Emerging Conceptualizations of Adult Training and Learning

2011 ◽  
pp. 449-471
Author(s):  
Wendy L. Bedwell ◽  
Sallie J. Weaver ◽  
Eduardo Salas ◽  
Mitchell Tindall
Keyword(s):  
Adult Learning ◽  
Work Environment ◽  
Training And Education ◽  
Content Areas ◽  
Dynamic Work ◽  
Education Literature ◽  
Learning Content ◽  
New Directions ◽  
Recent Trends ◽  
Adult Training

The learning landscape is changing. Learning occurs throughout the day, utilizing new content areas and different methods for distribution. The purpose of this chapter is to highlight new directions in adult learning, differentiating it from more traditional forms of learning. Toward this aim, we focus on the what (i.e., content), how (i.e., delivery mechanisms), and why (i.e., issues driving change) of new directions in adult learning. We discuss recent trends in learning content, highlighting what areas are important for adults to know in today’s dynamic work environment. Then we review new directions in learning methodology, looking at how individuals access content (i.e., key evolving formal and informal delivery mechanisms). A discussion of underlying factors driving these workforce changes is then presented, specifying the issue of why there is a need for new directions. We end with points for consideration, drawing up years of training and education literature.

New Technologies Shaping Learning?

2020 ◽  
pp. 195-214
Author(s):  
Kirsi Maria Aaltola
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Learning Technologies ◽  
Learning Processes ◽  
Learning Technology ◽  
Constructive Learning ◽  
Implementation Model ◽  
Learning Content ◽  
Adult Training

Jean Piaget described that intelligence is shaped by experience. In augmented reality (AR) learning environments, the learner may have an immersive experience, from a sensor-motoric opportunity as a person to 3D experience. Few studies in the academic literature directly evaluate and analyze learning technology with regard to immersive experience in training. This chapter seeks to examine learning experiences when playing with AR learning technologies and suggests an alternative implementation model for the integration of immersive learning content to adult training. Specifically, this study examines a learning tool and a game targeted for the professionals working in security and peacebuilding context. This study points out a relevance of cognitive and constructive learning processes with a special attention to experience and reflection, and that technological immersive tools can positively support training when designed properly. Moreover, case study findings led to proposing an implementation model to integrate immersive content, AR tools, and games into adult training.

Expertise in STEM Disciplines

2019 ◽  
pp. 528-550
Author(s):  
David F. Feldon ◽  
Soojeong Jeong ◽  
Joana Franco
Keyword(s):  
Modern Society ◽  
Future Research ◽  
Expert Performance ◽  
Science And Engineering ◽  
Training And Education ◽  
Science Technology ◽  
Stem Disciplines ◽  
New Directions ◽  
And Mathematics ◽  
The Impact

Enhancing expertise in science, technology, engineering, and mathematics (STEM) is vital to promoting both the intellectual and economic development of a modern society. This chapter synthesizes relevant studies on the acquisition and development of STEM expertise from different areas of research, including cognitive psychology, the psychology of science, sociology and anthropology, and educational research. Specifically, first, the structure of relevant STEM disciplines in conceptualizing the domain of expertise are discussed. Then the fundamental mechanisms of thinking and problem-solving practices in science and engineering that underlie expert performance within these disciplines are presented. Issues pertaining to assessment and recognition of expertise in STEM fields are also examined. Lastly, evidence pertaining to the impact of training and education on the development of STEM expertise is reviewed. The chapter closes with a critical analysis of STEM expertise research to date and identifies unanswered critical questions and new directions for future research.

scholarly journals New directions for migration policy in Europe

2002 ◽  
Vol 357 (1420) ◽  
pp. 599-608 ◽  
Author(s):  
Frank Laczko
Keyword(s):  
Migration Policy ◽  
Labour Migration ◽  
Skilled Workers ◽  
New Approach ◽  
New Directions ◽  
Recent Trends ◽  
Future Direction ◽  
Immigration And Asylum ◽  
Public Reaction ◽  
First Time

There is a growing debate about the future direction of migration policy in Europe. After nearly 30 years of pursuing restrictive immigration and asylum policies, many European Union (EU) governments are beginning to re–assess their migration policies and to call for a new approach. For the first time in many years, several EU governments have begun to talk again about the benefits of labour migration and, even more significantly, have even begun to take action to recruit more migrants, especially skilled workers. This paper looks at the background to current calls for a new approach to migration in Europe and public reaction to these new initiatives. It first describes recent trends in migration in Europe and then briefly considers the demographic case for more migration. This is followed by a brief outline of some of the measures being considered by European governments to promote selective labour migration. The remainder of the paper is devoted to a discussion of some of the implications of this change in policy, focusing on two main issues: the likely consequences for sending countries, and the implications for the fight against the smuggling and trafficking of people.

Protein and Peptide Arrays — Recent Trends and New Directions

ChemInform ◽  
2006 ◽  
Vol 37 (45) ◽  
Author(s):  
Marina Cretich ◽  
Francesco Damin ◽  
Giovanna Pirri ◽  
Marcella Chiari
Keyword(s):  
Peptide Arrays ◽  
New Directions ◽  
Recent Trends

scholarly journals Why Mindfulness Sustains Performance: The Role of Personal and Job Resources

2015 ◽  
Vol 8 (4) ◽  
pp. 638-642 ◽  
Author(s):  
Brigitte Kroon ◽  
Charlotte Menting ◽  
Marianne van Woerkom
Keyword(s):  
Work Environment ◽  
Organizational Context ◽  
Work Motivation ◽  
Job Resources ◽  
Conservation Of Resources ◽  
Personal Resource ◽  
Dynamic Work ◽  
And Performance ◽  
Work Contexts

Building on the focal article by Hyland, Lee, and Mills (2015), we propose conservation of resources (COR) theory (Hobfoll, 1989) as a framework that may explain why mindfulness contributes to work motivation and performance in an organizational context. We argue that mindfulness is especially beneficial in dynamic work contexts because it provides employees with a personal resource that makes them more resilient to the loss of job resources and more aware of alternative job resources in their changed work environment.

scholarly journals New Directions in Islamic Education: Pedagogy and Identity Formation (by Abdullah Sahin)

2019 ◽  
Vol 36 (2) ◽  
pp. 86-91
Author(s):  
Amaarah DeCuir
Keyword(s):  
Identity Formation ◽  
Lived Experiences ◽  
Islamic Education ◽  
Religious Knowledge ◽  
Education Literature ◽  
New Directions ◽  
British Muslims

Abdullah Sahin’s New Directions in Islamic Education offers an original conceptualization of the role of Islamic education in enriching the identity formation of young British Muslims. Existing education literature centered on Muslims is often categorized in one of two ways: (1) texts that offer classical, prophetic depictions of pursuits towards religious knowledge (Al-Attas 1979; Ashraf & Hirst 1994; Abbas 2011); or (2) texts that offer modern representations of the lived experiences of Muslims in western contexts (Abdalla, Chown, & Abdullah 2018; Khan & Siddiqui 2017; Haddad, Senzai, & Smith 2009).

scholarly journals A tanulási eredmény alapú képzésfejlesztés hatása a felnőttkori tanulás minőségére

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Éva Farkas
Keyword(s):  
Adult Learning ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Design Thinking ◽  
Learning System ◽  
Effective Work ◽  
Implementation Processes ◽  
Training Institutions ◽  
Adult Training

A felnőttképzés minőségi követelményei jelentősen szigorodtak az új felnőttképzési törvény 2013. évi hatályba lépése óta. Ugyanakkor a felnőttkori tanulás minőségét nem a jogszabályok kényszerítik ki. A minőség a képző intézmény munkájával biztosítható. A minőségbiztosítás egyik eszköze lehet a tanulási eredmények megközelítés alkalmazása a felnőttképzési programok fejlesztésében. A tanulási eredmény szemléletű gondolkodás és képzéstervezés jelentős innovációs potenciált hordoz a felnőttképzési szektor számára. A tanulási eredmény alapú követelménytámasztás következetesebbé, átgondoltabbá teszi a képzés tervezését, a képzési programok kivitelezését, a követelmények meghatározását és a mérés-értékelést. A felnőttképzési programok tanulási eredmény alapú fejlesztése számos előnnyel jár a képző intézmény, az oktató, a felnőtt tanuló és a munkáltató számára és hozzájárul a felnőttkori tanulás eredményességének és minőségének növeléséhez.***The quality requirements of adult training have become stricter since 2013, when the new act on adult training was adopted. Beside the legal regulations the quality of adult learning will be insured by the effective work of adult training institutions. One of the tools of quality assurance can be the using learning outcomes based approach in the process of adult training curriculum design. Thinking and programme planning based on learning outcomes carry significant innovation potentials in adult learning sector. Learning outcomes based curriculum makes the planning and implementation processes of adult training more consistent and thorough together with the determination of related requirements as well as measurement and assessment. The application of learning outcomes carries several advantages for training institutions, educators, adult learners and employers and contributes to the enhancement of the quality and efficiency of the adult learning system and the learning process of those participating in it.

Giftedness and Talent Development in Children and Youth

2018 ◽  
pp. 102-127
Author(s):  
Steven I. Pfeiffer
Keyword(s):  
Gifted Education ◽  
Talent Development ◽  
Children And Youth ◽  
Tripartite Model ◽  
High Ability ◽  
Theories Of Intelligence ◽  
New Directions ◽  
Recent Trends ◽  
Education Field

This chapter provides an overview on giftedness and talent development, its history, controversies, and recent trends and new directions. The chapter includes a brief description of the major theories of intelligence that have guided and impacted the gifted education field. Noting that there are many different ways to define, measure, and conceptualize giftedness, the chapter introduces the tripartite model of giftedness as a new and particularly useful and compelling way to view students of high ability or extraordinary potential. The chapter argues for a clear linkage between ideas that are part of the tripartite model and the talent development zeitgeist within gifted education and the construct of expertise.

Simulation, Training, and Education Between Theory and Practice

2011 ◽  
pp. 346-356
Author(s):  
Angela Piu
Keyword(s):  
Teaching Strategy ◽  
Research Work ◽  
Theory And Practice ◽  
Contemporary Society ◽  
Training And Education ◽  
Learning And Teaching ◽  
Simulation Process ◽  
Learning Content ◽  
Practical Research

This chapter reports the results of a theoretical and practical research work on simulation, both as a teaching strategy that creates a dynamic and experiential situation which enables participants to take on roles in relation to the variables to be tested or modified, and the learning content that the students need to acquire. With reference to the training and educational needs of contemporary society, the theoretical premises underlying simulation are considered and examined in relation to recent findings regarding the process of learning and teaching and the acquisition of knowledge, as well as some recent research results. On the basis of the findings, it appears necessary to reflect on the synergy triggered through simulation. It particularly emphasized the role of simulation in the integration of different skills and types of knowledge, leading to the overcoming of the compartmentalization of knowledge and its fragmentation into discrete subjects or disciplines. Questions remain open regarding the role of ICT in the whole simulation process.

Sign in / Sign up

Export Citation Format

Share Document