Unit 6: Learning Theories Update

Andragogy

Historical Pathway

The Chronological Evolution of Andragogy

1833 Alexander Kapp

Coined the term "andragogy" to describe the structural necessity of self-directed character development.

1926 Eduard Lindeman

Introduced the framework to English-speaking spaces, anchoring learning to authentic life situations.

1980 Malcolm Knowles

Codified the systemic theory, establishing six defining assumptions of adult learners.

Design Practice

Implications for Instructional Designers

Shifting completely from a rigid "Content Model" to a supportive "Process Model":

  • Collaborative Needs Diagnosis: Utilizing learning contracts so adults can negotiate explicit pathways.
  • Scenario Architecture: Designing immersive, problem-centered modules over static lectures.
  • Prior Knowledge Mapping: Transforming existing professional background data into active tools.
Context Analysis

K-12 Dyslexia Intervention Spaces

✔ Strengths

Transforms struggling readers into active participants by honoring budding autonomy with multi-sensory text-to-speech choices and self-tracked fluency goals centered around real-world decoding tasks.

⚠ Limitations

Fails to manage intense cognitive loads independently; severe phonetic deficits require explicit, teacher-led instructional scaffolding and rigid routines over pure unguided self-direction.

Personal Reflection

Part II: Prior Learning Experiences & PLN Influence

Two Tracks, Two Modes

My formal experience was the Region 4 Dyslexia Certificate program built on the Reading by Design framework, completed while I was still carrying a full classroom caseload. My informal track has been teaching myself HTML, CSS, and JavaScript through YouTube channels and developer forums so I could build my own learning experiences from scratch. Both reshaped my practice, but they pulled on completely different parts of how I learn as an adult.

Why the Region 4 Program Stuck

I'm focusing on the formal program because that's what made it memorable. I came in already teaching students who couldn't decode, so Knowles' readiness piece was real instead of theoretical. The relevance showed up every Monday when I'd test a new routine and watch a kid finally crack a word. The cohort also treated my classroom data as legitimate evidence, which honored the professional experience I was bringing into the room rather than treating me like a blank slate.

What This Means for My PLN

I'm actually a hybrid learner, not a purely formal one. I trust structured, research-based programs for clinical work but rely on informal communities for design execution. My PLN reflects both: literacy researchers and instructional designers on LinkedIn, plus practitioner Discord servers and Substack writers. What I contribute is the same in either space — classroom-tested artifacts with honest documentation of what actually worked and what flopped.