Complex Learning

2014 ◽  
pp. 121-141
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners’ and trainers’ competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Complex Learning

2018 ◽  
pp. 242-264
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners' and trainers' competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Enabling Adult Learning Advantage in Online Learning Environments

2021 ◽  
pp. 735-756
Author(s):  
Michael D. Hamlin
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Integrative Approach ◽  
Educational Goals ◽  
Reflective Practitioners ◽  
Based Instruction ◽  
Learning And Cognition ◽  
Case Based

Adult learners tend to have specific educational goals, are more career-focused, task and intrinsically motivated, and more concerned about application of knowledge. Most adult learners are employed or attending school to advance their careers, so ideally, adult education should comprise educational activities, at least in part, focused on improving knowledge and skills relevant to the workplace. This requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research-based framework. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition.

Adult student preferences: Instructor characteristics conducive to successful teaching

2017 ◽  
Vol 23 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Lindsay A Phillips ◽  
Carolyn Baltzer ◽  
Lisa Filoon ◽  
Cynthia Whitley
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Adult Student ◽  
Student Preferences ◽  
Qualitative Survey ◽  
Clear Communication ◽  
Instructor Characteristics ◽  
Successful Teaching

Purpose This study examined adult students’ perspectives on what characteristics make for successful teaching and learning environments in the adult student classroom. Methodology One hundred and thirty-two adult students (ranging in age from 22 to 70) participated in a mixed methods (quantitative and qualitative) survey. Findings Adult students seem to prefer instructors with knowledge and respect for adult learners, applied experience in the fields in which they teach, and those who have clear communication, and are fair and understanding. Participants viewed not understanding or respecting adult students and being arrogant or condescending as problematic characteristics for instructors to have.

Design and Development of Personalized Learning Environments

2011 ◽  
pp. 108-117
Author(s):  
Raja Maznah Raja Hussain
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Personalized Learning ◽  
Action Research Project ◽  
Pedagogical Approach ◽  
Technology Students ◽  
Learning Content ◽  
Online Tools ◽  
The Right

This chapter describes a pedagogical approach to engage students in online learning environments, using XNAMEX Becta’s model for personalized learning and student engagement (PLEaSE). PLEaSE maximizes learning out comes by supporting students at times and in places that are appropriate to their needs and in ways that suit their personal dispositions In this study, students are encouraged to explore, develop, reflect and construct their own knowledge and create their own learning content, while the instructor plays the role of coach and facilitator. This study is part of an ongoing action research project on the Scholarship of Teaching and Learning (SoTL) in Higher Education, whose purpose is to design and develop the Pedagogy of Engagement Integrating Technology (PoEIT) model. PoEIT engages learners in the use of online tools such as forums and blogs while developing their soft skills using Moodle platform. This study shows that with the right integration of pedagogy and technology students can be transformed to become independent learners.

Learning Theories and Andragogy

2010 ◽  
pp. 15-33
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Adult Learners ◽  
Teaching And Learning ◽  
Adult Learner ◽  
Educational Practice ◽  
Learning Theories ◽  
Learning Approach ◽  
Garden Of Eden ◽  
Alternative Teaching ◽  
Adam And Eve ◽  
The 1960S

The adult learner is a relatively new phenomenon in the annals of educational practice. How can this be considering we have been teaching adults for almost as long as we have been teaching children? – longer if you believe in the Garden of Eden and Adam and Eve. Still, any review of the educational literature on teaching and learning will show a preponderance of research and investigation concerning children and comparatively little specifics regarding adults.Andragogy. Until the 1960s, the models developed to teach children functioned equally for the teaching of adults. The first use of the term “andragogy” was attributed to Malcolm Knowles when, in 1968, he introduced the term androgogy (with an “o”) in the journal, Adult Leadership. His article was entitled “Androgogy, not Pedagogy!” and was followed promptly with a 1970 book in which he specifically defines the term as the “art and science of helping adults learn.” By the 1980s, Knowles’ thinking had changed considerably. In his text, Modern Practice of Adult Education: From Pedagogy to Andragogy, he recognizes the considerable debate instigated by his 1970 thesis and begins to suggest andragogy as an alternative teaching and learning approach appropriate for adult learners. Furthermore,

scholarly journals Lifelong Learning at Universities: Future Perspectives for Teaching and Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 81-87 ◽  
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Professional Experience ◽  
Future Perspectives ◽  
Teachers Perspectives

This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focusses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empirical studies: one focused on students’ perspectives of their development over the course of their studies; the second addressed teachers’ perspectives and their teaching strategies and activities. Based on the findings of these two research studies, the paper outlines future perspectives for teaching and learning and the role of digitalization, with a particular emphasis on programs of lifelong learning at universities.

Opening Both Eyes

2013 ◽  
pp. 165-183
Author(s):  
Renee M. Clary ◽  
James H. Wandersee
Keyword(s):  
Learning Environments ◽  
Science Learning ◽  
Field Studies ◽  
Learning Approach ◽  
Pedagogical Approach ◽  
Future Directions ◽  
College Classrooms ◽  
Teachers And Students ◽  
Biology Learning ◽  
Biological Learning

The focus of this chapter is an exploration of integrated geology and biology learning—from past to present. The chapter explains why active and integrated geological and biological learning became the lodestar of the authors’ decade-long EarthScholars Research Group’s research program. The authors argue that using an active and integrated geobiological pedagogical approach when teaching geology or biology provides natural opportunities for students to learn and do authentic scientific inquiry in a manner similar to how contemporary scientists conduct their work. The authors further review research that concerns the active, integrated geobiological science learning approach—in middle school, secondary, and college classrooms, laboratories, and field studies. The authors favor a gradual course transition to this pedagogy, while highlighting the advantages of adopting such an approach—both for teachers and students. Finally, the authors conclude the chapter with challenges and future directions in the design of active, integrated geobiological science learning environments.

Change or Transformation?

2010 ◽  
pp. 127-141
Author(s):  
Liz Browne
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Training Programme ◽  
Career Pathways ◽  
Learning Approach ◽  
The United Kingdom ◽  
Professional Development For Teachers ◽  
Child Syndrome ◽  
The Government

This chapter draws on research carried out into a major national project funded by the government in the United Kingdom aimed a transforming teaching and learning in one sector of education known as the Learning and Skills sector. This sector, recognised as suffering from the ‘middle child syndrome’ (DfES: 2006), locates as a optional part of the learner journey between school and work or university and tends to be followed by those pursing a vocational training pathway. The sector is also renowned for providing new opportunities for adult learners wanting to re-train or gain qualifications required for new career pathways. This chapter explores the discourse of transformation in a programme of Continuous Professional Development for Teachers which adopted an e-portfolio for assessment purposes. The training programme was delivered using a blended learning approach. The research that informs this chapter was collated using electronic investigative tools. These are assessed for their usefulness whilst particular focus is given to evaluating the ambition for transformation as articulated in the programme aims.

Adult Learners

2018 ◽  
pp. 180-195
Author(s):  
Freda R. Russell
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Transformational Learning ◽  
Educational Program ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Learner Engagement ◽  
Learning Practices ◽  
Effective Teaching And Learning ◽  
Reflective Discourse

This chapter presents a framework for both the instructor and student to use as they understand the principals of effective teaching and learning practices for the adult learner. The author addresses the importance of professional standards as a means to ensure educational program quality, and gives an brief overview of the evolution of the American educational system. Comparing and contrasting assumptions about teaching children (pedagogy) vs. teaching adults (andragogy) will be discussed as well as examining learner development, learner engagement through reflective discourse, and transformational learning environments.

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