First there was Pedagogy then Andragogy and finally Re@lity

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First there was Pedagogy then Andragogy and
finally Re_at_lity
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• 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.

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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

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People
Environment
Learning
Systems
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People
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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

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• 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.

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• 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.

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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
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Re_at_lity
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Info Zonee-zonewrite zonesearch zone
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HE Zones
Time Management   Learning
Styles   Reading Strategies   Note
Taking   Exam Preparation
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Managing Complex Change
VISION SKILLS INCENTIVE RESOURCES ACTION
PLAN 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