Adult Health Learning

2015 ◽  
pp. 169-179
Author(s):  
Leona M. English
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Adult Health ◽  
Adult Educator ◽  
Critical Approach ◽  
Strategic Role ◽  
Learning And Change ◽  
The Many

This chapter develops the practice and theory of adult health learning, a unique and critical approach to informal learning about health in the community. The author takes the position that a collective analysis of power, ideology, and resistance is important to addressing inequities in health, and that the adult educator has a strategic role in facilitating informal learning and change around the many factors that affect health including geography, economy, employment, and transportation. The chapter details many of the contributions that adult education can bring to an understanding and practice of informal learning for health.

Pharmacological Considerations When Transitioning the Care of Epilepsy Patients from Pediatric to Adult Epilepsy Centers

2020 ◽  
Vol 09 (04) ◽  
pp. 177-185
Author(s):  
Natalie Guido-Estrada ◽  
Shifteh Sattar
Keyword(s):  
Medication Compliance ◽  
Lifestyle Changes ◽  
Transition To Adult Care ◽  
Pediatric Epilepsy ◽  
Transition Of Care ◽  
Adult Health ◽  
Adult Care ◽  
Adult Model ◽  
Antiepileptic Medications ◽  
The Many

AbstractThere is scarce evidence in review of the available literature to support a clear and superior model for the transition of care for epilepsy patients from pediatric to adult centers. Anecdotally, there is a common perception that families are reluctant to make this change and that the successful transition of care for epilepsy can be a challenge for patients, families, and physicians. As part of the effort to prepare the patient and family for the adult model of care, several treatment issues should be addressed. In this article, we discuss the specific challenges for physicians in transition of care for epilepsy patients from a pharmacological standpoint, which include differences in metabolism and pharmacodynamics that can impact tolerability or efficacy of antiepileptic medications, lifestyle changes affecting medication compliance and seizure control, acquired adult health conditions necessitating new medications that may result in adverse drug interactions, and adult neurologists' potential lack of familiarity with certain medications typically used in the pediatric epilepsy population. We offer this as a guide to avoid one of the many possible pitfalls when epilepsy patients transition to adult care.

scholarly journals Learning Never Ends... Spaces of Adult Education: Central and Eastern European Perspectives

2021 ◽  
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Central And Eastern Europe ◽  
Educational Institution ◽  
Knowledge Work ◽  
Open Education ◽  
Eastern European ◽  
Learning Space ◽  
The Czech Republic ◽  
Social Commitment

This monograph is a collection of texts written by researchers, practitioners and theoreticians of adult education from Central and Eastern Europe (Poland, the Czech Republic, Slovakia, Ukraine, Russia). Its focus is on areas of contemporary adult education. The key issue is informal-learning space, where we can see the shift towards positive valuation of the ideas of localism and social commitment and to learning through (auto)reflection shaped by currents of information and individual experience. Another significant matter is the non-formal area of education, where intensive changes are taking place. The activities of associations and foundations, the dissemination of knowledge, work within open-education institutions, the non-governmental educational institution sector, citizenship – all are important areas of research, comparison and analysis that can be used to increase andragogical knowledge.

scholarly journals The Audience “Talking Back”: Alan M. Thomas’ Educational Television Experiment in Democratic Decision Making

2017 ◽  
Vol 42 (1) ◽  
Author(s):  
Errol Salamon
Keyword(s):  
Decision Making ◽  
Adult Education ◽  
Social Action ◽  
Direct Democracy ◽  
Educational Television ◽  
Adult Educator ◽  
Prise De Décision ◽  
Educational Broadcasting ◽  
Canadian Association ◽  
Television Experiment

In 1959, adult educator Alan M. Thomas outlined a pioneering concept of the active broadcast audience in Canada. Thomas affirmed that the audience’s potential to be a force for two-way communication and direct democracy had been unfulfilled. Twenty years later, Thomas put this concept into practice. As president and chair of the Canadian Association for Adult Education, he developed a participatory television series with the Canadian Broadcasting Corporation called People Talking Back. The six-part series was an activist experiment in democratic decision-making to facilitate social action and learning outside of formal educational institutions. This Research in Brief brings together Thomas’ concept of the audience with his adult educational broadcasting scholarship and research on People Talking Back, all of which have remained relatively unrecognized by communication scholars.En 1959, l’éducateur d’adultes Alan M. Thomas a initié une approche pionnière envers le public des médias au Canada. Selon lui, on n’avait pas encore développé le potentiel de ce public d’être une force en communication bidirectionnelle et en démocratie directe. Vingt ans plus tard, Thomas a pu mettre son initiative en œuvre. En effet, en tant que président de la Canadian Association for Adult Education, il a créé avec la Société Radio-Canada une émission de télévision participative intitulée People Talking Back (« Les gens répondent »). Cette série activiste de six épisodes a expérimenté la prise de décision démocratique dans le but de faciliter l’apprentissage et l’action sociale de ses téléspectateurs hors du cadre d’un établissement d’enseignement formel. Cette Recherche en bref établit un lien entre la conception du public formulée par Thomas et l’étude de celui-ci relative à People Talking Back de la radiodiffusion appliquée à l’éducation des adultes. Les initiatives de Thomas ont reçu jusqu’à présent peu d’attention de la part des chercheurs en communication.

scholarly journals Blurring Boundaries in Education: Context and Impact of MOOCs

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Johan Loeckx
Keyword(s):  
Informal Learning ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Personal Learning ◽  
For Profit ◽  
Excellent Research ◽  
Formal And Informal Learning ◽  
Technological Context ◽  
The Many ◽  
Enhanced Learning

<p>The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research reports and articles, an overview of the bigger picture, providing a holistic qualitative summary of the different opinions, is still very welcome. Special attention is given to the broader social, cultural, and technological context in which these developments come about. In this paper, it is discussed how the educational industry  has received a “wake up call” provoking a global discussion on learning and teaching, accordingly disturbing established boundaries between formal and informal learning, public and for-profit education, teachers and learners and quite intriguingly, between software and teaching practices. Golden opportunities for Artificial Intelligence and Technology Enhanced Learning are unfolding, evidenced by the digitalization movement of education, gamification, and the stringent need for massively scalable (and therefore computerized) personal learning experiences.</p>

scholarly journals LEVERAGING CRITICAL RURAL GERONTOLOGY TO IMPROVE RURAL GERONTOLOGICAL HEALTH

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S399-S399
Author(s):  
Laura Poulin ◽  
Neil Hanlon
Keyword(s):  
Older Adults ◽  
Social Services ◽  
Older Adult ◽  
Adult Health ◽  
Critical Approach ◽  
Complex Interplay ◽  
Policy And Practice ◽  
Rural Settings ◽  
Health Experiences ◽  
Dynamic Communities

Abstract A critical approach in rural gerontology has led to a better understanding of the complex interplay between older adults unique aging experiences and the multidimensional and dynamic communities in which they live. The evolution of critical rural gerontology will be explored, outlining why a similar approach is needed in rural gerontological health. In particular, rural gerontological health literature must expand beyond a deficit focus that homogenizes older adult health experiences and recognize the complexities of negotiating older adult health within multidimensional rural spaces. Inherent in this approach is recognizing the intersectionality of older adult health as well as the need to study rural gerontological health as an experience enhanced and inhibited by interactions within and across formal health services, informal social services and informal care. This approach will contribute to innovations in policy and practice addressing the burgeoning interest of how to effectively care for older adults in rural settings.

scholarly journals Learning in Museums and Art Galleries in Nigeria: Exploring Arts-Based Adult Learning through Collections

Collections ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 42-61
Author(s):  
Paul Young Akpomuje
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Culturally Diverse ◽  
Qualitative Data ◽  
Focus Attention ◽  
Art Galleries ◽  
History Museum ◽  
Cultural Contexts ◽  
Diverse World

The importance of arts-based adult education in today’s culturally diverse world cannot be overemphasized. Arts-based adult learning provides some of the important cultural contexts for informal learning. Other forms of adult learning—formal and nonformal—have also been immensely enriched by this form of adult education. Museums and art galleries are at the heart of arts-based learning. Whereas learning in the museum has gained attention in western climes, adult education researchers in Nigeria are yet to focus attention on this area of research. The aim of this study was to explore how collections in art galleries and museums provide important opportunities for adult learning in Nigeria. The specific objectives were to explore what adults learn when they interact with collections while visiting museums and art galleries and to highlight how they learn from these collections. Qualitative data were collected from five participants comprising visitors and curators in Natural History Museum, Obafemi Awolowo University, Ile-Ife, Nigeria, and the National Gallery of Arts, Osogbo, Nigeria, through interviews. The data were analyzed using content analysis.

Participatory Action Research as/in Adult Education

2020 ◽  
Vol 11 (4) ◽  
pp. 21-33
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer
Keyword(s):  
Social Justice ◽  
Adult Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Critical Approach ◽  
Participatory Action ◽  
Participatory Inquiry ◽  
Learner Needs

Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with the critical approach to adult education, particularly the belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this paper is to offer a review of three critical, participatory inquiry methods that are anchored in three concepts foundational to PAR and to present readers with a useful description of how to implement these methods in diverse contexts.

Three Theoretical Perspectives on Informal Learning at Work

2009 ◽  
pp. 695-706
Author(s):  
Mary F. Ziegler
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Workplace Learning ◽  
Learning Approaches ◽  
Learning At Work ◽  
Theoretical Perspectives

The workplace is a key arena for learning in today’s society. The spiraling demand for knowledge in the workplace has increased interest in informal learning. In the field of adult education, informal learning has been recognized as one of the primary ways that adults learn throughout their lives. Although there are numerous informal learning approaches, the goal of this chapter is to explore three theoretical perspectives of informal learning in the workplace: individual, social and integrated. These perspectives raise issues as well as highlight the limitations and benefits of informal workplace learning. The chapter concludes with solutions and recommendations for dealing with the issues and implications for the practice of adult education.

Participatory Action Research in Adult Education

2021 ◽  
pp. 180-199
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Adult Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Critical Approach ◽  
Participatory Action ◽  
Participatory Inquiry ◽  
Positive Social Change ◽  
Learner Needs

Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with a critical approach to adult education in its belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this chapter is to offer a review of three critical, participatory inquiry methods that are connected to the ontological and epistemological anchors of PAR. The authors present readers with a useful description of how to enact these onto-epistemological anchors through these methods in diverse contexts. They conclude that these methods have great potential for critical educators to live out their own onto-epistemological commitments, better understand and meet learner needs, and facilitate positive social change.

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