical statues of adult learner and to have the necessary tools to plan successful adult education programs. Therefore, this paper discusses the following issues: andragogy, kinds of learning and settings for learning. The paper concluded with recommendations for practitioners, adult teachers and adult program planers

Best practices in adult transition special education for moderate to severe students
suggest student-centered planning that maximizes independence in adult life.
Based on the above sources, school districts and governing boards would best
serve moderate to severe transition special education students with increasing
integration into the community and decreasing time in the classroom on the
campuses. A gradual transition would allow for an orderly solution of logistics
problems, such as re-routing transportation, re-training staff, outreach to students
and parents, re-writing individualized education programs, and arranging for
storage of supplies and equipment. Such initiatives would require no additional
funds from districts if implemented as described and would free classrooms for
other programs on campus. Thus, districts would save overhead, such as energy
costs of lighting and heating, by moving 18 to 22-year old special education
students into the community.
Keywords: Special Education, Adult Special Education, Transition, Adult School,
Vocational Special Education, Classrooms Without Walls, Deaf Education, Blind
Education

This study aimed to describe and understand the lived experiences of Out-of-Field teachers as they teach subjects outside their field of expertise. This qualitative study employed a phenomenological method where ten (10) General Education Tertiary teachers from Davao Oriental, Philippines, were taken as participants. The participants are teaching General Education subjects outside their field of expertise. Data were gathered through in-depth interviews and focus group discussions. It is found out in this study that teachers who are not experts in the subjects they are teaching experienced difficulties and challenges. As to the teachers’ experiences with Out-of-Field teaching, five (5) major themes emerged: challenging, difficulty in adjusting to the academic content of the subject, difficulty in addressing students’ queries, difficulty in establishing authority, and difficulty in employing appropriate teaching approaches. Along these problems are the ways of coping despite their occ...

Inspired by Salman Khan's book of the same name, this blog-post argues for an andragogic approach to learning rather than a pedagogic approach, in which everyone should be given the freedom to learn at any place and at any time.  The emphasis should be on communication and exchange rather than "delivery" of material: rather like an art gallery, topics should be put on display for us to accept or reject as we wish.

In a world where approximately two billion people speak English (Crystal, 2008), the demand for English language teaching continues to increase. Consequently, there is a growing need for educational fields such as Teaching English to Speakers of Other Languages (TESOL) to respond to this demand by continuing to invest in the education of new and experienced teachers. It is also the goal of the profession to provide teacher educators with professional development opportunities which increase their knowledge of new methodologies for teaching TESOL and develop their educational skills for better preparing and supporting student teachers (Galaczi, Nye, Poulter, & Allen, 2018). Borg (2003) points out that mainstream educational research "has recognised the impact of teacher cognition on teachers' professional lives, and this has generated a substantial body of research" (p.81). However, in the field of Second Language Teacher Education (SLTE), a dearth of research is partic...

This keynote highlights Dr Nazir Amir’s story on how doing classroom research has led him to become a more effective teacher, which in turn has had a positive effect on his students’ learning. Once a beginning teacher who was in search for ways to motivate and engage his low progress learners, Nazir explored, identified and developed feasible teaching approaches that would work well for them. The fun and meaningful teaching strategies developed through his research, a few of which will be shared at this keynote, has contributed to the intrinsic motivation and sustained engagement of the students, getting them to develop positive attitudes towards their studies, particularly in the STEM (Science, Technology, Engineering and Mathematics) areas. Nazir will also highlight how sharing his teaching strategies in peer-reviewed international journals, book chapters, and conferences has led to the wider education community benefitting from his classroom research.

Leadership initiatives have enhanced of newly introduced techniques in the worlds of education and business. Because most of the skills promoted by such methods apply to daily activities, instructors can create more relevant policies and teaching outlines. Various methods have been demonstrated by research to assist in the advancement of leadership initiatives through supporting the larger discourse, such as transformative principles, self-directed study, and the specialization of andragogy. In turn, self-concept, available educational resources, and friendly environments—assumptions of adult learning theories—guide the instructor.
Andragogy theory also sets policies; to use them the instructor needs to consider the following factors:
While planning the outline the instructor needs to involve the students.
Students’ experience should form the backbone of the structure; failing to take these factors into consideration can result in traits of unintended discrimination and oppression. The system is trying to eradicate inequality.

Aside from course outlines, environmental conditions need to be considered. They can be either on a personal or group level, which will dictate the requirements for individual training or classes. The physical surroundings should be deigned to enhance self-reflection and motivation.
Both leadership initiatives and andragogy have various pros and cons, though most of the disadvantages are decision oriented. Most of the cons, common to any weak and inconsistent system, depend on the instructors’ ability to develop an ideal approach towards the discourse. By choosing to use the adults’ experience to draft the outline, the system can stabilize sufficiently to be implemented in several class sessions. With the disadvantage of limited time for these students to learn, the process will continue until the adult retires. Adults are motivated to study, either, to upgrade their knowledge, or to advance in their job opportunities.

Project e-ma (2013-2016) took the Japanese cultural artefact e-ma as its leaping off point for utilising and exploring visual methods for unorthodox or non-linear purposes. Working in Belfast's Donegall Pass with a forgotten working-class community, these votive tablets were used as a means to engage the community with ideas of hope. Rather than write their aspirations onto the e-ma 3 , which is customary in Japan, participants were instead invited to paint them. This approach was instigated primarily due to a belief in the nature of mark-making as a way to circumvent rational thought and linear mental processes. The resultant e-ma were then displayed in a public park where they were transformed into an interactive installation. In situ they also became a focal point for generating oral data and discourse and it is was observing this element of the research which piqued the interest of the authors. Given the propensity of the e-ma to generate both oral and visual data and the dialogical nature of the artefact employed in this way, the authors began to consider its further use and adaption for pedagogical purposes, notably within the field of management studies and education. This short paper outlines a collaborative workshop held by the authors as a means to directly explore the potentiality of e-ma for problem solving and business management education where creative means and creativity seems lacking yet necessary.

Il presente articolo offre una riflessione sull'utilizzo didattico di materiale autentico per l'insegnamento della lingua italiana, come ad esempio testi culturali e settoriali, con l'obiettivo di sviluppare le abilità linguistiche di produzione. Nella seconda parte viene illustrato un progetto didattico realizzato con due gruppi di studenti adulti stranieri presso il Centro Linguistico di Ateneo dell'Università Ca' Foscari di Venezia, progetto che ha ottenuto un alto gradimento da parte degli studenti e che ha consentito di esercitare la produzione scritta con una rilevante motivazione ed entusiasmo da parte loro e con risultati ragguardevoli.
Parole Chiave: cultura; arte; storia; materiale autentico; produzione scritta.

Resumo: O presente artigo oferece  uma reflexão sobre o uso didático de material autêntico para o ensino da língua italiana (textos culturais e setoriai), com a finalidade de se desenvolverem as habilidades linguísticas de produção. Na segunda parte é apresentado um projeto didático realizado com dois grupos de estudantes adultos estrangeiros no “Centro Linguistico di Ateneo” da Universidade Ca’ Foscari de Veneza, projeto que teve grande aceitação por parte dos estudantes e que permitiu treinar a produção escrita com uma motivação relevante e entusiasmo por parte deles e com resultados importantes.
Palavras-chave: cultura; arte; história; material autêntico; produção escrita.

Abstract: This article offers a reflection on the use of authentic material for teaching the Italian language, such as cultural and specialist texts, with the aim of developing the language skills of production. The second part discusses an educational project carried out with two groups of adult foreign students at the Language Centre of the University Ca' Foscari of Venice, a project that has received a high rating from the students and that has allowed us to pursue the written production with significant motivation and enthusiasm on their part and remarkable results.

Keywords: culture, art, history, authentic materials, written production.

Delivering quality educational competence with reduced cost (e.g., reusability) continues to steer online educational initiatives. Scholars and the business sectors are striving to determine cost-savings,cost- benefits, and cost efficiencies of online education. Technology’s push on job advancements is energizing learners to seeking new knowledge, skills, abilities, and competencies in a rapidly changingtechnical climate. This information and technological period is intermingled in networked infrastructureswithin dynamic ecosystems. Distance education is altering the rules concerning the return-on-investment(ROI) since it requires planned engagements and investments, as it relates to online businessenterprises. Although past data and performance can be used to modify ideas, different and innovativefacts and documents must be evaluated to drive continuous process improvements. The goal is toelectrify success that can be measured. This presentation will assess (1) aligning training wi...

The purpose of this study to determine the effectiveness of the preparation of web-based teaching materials exelearning as a new curriculum, with a quantitative descriptive method. Web-based authoring application program known as eXe (the elearning xhtml editor) is an open source program developed and easy to use by people who do not understand html programming language though, this application can be opened through the application android mobile phone or leptop with internet protocol (IP) address or IP address without bandwidth. The new curriculum is expected to enrich the creative and interactive classroom learning, the research results obtained average score of competence test 47.27, the effectiveness percentage of 54.54% with high category, 18.18% with high enough category, and 27.30% low category. Abstrak Tujuan penelitian ini untuk mengetahui efektivitas penyusunan bahan ajar berbasis web exelearning sebagai kurikulum baru, dengan metode desktiptif kuantitatif. Program aplikasi authoring berbasis web yang dikenal dengan the eXe (the elearning xhtml editor) merupakan suatu program open source yang dikembangkan dan mudah digunakan oleh orang yang tidak memahami bahasa pemograman html sekalipun, aplikasi ini dapat dibuka melalui aplikasi handphone android atau leptop dengan munggunakan internet protocol (IP) address atau alamat IP tanpa bandwidth. Kurikulum baru ini diharapkan dapat memperkaya pembelajaran dikelas yang kreatif dan interaktif, hasil penelitian didapat rata-rata nilai uji kompetensi 47.27, persentase efektivitas sebesar 54,54% dengan kategori tinggi, 18,18% dengan kategori cukup tinggi, dan 27,30% kategori rendah. Kata kunci: efektivitas, bahan ajar, exelearning. PENDAHULUAN Keberhasilan capaian tujuan tidak lepas dari widyaiswara selaku fasilitator dalam pengelola pembelajaran yang kompeten. Akan tetapi kompetensi tersebut jika tidak diasah akan tumpul dan tertinggal informasi, seperti gergaji yang dipakai untuk menebang pohon tanpa melihat mata gergajinya sudah tumpul karena tidak pernah diasah, maka dari itu kompetensi seorang widyaiswara perlu di tingkatkan agar informasi yang didapat selalu kekinian, seperti mata gergaji yang perlu diasah agar tajam. Peningkatan kompetensi widyaiswara dapat diukur melalui capaian tujuan peningkatan kompetensi peserta diklat dalam memahami materi. Peningkatan kompetensi peserta diklat melalui diklat secara regular atau klasikal dari hasil penelitian pada diklat di

This article is a review of two case studies of males with
psychosomatic diversities and the valorized international fame because of their artistic expressions. They both were born in 19th century in Europe. The paper is not a clinical study but is an andragogic analysis of the lives of two famous artists: Henri de Toulouse-Lautrec, French painter and Polish circus artist Stephan Bibrowski (Lionel). They both were characterized by a binary meant uniqueness. Each artist had a rare health condition and syndrome resulting in a psychosomatic diversity and also each of them has revealed spectacular artistic talent and international fame. The main goal of the article is
answering the question: how both artists tamed their
own psychosomatic diversities? The text includes the
andragogic life-cycles analysis of life patterns of both
males in the context of cultural spaces; the spaces in
which they were successful. Paper also contains two
clinical descriptions of pycnodysostosis and congenital
hypertrichosis, however clinical view is complementary to analyzed cases.