Beruflich Dokumente
Kultur Dokumente
In rapidly changing world of technology and economics it is imperative to identify gaps in existing
Teacher education system at higher level and to suggest ways to upgrade it. This paper deals with
use of innovative approaches such as Self-determined learning, cybergogy and andragogy to
upgrade higher education system. To meet the goal of the UNESCO International Commission on
adult learning for the 21sl century, there is a focus on the six pillars of lifelong learning: learning
to know, learning to do, learning to live, learning to be, learning to change, and learning for
sustainability.
Gaps Identified
Modern techniques
Andragogy is the art and science of helping adults learn. Teaching can focus more on
training. Knowles (1970) infused andragogy with much of his own meaning garnered from his
already extensive experience in adult education. The basic difference between pedagogy and
andragogy is the shift from a disseminator of information to a mentor and guide requiring a
greater variety of methods and skills from the instructor. When traditional lectures and seminars
are used, they must provide practical exercises, often experimental in nature, discussions, role
plays, case studies, addressing specific industrial challenges.
Investment in adult education is not only beneficial to the individual but is beneficial to
society as well. It is important to create awareness during the initial undergraduate curriculum
that self-directed learning and continuous personal development is critical to success and
depends largely on the ability to learn independently.
Active learning using many of the tools from andragogy and project based learning could
be an attractive approach to capitalize their experience. Many andragogy tools have been
introduced into the chemistry course (Pavlova et al, 2016):
Collaborative or team based project have become popular in both secondary and higher education.
However, constructing effective evaluation tools is a challenge. A classical approach to
collaborative learning is cooperative learning approach. Unlike individual learning, which can be
competitive in nature, students learning cooperatively capitalize on one another’s resources and
skills. Successful cooperative learning tasks are described as intellectually demanding, creative,
open-ended, and involve higher order thinking tasks. In such tasks, individuals must know their
responsibilities and are accountable to the group in order to reach their goal. All members must be
involved and each member must have a task that they are responsible for, which cannot be
completed by any other group member.
A number of techniques for cooperative learning are available such as reciprocal teaching,
applying student pairing in which partners take turns reading, asking questions of each other,
receiving immediate feedback. In this process students use meta-cognitive techniques such as
clarifying, predicting and summarizing. Students may be placed in a small group of four or five
and graded in the team’s collaborate performance on tests.
In this new created context, the self-formative paradigm is strongly linked to the intensive
use of the virtual environment, in an informal and non-formal way. The learner could be involved
in self-formative processes aiming at finding solutions to various personal or professional
problems or improving his professional profile. The cognitive web resources cover a wide palette,
and various structured or unstructured presentation forms (wikis, virtual libraries, virtual
dictionaries, blogs etc.). In addition, the web space provides online self-training facilities,
integrating structured resources (online learning units, self-evaluation tests and links to other
related web resources) and providing a single access point for a specific topic. Using the web space
facilitates, virtual learning processes (e-Learning) could be designed, enabling an autonomous and
independent learning process in an informal way (Noor et al, 2012).
Policies
Table 1
Strategy Action
Focus on Establish a culture where instruction is ‘student-centred’. SDL is
improving teaching faculty facilitated, for maximum benefit to the student (as the
& learning for the student defines that benefit).
purpose of SDL is identified, by the leadership, as a priority solution for
increasing societal preparing eligible adult learners to take their place in society and
readiness in the workplace.
Build infrastructure Build trust and ensure that the conditions teachers need to
& technology improve SDL student outcomes are in place;
needed to support Establish a variety of e-site, virtual and open source learning
an SDL program forums (myVLE, Moodle, Studifi, etc);
Provide on-going training for staff who are uncomfortable with
new technologies or the means in which they are used;
Create physical learning & study spaces (other than a
traditional classroom) where SDL students can gather, share,
discuss and assist one another.
Peeragogy