Towards an Adult Learning Architecture of Participation

This chapter investigates the question of what needs to be addressed in the major infrastructural, cultural, and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. It argues that two conceptual models can help address these issues. Firstly, a social media participation model, Aggregate then Curate, was developed on a JISC-funded project, MOSI-ALONG, which was based on an integrated model of formal and informal learning called the Emergent Learning Model. Secondly, a development framework for institutional flexibility called an Organisational Architecture of Participation was developed with UK Further Education colleges to better enable eLearning within educational institutions. Based on reflection on the institutional lessons learnt within MOSI-ALONG and through working with local partners, recommendations are made concerning how to address infrastructural, cultural, and organisational issues to better enable adult eLearning. This includes another, broader, proposal concerning the need for individual adult learning institutions to have ongoing support from hubs if they are to evolve a community-responsive institutional life cycle appropriate for adult learning.

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Towards an Adult Learning Architecture of Participation

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch033 ◽

2014 ◽

pp. 590-612

Author(s):

Fred Garnett ◽

Nigel Ecclesfield

Keyword(s):

Adult Learning ◽

Further Education ◽

Educational Institutions ◽

Development Framework ◽

Emergent Learning ◽

Formal And Informal Learning ◽

Funded Project ◽

Learning Institutions ◽

Further Education Colleges ◽

Ongoing Support

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The EMFFE Project

Digital Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4333-7.ch005 ◽

2021 ◽

pp. 80-105

Keyword(s):

Compulsory Education ◽

Further Education ◽

Collaborative Networks ◽

Development Framework ◽

E Learning ◽

Vocational Colleges ◽

Institutional Model ◽

Further Education Colleges

This chapter looks at where this ambition started with the national UK project called the E-Maturity Framework for Further Education (EMFFE). This project ran for 18 months with a brief to design an e-learning ready institutional model that UK, English, Further Education Colleges and other providers of post-compulsory education could adopt, both individually and as a sector working as adaptive institutions across collaborative networks. This chapter examines in detail the elements that make up this development framework for vocational colleges and post-compulsory education providers (provided in full in the Appendix) from which the authors developed the idea of organizational architectures of participation, which drives this book.

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Staff Development in Professional Education—Cooperation in a Competitive Environment

Industry and Higher Education ◽

10.1177/095042229701100609 ◽

1997 ◽

Vol 11 (6) ◽

pp. 383-387

Author(s):

Sue Browell

Keyword(s):

Staff Development ◽

Professional Education ◽

Continuing Professional Development ◽

Further Education ◽

Educational Institutions ◽

North East ◽

The North ◽

Academic Responsibility ◽

Professional Body ◽

Further Education Colleges

This paper considers the development of course tutors within further education colleges and universities in the North East of England who have academic responsibility for managing professional courses approved by the Institute of Personnel and Development (IPD). It therefore discusses the link between several educational institutions and the collective relationship between the educational institutions and a professional body It details the Institute's policy on continuing professional development and, in particular, the implications for course tutors. The reasons why it was necessary for further education and higher education institutions to cooperate in the first place are examined within the context of the professional institute – the collaboration is driven by the local branch of the professional body rather than by the educational institutions themselves. The challenges initially facing such an innovative project are explored and current challenges are reviewed. Finally, the achievements of the group are discussed and future objectives are outlined.

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Adult Learning Development in Poland in the 20th Century

Comparative Professional Pedagogy ◽

10.1515/rpp-2017-0053 ◽

2017 ◽

Vol 7 (4) ◽

pp. 76-81

Author(s):

Anna Boiarska-Khomenko

Keyword(s):

Adult Learning ◽

Learning System ◽

Educational Institutions ◽

Practical Implementation ◽

Historical Period ◽

Normative Documents ◽

Wide Range ◽

Learning Development ◽

Learning Institutions ◽

Goals And Objectives

Abstract The article presents a retrospective analysis of adult learning development in Poland in the 20th century. Based on the study and analysis of historical and pedagogical literature, normative documents of the official bodies of Polish government, the periodical press of the 20th century, several stages of adult learning development, in the particular historical period, have been determined: 1905–1913 years were defined by the legalization of educational institutions for adults, the search for new forms and methods of education, the involvement of a wide range of people; 1914–1945 was the stage of world wars that had led to the destruction of the adult learning system, which led to the decline of educational institutions; 1950–1960 years were characterized by the restoration of adult learning institutions, the adaptation to the new political system, a new approach to formulating the goals and objectives of adult learning; in the 70s and 80s of the 20th century, there was the cardinal rethinking of the goals and objectives of adult learning, educational institutions practiced new forms and methods of teaching, the idea of lifelong education was widespread in the society; the period of the end of the 20th century had initiated the integration of adult learning in Poland into the Common Educational Space, which contributed to the intensification of the theoretical substantiation and practical implementation of the international concepts of adult learning. Among the criteria for determining the stages, there were socio-political, socio-economic, organizational and pedagogical factors that led to the change of subjects, goals, objectives, content, principles, forms, methods of organizing adult learning in Poland in the 20th century. The historical and pedagogical features of each stage are shown, the influence of historical events on the formation and development of adult education in Poland is taken into account and analyzed. In accordance with each stage, the leading forms and methods of adult learning are have been determined. The peculiarities of the activity of adult learning institutions at all stages have been demonstrated. The disadvantages of the adult learning system, as well as the difficulties of its development, have been identified.

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How Do the Timing and Duration of Courses Affect Participation in Adult Learning and Education? A Panel Analysis

Adult Education Quarterly ◽

10.1177/07417136211019032 ◽

2021 ◽

pp. 074171362110190

Author(s):

Fabian Rüter ◽

Andreas Martin

Keyword(s):

Adult Education ◽

Adult Learning ◽

Fixed Effects ◽

Research Literature ◽

Temporal Organization ◽

Educational Institutions ◽

Positive Effects ◽

Matching Process ◽

Education Participation ◽

The Impact

Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process, this study contributes to research literature as one of the first studies that investigates the impact of timing and course duration on participation counts (longitudinally). For this, we use organizational data from public adult education centers ( Volkshochschulen—VHS; the main adult education providers in Germany) from 2007 to 2017. Methodologically, random- and fixed-effects models are applied. We find significant positive effects on participation counts between increasing program breadth in terms of temporal formats and increasing average course duration.

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