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Digital Skills GitBook
  • Digital Skills GitBook
  • Code of Conduct
  • Copyright Statement
  • Contributing to the Digital Skills GitBook
  • 1. Digital identity and wellbeing
    • Developing a digital presence
    • Phishing and identity theft
    • Using password managers
  • 2. Information literacy, media literacy and data literacy
    • Discerning fake news
    • Types of Data
    • ISO dates
    • Searching via databases
  • 3. Digital learning and development
    • Creating engaging online learning
    • Accessibility
    • Navigating the learning management system (LMS)
    • Pedagogy and andragogy in an online environment
  • 4. ICT proficiency and productivity
    • Installing and accessing browsers
    • Using spreadsheet applications
    • Digital preservation: file formats and how to change them
    • Creating a directory structure
    • Opening, editing and saving documents
    • Naming and organising files and folders
    • Printing documents
    • Accessing and sending emails
    • README files
    • Networks: the internet and how it works
    • Using QR codes
  • 5. Digital creation, problem solving and innovation
    • Git and GitHub
    • Markdown
    • Screencasting
  • 6. Collaboration, communication and participation
    • Using collaborative documents
  • Glossary
  • Requested articles
  • Our talks, presentations and articles
  • VALA 2024 Poster Presentation
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  1. 3. Digital learning and development

Pedagogy and andragogy in an online environment

PreviousNavigating the learning management system (LMS)Next4. ICT proficiency and productivity

Last updated 2 years ago

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Creating content for adult learners? Check out the . You can create your own account and start a free workspace!

Want to increase adult learners’ motivation? Check out this advice from Saunders & Wong (2020):

  1. Emphasise the relevance of the content.

  2. Make the content appropriately challenging.

  3. Give learners a sense of choice and control (e.g. options in types of activities and assignments, or in research topics).

  4. Set learners up for success by setting clear expectations for class or assignment.

  5. Guide self-assessment so that learners can make reasonable predictions of the likelihood of their success.

Use low-stakes pre-assessments to find out your learners’ level of knowledge/ability, to preview content, and to find out how to connect new knowledge with what they know already.

References

Saunders, L., & Wong, M. A. (2020). Instruction in libraries and information centers: An introduction. IOPN. https://doi.org/10.21900/wd.12

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