...Independent learning and the expert learner Introduction This resource is intended to: • • describe the characteristics of independent learning draw parallels and differences between the ‘independent’ and the ‘expert’ learner. A definition of independent learning One definition of independent learning or ‘autonomy’ in learning is: “…the ability to take charge of one’s learning” H. Holec, 1981 Independent learning is usually developed throughout a learner’s time at school or college to give learners more responsibility for work or learning. It helps learners to make informed choices and to take responsibility for deciding what they need to do in order to learn. To do this and to have the motivation to learn independently, learners need to: • • • feel confident about taking and acting upon decisions appreciate the value of reflecting on learning decide whether learning has been effective or whether they need to try another approach. If you have explored other parts of Developing the expert learner, you may have already noticed that independent learning, with its emphasis on autonomy, reflection and confidence, sits comfortably within the concept of the expert learner. A focus on learning and not teaching Independent learning means that learners make decisions about their learning rather than relying on their teachers to do it for them. At first, many learners find this challenging. When they are more familiar with it, they realise that it allows them to focus on their...
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...professional PrqcticeTETA 1060 – Wider Professional Practice (WPP) Task 1 (a): With reference to wider reading, analyse and evaluate the concept of professionalism and core professional values in the lifelong learning sector. A ‘professional’ is defined by businessdictionary (2013) as: “Person formally certified by a professional body of belonging to a specific profession by virtue of having completed a required course of studies and/or practice. And whose competence can usually be measured against an established set of standards.” Using this definition do teachers in the lifelong learning sector qualify as professionals? Prior to 2007 teachers did not have a professional body. In 2007 the Institute for Learning (IfL) was established and this is now the independent professional body for everybody working in the sector of further education (FE) and skills, with membership then becoming a requirement. The IfL drew up a Code of Professional Practice in 2008, outlining the expected behaviour of members and qualifications which were approved by parliament (IfL 2013). In addition membership confirmed a commitment to continuous professional development (CPD), a commonly recognised element of professional status. In 2009 Qualified Teacher Learning and Skills (QTLS) status became a recognised professional status, followed by awards in 2012 and recognised members now being qualified to work in schools. Looking at the given definition of a ‘professional’, it can easily...
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...“defined as a skill of searching, evaluating, using and distributing all kinds of information, which is developed during whole life” (Turusheva, 2009, p. 127). Individuals who have studied how to learn are information literate. Information literacy involves “critical thinking, an awareness of personal and professional ethics, information evaluation, conceptualizing information needs, organizing information, interacting with information professionals and making effective use of information in problem-solving, decision-making and research” (Bruce, 2009, p. 46). These individuals are prepared for lifelong learning, because they continuously obtain the data required for every duty or outcome approaching. “Information literary is not remedial; it is foundational” (Badke, 2009, p. 49). Project Management is always developing and transforming that requires individuals to be lifelong learners, contributors, and provide helpful encouragement. Projects are implemented as methods to accomplish a company’s objectives. A project manager’s responsibilities and duties to his or her staff and shareholders affect the project results and execution. As a project manager being a...
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...Implication for Policy Implementation Saula Ayinla Shamsideen Adeniran Ogunsanya College of Education Otto-Ijanikin, Lagos, Nigeria Abstract The research work investigated the analysis of Adult Education Programme in Lagos State: Implication for Policy Implementation. Three null hypotheses were formulated for the study and the instrument that was used for the study was questionnaire. A descriptive survey design was adopted for the study. The sample included 100 respondents randomly selected from adult learners and instructors. Data was analyzed using frequency table, percentage and Chi-square. Based on the results of this study, conclusion was made that constant monitoring and supervision would add value to implementation and Governments are encouraged to pay special attention to Adult Education programme as a channel for lifelong Education. 1. Introduction The National Policy on Education provides for Adult and non-formal education as an instrument par excellence for lifelong education [3]. The goals of adult and non-formal education to include providing functional literacy and continuing education for adults and the youths, provide education for different categories of completers of the formal education system to improve their basic knowledge and skills, provide in-service, on-the-job, vocational and professional training for different categories of workers and give adult citizens of the country necessary aesthetics, cultural and civic education for public enlightenment. Ugwuegbu...
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...Put into this perspective, the Open University's multi‐media approach to teaching has been judged one of the most important innovations ever in the global educational system. Open learning allows individuals to learn in their own place and time and at their own pace, and to learn quickly away from work and in a way that relates them to their work or self-advancement. Open distance learning is particularly relevant for adult learners who may be in full time employment and who may wish to upgrade the knowledge and skills. There is some flexibility in terms of duration of programmes. There is a minimum and a maximum (TEC,...
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...that impacts on my teaching practice. It will take a critical look at the context of this change by discussing the changing nature of work, lifelong learning and the learning society. This contextual analysis will consider the particular key changes being analysed. It will explain, analyse and theorise about the way in which the policy change impacts on education and on my teaching practice as a practicing ESL (English as a Second Language) teacher. It will discuss the extent to which adult and vocational education teachers can shape their own practice within the broad policy context that I have described and illustrated through the discussion of this particular policy change. It will discuss the Metropolitan South Institute of TAFE (MSIT) and changes involved with moving from a governmental department to a statutory authority and how that affects my teaching practice. Statutory Authorities are alternative management systems that answer to a board of directors and a Chief Executive Officer (CEO) like most large profit driven, private organisations. This essay will discuss how MSIT balances learner’s needs and organisational needs in a push to maximise efficiency and profits while maintaining educational standards. In this context it will analyse the shift to SA status in terms of globalisation, the changing nature of work, lifelong learning and the learning society. MSIT is a VET...
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...Professional Development Across Disciplines Tommy Sickels University of Phoenix March 11, 2015 Professional Development across Disciplines The purpose of the new school is to promote lifelong learning as one of its primary functions. As a new learning center, our goal is to promote positive and innovative ways in which to promote education. Our educational programs are not traditional in the sense that students are to duplicate each other others academic yardstick in order to graduate. Students, who attend this facility, are provided with various opportunities to graduate. They are able to graduate under non-traditional conditions. Mission Our institution is founded in non-traditional values with a flare to enable students to enjoy varying degrees of seeking their educational pursuits. As an educational organization, a primary goal will be to increase educational access through an array of innovative programs that will push students beyond the 21st Century. As a higher educational organization, membership to the University Council for Educational Administration (UCEA) will be essential in order for us to meet our educational objectives. UCEA membership is necessary because it allows both public and private colleges and universities. It has a commitment towards professional education. Council member institutions may provide post baccalaureate level education to degree seeking student’s assistance seeking professional...
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...subjects • Limited practical knowledge Competent • Can organise to an acceptable level • Not a great deal of deviation • Know what to do • No added value (no enrichment) • The syllabus with nothing more than what is needed Advanced Practitioner • More willing to hand over control teaching/coaching role • Effective manager • Helping role • Monitoring the quality of practice • Organisational and work role competence • More able to look at the bigger picture Expert • Will see the need to improve • Innovative • In depth knowledge with add on’s • Analysis needs • Reflective practitioner • Shares knowledge and best practice • Efficient in noticing learners needs • Prepared to risk cultural suicide Being Professional we need to adopt values of professional practice within education and demonstrate inclusiveness in all aspects of our teaching. FENTO now LLUK implements legislation in Three Key Areas, Inclusiveness, Entitlement & Equality, when working in education we have additional considerations to...
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...2 This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs. Adult Learning Theory and the Pursuit of Adult Degrees Richard Kiely, Lorilee R. Sandmann, Janet Truluck Diane Johnson, after home-schooling her three children, knew she needed an official credential to continue to work in the field of elementary education. Facing mandatory retirement from the Federal Bureau of Investigation, William Branson enrolled in a master’s program in counseling to assist incarcerated juveniles that he had been dealing with for years. Amy Garcia, a mother of two small children, seeks an online, cohort-based program to provide her the skills and abilities needed to advance her career while meeting family and work demands. Diane, William, and Amy reflect several of the groups that make up the growing number of adults pursuing formal degree programs. The strongest growth in educational participation in the past two to three decades has been in part-time enrollments of students over age twenty-five, in particular, women (University Continuing Education Association, 2002). The population of those over sixty years old in the United States is expected to grow from 45 million in 2000 to more than 91 million in 2030; many are participating in adult degree programs (University Continuing Education Association, 2002). The National Center...
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...Log Philosophy of Adult Education Course Objectives Burns, R. 2002, The adult learner at work the challenges of lifelong education in the new millennium, 2nd edition. Crows Nest, New South Wales. Allen & Unwin. 1. p. 229 (Additive - Objective # 2) These goals are possible only where individuality is an asset, where belonging and acceptance are supreme, where there are opportunities to explore and gain self-understanding, where there is trust, dignity and security and where self-confidence, self-reliance, originality, responsibility and independence are encouraged. It is only in this sort of learning that a person is open to experience and therefore capable of maximal utilisation of their potentialities and environmental opportunities for self-development, learning how to learn and developing the curiosity, enjoyment and intrinsic satisfaction from learning that will draw them back again and again to lifelong learning. 2. p. 231 (Variant - Objective # 2) The learner has to adjust themselves to an established curriculum and teaching method. As self-direction and self-responsibility are not encouraged, the growing maturity of young people creates a gap between the need and ability to be self-directing and the opportunity to do so. Hence the tension, resentment and even rebellion that is common in secondary schools today. The child's experience is not counted of worth. Learners only learn what is in the syllabus or what they must pass. Learning experiences are...
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... 6. Vision The vision of the Arlington Independent School District is to be globally acknowledged as a premier school district. Mission The mission of the Arlington Independent School District is to empower and engage all students to be contributing, responsible citizens reaching their maximum potential through relevant, innovative and rigorous learning experiences. Objectives 100 percent of students will graduate on time and excel at their school or career of choice. 100 percent of students will reach their full academic potential. 100 percent of students will be actively involved in extracurricular and co-curricular activities. 100 percent of students will graduate as lifelong learners. 100 percent of students will graduate with a commitment to their community. Goals Inspired Learners The AISD will be a high performing, technology-rich school district with leading-edge learning experiences that promote engagement, creativity, critical thinking and achievement. The AISD will prepare our graduates to excel in higher education or the career of their choice. The AISD will be the leader in the education marketplace by providing world-class facilities while being fiscally responsible. The AISD will provide a safe and secure environment. The AISD will ensure all teachers are highly effective. Arlington ISD beliefs, mission, and strategy statements is to empower and engage all students to be contributing, responsible citizens reaching their maximum potential...
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...[pic] Assignment front sheet |Qualification |Unit number and title | |Pearson BTEC Level 5 HND Diploma |Unit 13: Personal and Professional Development | |Business |2015/16 | |Student name |Assessor name | | |Mgr. Martin Krankus | |Date issued |Completion date |Submitted on | |13.2.2016 |28.5.2016 | | | | | |Assignment title |Personal and Professional Development ...
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... Overview and Rationale What do educators and learners want to know about the use of technology inside classroom? The important issue is to know how this new digital tool operates in order that everybody can efficiently benefit the fruitful use that affects classroom environment. Specifically, instructors and learners want to know how to use the technology to live and communicate with each other appropriately as well as enhancing the value of the educational development. Technology is changing the way teachers and learners used to act and conduct during class in educational institutions. Not only does technology transform access to technology but also the skills required to fully interact with it. Members of the learning- teaching process are asking these questions: * What is the important role played by technology in facilitating teaching and learning process? * What are the types of technology used in the classroom? * How can it be used to improve and develop the levels of learners and educators? * How can technology reinforce the skills needed to succeed in teaching learning process? * How does technology facilitate teaching and learning? * How will the technology affect the future career for both teachers and learners? * What are the steps needed to strengthen the academic staff at the educational institution? * How will technology help students become better learners and users of Information and Communication Technology? ...
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...Leadership and Distance Education in Higher Education: A US perspective Sonja A. Irlbeck University of Minnesota Abstract The premise of this article is that while in the US understanding is growing about the technologies and strategies needed for effective distance education in an online environment, leadership efforts remain weak. The article describes leadership for distance education, historical perspectives of leading distance education, and how the Internet has directly changed distance education efforts in US higher education institutions. The article concludes with an appraisal of how the approach of higher education leaders must change in order for distance education efforts to be successful. Keywords: change; distance education; higher education; Internet; leaders; leadership; technology; policy Leadership and Distance Education in Higher Education: A US perspective The worlds of work and education are changing, and leaders in today’s educational institutions need to determine how to effectively lead in the acquisition, development, and dissemination of information to tomorrow’s workers. Leadership is necessary to bring cohesion to the distance education arena within higher education. Drucker (1998) maintained that in the latter part of the last century, technology resulted in a transformation of the social structure. We saw the “rise and fall of the blue-collar worker” (p. 539), the rise of the industrial worker who gave way to the rise of the knowledge worker...
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...aim of making Nigeria an IT adapted country in Africa and also a leading player in the use of ICT as an implement for sustainable development and global competitiveness. Since then Information and Communication Technology has been on the lips of every academic. The world is about to leave behind anyone that is not ICT compliant. ICT has various forms and roles which it performs in learning, especially in the teaching and learning of language. It is a powerful tool which can take the form of texts, pictures, tables, graphs, emails, fax, chat groups, discussion groups, SMSs, socializing portals, dictionaries, e-encyclopaedia, Power Point presentations, websites and audio-videos, etc. It can play instructional roles which include making learners feel more relaxed to learn various topics and tasks and making them active as learning is technologically based. The problem which we have identified in the use of ICT in tertiary education is lack of infrastructure and trained manpower (personnel) to use the ICT tools in teaching and learning. Most lecturers, technologists and students who are supposed to use the ICT tools are ignorant of what they are and their uses. Previous researches on ICT have focused on the hardware, software, professional development and support services. The purpose of this study is to identify the available ICT infrastructural facilities and to discuss how they can be put to effective use in the teaching and learning of language. The study will limit its focus...
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