Friday, December 16, 2011

How can andragogy help our work with growing cohort of retirees as learners AND AS RESOURCES? In 2012 and beyond?

What can we learn from/about andragogy to guide our work with the rapidly growing cohort of retirees in 2012 and beyond?  See "Recent Retirees as Resources to Faculty, Staff, Students" Open Mic, Virtual Brown Bag Lunch Discussion;  Preparation for TLT Group’s 1st Winter Symposium, Feb, 2012.
Friday, Dec. 16, 2011 at 1:00 pm ET - free to all.   Host, Steve Gilbert, TLT Group - excerpts below.

Following excerpts from Wikipedia
"Malcolm Knowles.... asserted that andragogy (Greek: 'man-leading') should be distinguished from the more commonly used pedagogy (Greek: 'child-leading'). ...  Knowles himself changed his position on whether andragogy really applied only to adults and came to believe that 'pedagogy-andragogy represents a continuum ranging from teacher-directed to student-directed learning and that both approaches are appropriate with children and adults, depending on the situation.' [4][5] 
Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2]
  1. Adults need to know the reason for learning something (Need to Know)
  2. Experience (including error) provides the basis for learning activities (Foundation).
  3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).
  4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).
  5. Adult learning is problem-centered rather than content-oriented (Orientation).
  6. Adults respond better to internal versus external motivators (Motivation)."
Above excerpts from:  Andragogy - Wikipedia, the free encyclopedia
Following from
The number and qualifications of recent and projected retirees offer new challenges and new opportunities for higher education (and for the rest of society).  This rapidly growing cohort can both complicate the next crises and provide new resources for addressing them.   Retirees can be
  • a vital resource to faculty, staff, and students at institutions – as mentors, advisors, consultants, shepherds.
  • a growing population of nontraditional students with new needs and diverse backgrounds.


Tuesday, December 13, 2011

New retirees + infotech + education = excuse & means for dealing comfortably & constructively with transformation?

Living comfortably & constructively with transformation?
We need to do better than
CRISIS LURCH CRISIS LURCH   brief stability 
CRISIS LURCH CRISIS LURCH brief stability ....

Education can provide the excuse and the means for transforming society...for better or worse.

Information technology can provide the excuse and the means for transforming education...for better or worse.

Retirees can provide the excuse and the means for finding new ways to live comfortably and constructively with transformation.”   

Join extra FREE "open mic" pre-FridayLive! discussion re new retirees, pseudo-retirees, etc.  Friday, Dec 16, 1pm ET  Register  Login

Thursday, December 01, 2011

Truth vs. Proof - Godel, Logicomix, and Beyond - See extraordinary "family movie" of Godel, Einstein, et al.

Read Logicomix and see YouTube video of "Family Movie" of Einstein, Dirac, Godel, Selberg, Harish-Chandra in Princeton 
Godel's Proof - mostly ignored - destroyed mathematics' perfection & changed my life. Graphic novel Logicomix makes this great work accessible & adds human/historical context (Bertrand Russell et al). I hope it works for you. SteveG
PS: Pre-Logicomix, more self-revealing description of the impact of Godel's work on me

Logicomix could have changed my life in 1960. That's when I first read _Godel's Proof_ by Nagel & Newman, which destroyed my beliefs about mathematics' purity, integrity, and completeness. Ever since, I've been puzzled and frustrated that so few people - even so few mathematicians and philosophers - recognize the brilliance and historical significance of Godel's Proof. Logicomix provides the historical, philosophical, and human context for the monumental intellectual achievements of Godel, Wittgenstein, Russell & Whitehead, and others in the early and mid-20th century.
"...Einstein told people that he went to his office “just to have the privilege of walking home with Kurt Gödel.” Part of the reason, it seems, was that Gödel was undaunted by Einstein’s reputation and did not hesitate to challenge his ideas. As another member of the Institute, the physicist Freeman Dyson, observed, “Gödel was . . . the only one of our colleagues who walked and talked on equal terms with Einstein.”