...Technology should be the primary factor in our educational system, and become the focal point of how adult students are educated. Technological tools should be used in various educational settings so that adult students are provided the opportunity to be successful in a learning environment as well as in a career environment. Most adults who make the decision to continue their educational goals do so for career advancement and growth as well as utilizing and enhancing their professional and educational knowledge and skills. Adults should be given the opportunity to be successful in all aspects of their lives; which includes their educational endeavors. The way that this opportunity can occur is for adult students to be properly exposed to the advantages that technology can provide them. This report will discuss and demonstrate the advantages of technology and its connection to educating adult students through my explanation and delivery of an educational lesson. The content of the curriculum of focus will be that of Science Research Projects, which will be introduced as group work for the students. Each group will be given a particular topic to complete a Research Project on, and will be expected to answer various questions related to the topic that should be included in the presentation. Adult students will be given a set amount of points for the completion of the project; which includes bringing in necessary information on topic,...
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...explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are implications for practice. Knowles (1984) suggests that adult educators...
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...Technology with Adult Literacies Learners in Scotland A overview of the E-learning Support Project August 2007 – March 2008 Scottish Government Peter Lanigan Development Co-ordinator Learning Connections [pic] Background to the Project During the period 2004 to 2007, funding was provided by Learning Connections for some 26 innovative projects around Scotland using ICT in adult literacies learning. The funding provided small grants of up to £6000 to support developments and has encouraged the use of ICT / e-learning in various different context and locations. In reviewing this programme in 2007, we decided to adopt a different approach for 2007/8 which would encourage and support local integration of e-learning into literacies learning. We engaging the services of Sheerface Ltd. to work with individual literacies partnerships across Scotland. Project Aims The contractor appointed worked with Learning Connections to develop and support local initiatives for integrating ICT / e-learning into adult literacies learning in their particular area. Funding was available to support local initiatives to try out ideas for using ICT which were new to their literacies partnership. The aims were • to raise awareness of the lessons learned from the ICT Innovations projects undertaken 2004 to 2007, and other work undertakes by Learning Connections during that period • to promote and encourage the use of e-learning in literacies provision...
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...(for use in the classroom only) ISSUES RELATING TO ADULT LEARNING Learning is the basic objective of all the training and development activities. If people have not learnt what they were suppose to learn from a HRD program; then the program should be called as a failure. It is, therefore, very important for HRD professionals to understand the major concepts and research findings related to learning. Learning may be defined as the process of acquiring, assimilating, and internalizing inputs for their effective and varied use when required, leading to an enhanced capability for further self monitored learning. It is any relatively permanent change in behaviour that occurs as a result of experience. The change often is an increased capability for some type of performance. Basic learning styles of the participants Every individual has a unique way of gathering, absorbing, processing and internalizing inputs for learning purpose. This constitutes an individual’s learning style. It must, however, be remembered that the learning style of an individual is neither always explicit nor enduring. An individual modifies it in light of the situations and experiences. Even in a training program, a participant may change the learning style, depending on the opportunities available for learning. It may be noted that a participant's learning style is not necessarily a measure of his/her intellect and learning abilities. It only suggests a preference for the manner in which...
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...Originally published in The Literacy Practitioner (Volume 4, # 1, February, 1997). Literacy Volunteers of America - New York State Communicative Competence and Second language Teaching: Lessons Learned from the Bangalore Project A review of N.S. Prabhu (1987) Second Language Pedagogy by N.S. Prabhu. 1987. New York, Toronto: Oxford University Press N. S Prabhu's objectives in Second Language Pedagogy are twofold: to present the “communicative comptence” theory of second language acquisition, and to describe the Bangalore Project which consisted of a small number of elementary and secondary English classes in India. This five-year project, which illustrates the importance of grounding practice in theory, is relevant for adult ESL programs like Literacy Volunteers of America (LVA) because of its transition from direct instruction to communicative competence through “meaning making” in real contexts. Prabhu’s book is full with provocative insight about second language acquisition (SLA) that practitioners and theorists would do well to explore whether or not they agree with all of Prabhu’s assumptions. One purpose of the Bangalore Project was to develop a methodology in a “sustained teaching” environment consistent with theory in part as a way of refining the theory, but also to shape practice according to a specific theoretical framework. This kind of interaction between theory and practice is a special concern among teacher researchers in the United States (Cochran- ...
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...Journal Entry The adult learning theory of andragogy is based on a number of assumptions about the adult learner. As adults mature the self-concept change from being a dependent personality to be self- directed. Self-directed allows adults to participate in the diagnosis of their learning needs. Also as adults we bring valuable life experiences to the table which results to being a rich resource of learning. The social role is related to the readiness of the developmental degree of the adult and changes takes place as a person matures. The motivation that one experience is internal rather that external and there is relevance as to why one feels one must learn something. The classroom has to be an atmosphere where it is physically and psychologically appropriate for adults. The climate should allow adults to feel accepted, respected, and supported and there should be spirit of maturity between teacher and student as joint inquirers. The real life experience that has enabled me to make meaning of the andragogy theory is pursuing my master’s degree in education. First I had to make up my mind and realize that I have matured in a way of prioritizing my time and being responsible for making my schedule and taking ownership in my education. After making up my mind and realizing that I needed to pursue this next step I had to motivate myself. It is not easy when I am use to having my parents and my husband to help keep me motivated. So as the result of both parents and my husband...
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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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... 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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...ADULT LITERACY EDUCATION IN NIGERIA AND THE USE OF INFORMATION TECHNOLOGY CHAPTER ONE INTRODUCTION 1. The need for adult literacy education in Nigeria cannot be over-emphasized. In the context of global economy and competitive markets, adult literacy is a key factor contributing to economic development. In all countries of the world, adults constitute a larger proportion of the work force. Therefore, human resource development through adult literacy education has become a key component within the overall strategy for economic restructuring both in the developed and developing countries. The future of global economy and democratic polity in the twenty-first century is likely to depend on skilled, educated, and enlightened adult citizens. It was the World Conference on Education for All, held in Jomtien, (Thailand) in 1990 that highlighted the critical importance of addressing the learning needs of adults. In the context of globalization, basic learning skills and competencies are necessary not only for children, but also for adults, who are valuable human resources of every society. The new technological developments in information and Communication technologies (ICTs), such as satellite radio and television broadcasting, long distance telephony, computers and telecommunications have dramatically expanded our options for engaging in learning and teaching at the individual, community and societal levels. The hallmark of ICTs is their distributive power and...
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...1. Reflect on a time when you integrated adult learning theory when assisting a teacher with their instructional practices. For the past three years, I have been working closely with the Employment and Onboard Department (EOD) as a Mentor Teacher Leader. Such opportunity allowed me not only to reflect on my teaching practices but also on the struggles that Newly Hired teachers are confronted with. In the case of adult learners, is relevant to inform them about why they need to know what they are learning and how the knowledge will improve their situation. Additional, due to self-motivation adults prefer learning by experimenting rather than lecture; therefore, a use of problem-solving approach. A perfect example of such encountering was two...
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...Older Adult Learners otherwise known, as Engoal is a research-based study-taking place in the Rochester, New York area. Engoal’s purpose is to teach aging adults on how to become researchers. They (the older adults) participate in classes were those in a research profession come in to teach them research methods as well as bring them information regarding topics they collectively find interesting. Another purpose of Engoal is to give these older adults the information they need to take back to their communities, such as how research is conducted and how individuals are chosen for research. A final purpose of Engoal is to give these adults the tools and language to communicate with their doctors to properly...
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...Lifelong Learning Vicki Matthews SPE525N: Educating Learner’s With Diverse Needs Professor Gwen Dickey September 23, 2009 Abstract: Lifelong learning is a process for all children, regardless of learning abilities. The brain of an infant or toddler is like a sponge; the brain is in its’ prime. Increased mental and physical stimulated offered to a child during this time, the greater the chances of increased developmental growth. Attitudes have changed over the last few decades in regards to children with disabilities. Instead of hiding or ignoring the disability, models of advocacy and early intervention are espoused as being key to helping disabled children have academic success and also learn the social and life skills needed to transition in their adult lives. Introduction: Many years ago, when a child exhibited a potential developmental disability parents were advised to let a child ‘grow-out of it’. As the field of special education has evolved and grown, it readily acknowledged that catching issues early, not ignoring them, is the most effective way to help the child. “Early childhood experts agree that the earlier intervention begins, the better. Child development expert Burton White, who has conducted years of research with typically developing infants and preschoolers at Harvard University’s Preschool Project, believes that the period between 8 months and 3 years is critical to cognitive and social development:“to begin to look at a child’s educational...
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...Staff Development Project Summary In today’s environment of exponential advancements in knowledge and technology, a concept known as the learning organization (LO) is becoming increasingly important to health care institutions (Marquis & Huston, 2012). The LO philosophy embraces the importance of learning as a continuous process and emphasizes that in order for hospitals to adapt to changes in the environment and be successful, they must create staff development programs. Nurse educators are the primary hospital resource for generating such educational programs. This summary will describe the steps to follow when planning an effective staff development program, which include assessing learning needs, selecting a learning theory, developing learning objectives, presenting learning content, and evaluating learning. Assessment of Learning Needs In order for the teaching-learning process to be effective, an assessment of learning needs must first occur (Kearney-Nunnery, 2012, pp. 162-176). Performing an analysis of learning needs will identify knowledge gaps and skill deficits and enable the educator to select the most relevant topics when creating staff development programs. Research has shown that questionnaires are a reliable method to collect this type of information (Doughty, 2012). To analyze and determine learning needs of nurses in the intensive care unit where I work, a questionnaire composed of two parts was used. The first part consisted of five questions...
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...with people in other professions, like nurses, doctors, social workers, psychologists and pedagogues. Social skills form the foundation for social proficiency. Moreover, Bremer and Smith (2004, p.11) have defined the social competence as “the point to which students are able to establish as well as maintain satisfactory interpersonal relationships. Along with gaining the peer acceptance, upholding friendships, and terminate negative or maleficent interpersonal relationships”. This fleeting analysis on the importance of social proficiency for youth, basically highlight the strategy for teaching social skill to youth with incompetency. Importance of Social Skills: Social skills also provision the constructive growth of healthy adult interactions with peers and family member. Research by Hair, et al (2006) observes that adolescents who have concrete...
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...facebook.com/nermeen.e.hassan Objectives Lifelong learning mixed with loyalty and sincerity to the Greater good for myself and community Education Faculty of Physiotherapy. Cairo University Fourth Year Experience Community and youth service Member ▪ March 2012 – July 2012 IST ▪ faculty of Engineering. Cairo University Working in two parallel lines of educating orphans new life skills and helping border line communities in adapting their lives Community and youth service Head ▪ July 2012 – April 2013 IST ▪ faculty of Engineering. Cairo University Working on two main projects: 1- Distributing the idea of volunteering work in clubs and different societies. 2- Putting a curriculum for adults learning and teaching them. A c a d em i c M a n a g e m e n t m o d e r a t o r ▪ August 2012–March 2013 STP ▪ faculty of Engineering. Cairo University Moderating 6 Management sessions “ HR & OB” with college students with designing Business simulation ح ا ج ةF o u n d er ▪ July 2012 – May 2014 It works in different lines the main objective is how to develop your skills and yourself in order to develop the community Adults line : Creating street campaigns for development Children line : Making sessions to express themselves through active learning Academic Management Head ▪ J u n e 2 0 1 3 -M a r c h 2 0 1 4 IST ▪ faculty of Engineering. Cairo University Preparation 15 different Moderators to moderate 5 management workshops “ E-commerce ,Project Management, Marketing, Entrepreneurship , Human...
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