...| 1. | |Question : | |When asked to describe his life, Johnny mentioned his wife, kids, neighborly friends, and coworkers. He has described his _________________. | | | | | | | | | |Student Answer: | | | |MACROBUTTON HTMLDirect [pic] macrosystem | | ...
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...Cognitive Development of Adult Learners Sheri Adult learning is often looked upon as being a separate entity in the education system, an educational process that has little to do with prior experiences and makes little connection to the learning that has taken place in childhood and adolescence, when it fact it is though those experiences that have shaped and molded the adult into the adult that they become (Brookfield and Tuinjman, 1995). Andragogy, which is defined as "the science of helping adults learn," has taken on a broader meaning and included not only curriculum based education, but also experience and learner centered education (Titmus 1981). Today, we know different. There is a plethora of research devoted to the cognitive development of adults and their learning styles. “Adult learning is inherently joyful. Adults are innately self-directed learners and that good educational practice always meets the needs articulated by learners themselves and that there is a uniquely adult learning process as well as a uniquely adult form of practice. (Brookfield and Tuinjman, 1995).” As an educator of adults, the andragogical cycle of teaching is critical to effective communication with adult learners. There are five stages of the cycle of teaching adults. They include: the identification and analysis of adult needs; the identification and selection of a program that is designed to meet those needs and meet educational goals; the planning of instructional...
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...TECHNOLOGY IN CURRICULUM DEVELOPMENT Introduction Technology can no longer be ignored at this point in time of our lives. Truly, technology is and has been incorporated into and has shaped our society. Technology affects numerous components and institutions of the society including education. Thereby, adult education is neither exempt nor immune to its effects. Integration and inclusion of technology to adult education facilitates learning within the adult learners rather than hindering it (Wang, 2011). However, inclusion and integration of technology into adult education has faced several challenges from the people involved in it to the institution that comprise such a sector of education. Most of the write-ups and research have been focused on the teacher who needs to have and/or be equipped with knowledge in technology as well as the acceptance and readiness of the adult students towards technology integration as well as on the digital division that technology might do to the society (Johnson, 2011; Langille, 2004; Kok, 2006). However, all of such challenges have been answered already or continuously answered wherein most scholars agreed that technology does have more beneficial effects than bad ones. Seldom focused on the curriculum development of the adult education wherein it is one of the vital factors to which the teachers and adult students have and are basing their pedagogies and learning. Curriculum comes from a Latin word currere which means to run but more...
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...RUNNING HEAD: SERVICE LEARNING AND ADULTS Service Learning and Adult Education Jonathan M. Woodward The University of Southern Mississippi Continuing and Community Education, HE 717 Saturday, November 8, 2008 Service Learning and Adult Education Introduction One of the primary goals of the American educational system is to produce productive and active citizens. However, the connection between community involvement and educational institutions is not always nurtured. An innovative new approach in education aims to address this disconnect, service learning. Many times there is a distinction between academic course work and community service. Service learning is a pervasive new tactic that is meant to enhance the academic curriculum, as opposed to just being a second thought or unnecessary addition to coursework. Some research has even revealed that service learning participation has more benefits for students than taking part in traditional volunteer community service (Vogelgesang and Astin, 2000). The focus of one study written by M. Cecil Smith, “Does Service Learning Promote Adult Development? Theoretical Perspectives and Directions for Research,” focused on the effects of service learning as it relates to older adult learners. Smith quickly pointed out that very little research has been done on service learning that involves adult learners. In fact, adults are quite often the recipients of service learning as opposed to participants. Literature Review ...
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... instructional strategies, and assistance in the classroom. Lesson planning help instructors create a smooth instructional flow and relate instructions to learners. Adults participate in continuing professional development for a number of reasons. With most adults is the need to maintain and/or improve current skills and abilities that are relevant to ones job. The reasons for participation are generally external to traditional academic expectations, such as fulfilling degree requirements. As such, developing instructional materials for adults requires a deeper level of understanding of the motivations, needs, and reasons behind their participation in a learning environment. The purpose of this guide is to provide curriculum developers and teachers of adults with information leading to a more balanced understanding of how and why adults learn, the rationale behind course development methods and techniques for this audience, and information on the learning process itself. Fundamental principles of critical thinking essential to lesson plan development and the learning process of adults, is included. Programs aimed at teaching adults are a multibillion dollar enterprise that outspends combined expenditures of elementary, high, and post-secondary schools. The sheer number and types of programs aimed at adult continuing education...
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...Workplace Learning and Learning Theory Within the field of the education system and education research that traditionally has dealt with vocational training and labour market education, radical changes and development have taken place in recent years, and they have also found linguistic expression. On the one hand the focus has shifted from education and teaching to learning and/or competence development. On the other hand the interest in vocational training has moved in the direction of workplace learning or work-based learning, including also work-related learning activities outside of the workplace. The background of these changes is to be found broadly in the international and societal development expressed in terms such as “late modernity”, “globalisation” and “the knowledge society”. It is part of this development that human competence is becoming an increasingly decisive resource and parameter of competition. Additionally, the competence that is needed cannot be established and acquired through education in the more traditional sense – because there is a constant need for change and renewal and because its usability depends on its being linked to a number of personal characteristics such as flexibility, creativity, independence, the ability to cooperate, responsibility, service orientation etc. For this reason learning and competence development are more interesting focus points than education and teaching, and it has become vital to discover the extent to which this...
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...Oxford Centre for Staff and Learning Development OCSLD Learning and Teaching Briefing Papers Series Theories of learning There are many different theories of how people learn. What follows is a variety of them, and it is useful to consider their application to how your students learn and also how you teach in educational programmes. It is interesting to think about your own particular way of learning and to recognise that everyone does not learn the way you do. Burns (1995, p 99) ‘conceives of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions.’ It is clear that Burns includes motivation in this definition of learning. Burns considers that learning might not manifest itself in observable behaviour until some time after the educational program has taken place. Sensory stimulation theory Traditional sensory stimulation theory has as its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985). Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses — touch, smell and taste — account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory says that if multi-senses are stimulated, greater learning takes place. Stimulation through...
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...101-B60 LUO March 6, 2013 Summary In the article “Adult learning Disorders: Contemporary Issues” the authors discuss a book that is made of 4 different parts: Development, Neurobiology and Specific Learning Disorders, Diagnosis and Assessment, and Life Outcomes. Throughout the article they break down those different parts into what each one actually means. The article “Adult Learning Theory for the Twenty-First Century” discusses the ways that adult learning and all of its theories change and have changed over time and how drastically they have changed. The first part, Development, discusses different theories for understanding different adult learning disorders. Those chapters talk about how some learning disorders may have sex-related differences among the disorders. It also discusses how certain adults with a variety of learning disabilities might have atypical brain development. If a person that is determining a disability uses a model of an atypical brain development, it could possibly help them better understand a need for a very flexible plan of treatment. The second part, Neurobiology and Specific Learning Disorders, explains a case where a graduate student who is high functioning was having a lot of issues keeping up with the extraneous amounts of reading and work even though he is very intelligent because he was not able to absorb the information. It also discusses the problems that adults with nonverbal learning disabilities, especially emotional ones, will face...
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...Philosophy of Adult Learning Introduction There are various theories and models associated with Androgyny; the science of adult learning, (Knowles, 1970). The focus of this paper is on reviewing these learning techniques across all disciplines. A brief review of Androgyny shows that the adult learners are self-directed, handling the problems rather than the subject matter, and are motivated from within. Adults usually learn best in real situations, those that are important to them in their course of business or on a personal level. A customer service manager may not need to know how to read a financial or budget (business concern) and yet they eagerly learn to do this process in order to understand why the state is raising their taxes (personal concern). Many adult learners have innate traits associated with theories that concerning learning. The following four philosophies, behaviorist, cognitive, constructive, and humanist, affect the adult learner and my intention is to give some insight to each. My personal learning philosophy however is more closely related to the behaviorist and humanistic philosophies. Behaviorism Behaviorism assumes that a learner is passive and responds to stimulus within the environment. Learners within this theory are probably the passive employee or student whose behavior can be positive or it can be negative and is reinforced as such. The reinforcement is a training mechanism that instills the knowledge on the individual through training, which...
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...theories of ‘Problem Solving, Reasoning and Numeracy’ (PSRN) and an ‘Exploration and Investigation’ aspect of ‘Knowledge and Understanding of the World’ (KUW) in Foundation stage children. This essay will explore Piaget and Vygotsky and their points of view on PSRN and issues which arise from development and it will consider current research and documents relevant to practice and the implications and recommendations for early years practice. Furthermore key concepts of emergent numeracy, mark making, counting and number development will be explored. The skills of observation, problem solving, exploration, experimentation and prediction, thinking and decision making fall into all six aspects of children’s learning and development and these skills led themselves to science and teaching as well as PSRN on which this essay is going to focus on. Theoretical approaches Piaget’s constructivist theory saw children as actively constructing their knowledge of the world, for themselves, and as being active seekers of solutions to problems (Martin 2007). It could be agreed as practitioners acknowledge the importance of child-led activity as being essential for meaningful learning and development. The ‘Early Years Foundation Stage’ (EYFS) (DCFS 2008) also recognises that during child-initiated activities children can explore, learn, practice and use new words and mathematical ideas. Through exploration and investigation of objects and materials children “learn about change and patterns...
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...GLOBALIZATION ON ADULT EDUCATION IN ONTARIO By MICHELLE P. SCOTT Integrated Studies Project submitted to Dr. Angela Specht in partial fulfillment of the requirements for the degree of Master of Arts – Integrated Studies Athabasca, Alberta April, 2008 Abstract This project consists of two parts. The first section is a literature review of the following topics: Adult education, Ontario’s approach to Adult education, four different pedagogical approaches to Adult education (andragogy, self-directed learning, informal and incidental learning, and emotions and imagination), education and globalization. These areas were reviewed to identify key elements around Adult education, as well as for how contemporary globalization shapes Adult education. The second section is a research essay building off of the literature review. Andragogy, self-directed learning, informal and incidental learning and emotions and imagination were examined to determine if these adult education philosophies were being practiced in Ontario. Globalization’s impact is a force with widespread reach and implications. Education will be vital for survival in a global community. The effect of globalization on adult education in Ontario was investigated. The principles of andragogy, self-directed learning and informal and incidental learning are evident in Canadian and Ontario teaching practices; however, emotions and imagination are absent in this discourse. Michelle Scott MAIS 701 Adult Education and...
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...under the direction of the persons listed below. It was submitted to the Fischler School of Education and Human Services and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University. Deeb Paul Kitchen, EdD Committee Chair Date Patricia Heiselberg, EdD Committee Member Date Maryellen Maher, PhD Executive Dean for Research and Evaluation Date ii Abstract The Impact of Technology Mentors on Effective Technology Integration Into the Elementary Classroom. Chester, Debra, 2008: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. Technology Integration/Educational Technology/Teacher Training/Professional Development/ Mentoring The purpose of this study was to investigate the use of mentors to increase the integration of technology, to provide teachers with skills, and to investigate the most effective strategies. Three research questions guided the study: 1. Will the utilization of technology mentors provide teachers with the skills needed to effectively integrate technology in instruction? 2. Will the utilization of technology mentors increase the teachers’ integration of technology in instruction? 3. What strategies incorporated by the mentors will have the greatest impact on the teachers’ integration of technology into instruction? The research study identified 26 teachers in an elementary school who were not integrating technology. The...
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...Adult Learning Theory June 18, 2013 Summary This paper will explore developments in Adult Learning Theory from two different perspectives. First, in Sharan Merriam’s article, she discusses changes in current adult learning theory thought and how this impacts the future of learning environments for adults (Merriam, 2008). Then, Sandlin, Wright, & Clark present an argument on adult learning theory as viewed from a societal or cultural perspective with the world as the classroom as opposed to brick and mortar buildings (Sandlin, Wright, & Clark, 2011). Finally, the authors’ conclusions will be compared to discover if there is a common ground where the authors meet. Sharan Merriam is a well-known, published professor in the field of adult learning. In the first part of her article she outlines three major developments in adult learning theory. Merriam states, “The only constant across three updates is … transformational learning” (Merriam, 2008, p. 93). One major development is an expansion of thought into the complexity of adult learning. Another is the context in which learning takes place is growing in importance. Lastly, adult learning is not merely a cognitive process. “Adult learning is a multi-dimensional phenomenon…” (Merriam, 2008, p. 94). Transformational learning requires the student to be able to reflect and analyze one’s own thoughts as well as, the thoughts of others. This is crucial for adult learning to be successful (Merriam, 2008). Sandlin...
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...sitting in a classroom in schools, colleges or universities. Now, obtaining ones education may be done by home schooling and online classes. The changes in the education system have led to the development of many teaching methods. Two major and common methods of teaching are andragogy and pedagogy. The purpose of this paper is to compare and contrast andragogy and pedagogy. “Andragogy is the process of engaging adult learners in the structure of the learning experience” (Conlan, Grabowski, & Smith. 2013). In simple words, it is the art and science of helping adults learn. This learning experience consists of different methods and strategies to assist adult humans in obtaining their education. Pedagogy is the connection of the teaching by the teacher, to the learning of a child student (Gehring, 2010). Thus, pedagogy literally means the art and science of teaching children. This is the most dominant form of teaching and referred to as the traditional, teacher-directed approach. “Andragogy is a newer word that was coined in the 1800s by Alexander Knapp, a German educator, and popularized in the 1960s by Malcolm Knowles, an American educator whose focus was on adult education” (Findsen, 2010). It fell into disuse and didn’t reappear until 1921when Rosenstock argued that adult education required special teachers, methods and philosophy (Smith, 2010). Andragogy was first introduced to the United States in 1927 by Martha Anderson and Eduard Lindeman, but they did not...
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...International Perspectives on Adult Education Author: Susan Imel Date: 2000 Adult education is practiced throughout the world. Although the adult education enterprise varies in scope, philosophy, and structure in different nations, it is not unusual for approaches to adult education developed in one region or country to spread. Certainly, adult education in the United States has been influenced by the ideas of international adult educators such as Paulo Freire and Roby Kidd and by practices such as the English University Extension Movement, Swedish Study Circles, and the Danish Folk Schools (Reischmann, Bron, and Zoran 1999). Currently, a number of perspectives on adult education are evident in the international literature. Some of the trends and issues from this literature are highlighted in this Alert. Publications from the Fifth International Conference on Adult Education held in Hamburg, Germany, in July 1997 are a particularly rich source of information on international perspectives about adult education. Sponsored by the UNESCO Institute for Education (UIE), the conference brought together more than 1,500 adult educators from around the world who participated in plenary sessions, workshops, and roundtables to shape statements about adult education and develop actions for the future. A clear trend in the conference and the documents it produced was the critical importance of adult education and adult learning "for fostering ecologically sustainable development, for promoting democracy...
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