HAVE SOME G.U.T.’s!:
THE GRAND UNIFICATION THEORY: HYBRID EDUCATION DELIVERY SYSTEMS
UTILIZING PEDAGOGICAL AND ANDROLOGICAL BEST PRACTICES
L. J. Garfield, Candidate for Master’s, Rice University
Abstract: The Grand Unification Theory is a collaborative learning model. This model enhances
the future of post-secondary education delivery systems by providing instructors the opportunity
to use well established, but often isolated, educational tactics that contribute to enhanced student
learning and data retention. Post-secondary instructors can differentiate between pedagogical and
andrological delivery formats, but many have never practiced implementation and integration of
the two platforms together. Combining the platforms can maximum student data retention.
Historically, pedagogy was the art and science on educating children. The term has evolved into a
synonym for “teacher focused education” (Conner, 2004) that still governs formal academic
environments. In this system the instructor chooses what the student will learn. Some instructors
agree that this authoritarian approach to learning is still the best delivery system. Others
acknowledge that consideration of andrological learning models that are student centered focused
must be incorporated into the formal learning process. Malcolm Knowles understood this concept
and presented andragogy as “the art and science of helping adults learn”. Since acceptance into
education, andragogy theory has asserted that the learner must be the center of the learning process
so students can maximize the amount of information retained. Combining pedagogical practice
like subject-centered, teacher-directed learning and andrological practice like learner-centered
self-directed learning offers an inter-disciplinary and customized approach to student learning.
Therefore, it is important for educators to find ways to incorporate the Grand Unification Theory
into the courses they teach and provide opportunities to engage students with a collaborative
delivery system.
Literature Review
The future of effective adult education depends on creating a framework that is learner focused but content driven.
Grand Unification Theory incorporates active learning modalities into educational process by giving instructors
delivery flexibility within the established curriculum. Educational models demonstrating collaborative learning
strategies will be presented during the session. The models will show learning as a process of active inquiry, not
passive reception (Connor, 2004) and thereby transforming the student experience. Research suggests that active
learning experiences help promote development within academic disciplines and that opportunities to develop a
continuum of educational competencies maintain such growth (Massey-Stokes & Meaney, 2006). Therefore, it is
important for educators to find ways to incorporate the Grand Unification Theory into the courses they teach and
provide opportunities to engage students with a collaborative delivery system.
Objectives
The Grand Unification Theory presentation is designed to provide a concise and critical overview of how combining
pedagogical and andrological practices into a unified delivery system will enhance student outcomes. The objectives
include the following:
1.
2.
3.
4.
Distinguishing the differences between pedagogical and andrological practices.
Examining current isolated pedagogical and andrological applications in post-secondary learning
environments.
Listing and understanding commonalities between pedagogical and andrological practices.
Explaining and defending the Grand Unification Theory that uses a hybrid approach using both practices
for enhanced student learning outcomes.
5.
Developing a better understanding of pedagogical and andrological practices and approaching
implementation of unified delivery systems.
Description of Practice
Figure1: Traditional view of the isolated delivery systems
The session will allow active interaction among participants to explore and understand the principles of The Grand
Unification Theory. Participants will examine academic activities using pedagogical and andrological best practices
as separate entities and as a unified delivery system. The presenter will talk about how some colleges and
universities are currently using the integrated delivery system. The discussion is designed to teach the concepts of a
unified delivery method that can garner a more enduring understanding of subjects taught. Participants will be given
the opportunity to share thoughts, comments, concerns, and experiences within the context of the presentation.
Discussion
Effective learning cannot occur without effective learner-focused instruction customized to meet the needs of the
students in the course. Developing situational based instruction is important to keep with trending educational
standards. Using unified pedagogical and andrological practices can respect students’ individual learning styles
while simultaneously arming instructors with collaborative learning environments that can meet stringent
institutional objectives. Images of the new proposed unified model will be unveiled at the conference.
References
Connor, M. L. (2004). Andragogy and Pedagogy. Retrieved from http://agelesslearner.com/intros/androgogy.html
Gibbons, H. S. “Andrological and Pedagogical Training Differences for Online Instructors.” Sept. 1, 2013.
http://www.westga.edu/-distance/ojdla/fall43/gibbons_wentworth43.html
Roby, T. (2009, May 02). Andragogy in Online Environments. Retrieved from
http://ged578.pbworks.com/w/page/7309866/Andragogy_in_Online_Environments