GROOVE Toolkit_Final Version_090223

59 www.grooveproject.eu This project has been funded with support from the European Commission under the Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CY01-KA220-VET-000033254] Principles of Adult Learning Andragogy is the understanding of the science and practice of adult learning. Educating adults is different to educating children as adults have an existing source of understanding and life experience with which they seek out continuous education based on their own personal interests, wants, and needs (Smith, 2010). Adults can understand why they are learning and as a result, their motivation levels are high. Adult learning theory gives an insight into how to explore and utilize an adult's strengths when it comes to education. This is important when considering techniques that should be used while educating adults. There are several different educational theories that are advised by multiple educational scholars in relation to digital competency. These theories include andragogic theory, experiential learning, and VARK. Knowles & Andragogic Theory Malcolm Knowles is considered the champion of adult education, especially in relation to self- direction in learning and informal adult education (Graham, 2017). Knowles' concept of adult education is centered around the idea that adult learning is founded on the characteristics of adult learners (Smith, 2010). Knowles’ theory centers on five core pillars of adult learning; which is based on the idea that as a person matures, their educational needs and wants change: Figure 5 - Knowles' Five Pillars Self-concept adults move from being dependent on those around them to being a self-directed person Experience adults gain a wealth of experience that becomes an increasingly large bank of knowledge for learning Readiness to Learn adults' readiness to learn increases by necessity as it is often needed for social advancement in employment and societal groups Orientation adults' applications of learning become immediate and more problem- orientated Motivation adults' motivation to engage in education is internal, i.e. it comes from within rather than from external influences