Learning Contracts as Part of Instructional Design and Evaluation

2011 ◽  
pp. 88-105 ◽  
Author(s):  
Mary C. Ware
Keyword(s):  
Instructional Design ◽  
Distance Learning ◽  
Adult Education ◽  
Adult Learners ◽  
The Body ◽  
Future Trends ◽  
Anecdotal Evidence ◽  
Mature Adult ◽  
Pros And Cons ◽  
Contract Learning

The author, an instructional development specialist and faculty member with 35+ years experience, has been attempting, throughout her career, to encourage students to be more self-directing about their learning and to move away from the phenomenon she calls “whadyaget” in which students are only concerned about the grade they receive on an assignment, rather than the accomplishment the assignment represents. One solution to this problem is the use of contracts, specifically with mature adult learners. In a contract learning setting, students choose a contract which includes the “body of work” for which they will be responsible. Once completed, students will receive the grade for which they contracted. The author will report anecdotal evidence collected from at least ten years of using this method and also will discuss pros and cons of contract learning/grading, suggestions for improved implementation of the contract process and future trends in contract learning as they relate to adult education and, most recently, distance learning.

Towards Blended Learning Designs Fostering Adults' Social Capital

2019 ◽  
pp. 55-80
Author(s):  
Celine Cocquyt ◽  
Anh Nguyet Diep ◽  
Chang Zhu ◽  
Maurice De Greef ◽  
Tom Vanwing
Keyword(s):  
Social Capital ◽  
Instructional Design ◽  
Adult Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Adult Educators ◽  
Learning Design ◽  
Information And Communication ◽  
Ubiquitous Presence ◽  
Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

Gaming in Adult Education

2011 ◽  
pp. 194-213 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Game Design ◽  
Solid Content ◽  
Smart Phones ◽  
Future Trends ◽  
Simulation Games ◽  
Gaming Industry ◽  
Learning Mechanism ◽  
Commercial Off The Shelf

Egames have drawn attention in adult education, particularly as the majority of adults play egames. Adult education is increasingly incorporating serious games, mainly simulation games, but other forms such as RPGs are being considered. In addition, adult education is also incorporating game design into curricula. In terms of learning theory, gaming as a learning mechanism is usually associated with activity theory. Many commercial off-the-shelf (COTS) game combine solid content and concept along with good game play that engages adult learners. The gaming industry has increased focus on developing games for mobile instruments, mainly smart phones. Specific applications of egames for engineering education are discussed. Recreational aspects of gaming impact educational us of egames. Future trends of adult education use of egames are noted: platform, workplace gaming, and industry development.

Insuring Self-Direction and Flexibility in Distance Learning for Adults

2011 ◽  
pp. 322-336
Author(s):  
Mary C. Ware
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Adult Learning Theories ◽  
Directed Learning ◽  
Learning Flexibility ◽  
On Line ◽  
Contract Learning ◽  
On Line Learning

Distance learning via the internet has become the key to reaching adult learners globally. Adult learners have been shown to benefit from such qualities as: provisions for self-directed learning, flexibility, and frequent communication with the instructor in order to achieve success. Contract learning and contract grading are two innovations popularized during the “individualized instruction” movement of the 1970s which are being used to assist instructors of twenty-first century on-line learning courses in providing for self-direction, flexibility and frequent communication. The chapter which follows will provide an overview of contract learning and contract grading as it can be used with adult learners in distance learning courses (e.g., courses supported by WebCT, Blackboard). The chapter will examine adult learning theories which support contract learning/grading as well as provide information on designing learning contracts and grading contracts which are appropriate for adult learners.

Adult Learners, E-Learning, and Success

2010 ◽  
pp. 116-137
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Block Scheduling ◽  
Teaching Methods ◽  
Future Trends ◽  
Global Business ◽  
E Learning ◽  
Specific Teaching ◽  
Hybrid Distance ◽  
Intensive Course

Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest in learning, and also career and life-oriented objectives, they have different expectations for their education, as well as different backgrounds and goals. This chapter examines what adult learners are, theories of adult learning, and the applicability of online learning to adult learners. Specific teaching methods and techniques are discussed for online and hybrid distance learning courses, as well as hybrid arrangements; encompassing teaching methods, types of exercises and activities, intensive course structures, block scheduling, and the use of modular course segments. Examples from an adult learner hybrid distance learning undergraduate program, Fairleigh Dickinson University’s Global Business Management, are also provided. Future trends and areas for further research conclude the chapter.

Public-Private Partnerships (P3s) between Businesses and Adult Education Providers

2013 ◽  
pp. 192-209
Author(s):  
Courtney Curatolo ◽  
Valerie C. Bryan
Keyword(s):  
United States ◽  
Adult Education ◽  
Adult Learners ◽  
Literature Review ◽  
Workforce Development ◽  
The United States ◽  
Public Private Partnerships ◽  
Future Research ◽  
Future Trends ◽  
Business Sector

This chapter defines and examines public private partnerships, often referred to as P3s, between the business sector and education sector. In particular, the focus is on economic and workforce development benefits that ensure the successful connection of these partnerships and the added incentives that aid adult learners in developing new talent and provide opportunities for different career paths. Best practices are discussed through a literature review and information from partnerships that have taken place throughout the United States. Recommendations for future trends and future research are offered.

Gaming in Adult Education

2010 ◽  
pp. 687-706
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Game Design ◽  
Solid Content ◽  
Smart Phones ◽  
Future Trends ◽  
Simulation Games ◽  
Gaming Industry ◽  
Learning Mechanism ◽  
Commercial Off The Shelf

Egames have drawn attention in adult education, particularly as the majority of adults play egames. Adult education is increasingly incorporating serious games, mainly simulation games, but other forms such as RPGs are being considered. In addition, adult education is also incorporating game design into curricula. In terms of learning theory, gaming as a learning mechanism is usually associated with activity theory. Many commercial off-the-shelf (COTS) game combine solid content and concept along with good game play that engages adult learners. The gaming industry has increased focus on developing games for mobile instruments, mainly smart phones. Specific applications of egames for engineering education are discussed. Recreational aspects of gaming impact educational us of egames. Future trends of adult education use of egames are noted: platform, workplace gaming, and industry development.

Technology-Enhanced Information Literacy in Adult Education

2010 ◽  
pp. 184-203
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Communication Technologies ◽  
Literacy Learning ◽  
Learning Technology ◽  
Future Trends ◽  
Learning Models ◽  
Information And Communication

Economic and social activities rely on information and communication technologies. Information literacy forms the basis for lifelong learning. Particularly with the advent of electronic information, adult learners need to manage technologies knowledgeably. Information Literacy Learning Models show learners’ interaction with information, and inform instructional design. Technology can inform and enrich this process, including supporting anytime/anywhere learning. Technology-enhanced adult education that addresses information literacy has to deal with several issues: e-resources, instructor acceptance and knowledge of technology, collaboration, and interactivity. Future trends are also mentioned.

Towards Blended Learning Designs Fostering Adults' Social Capital

2021 ◽  
pp. 350-370
Author(s):  
Celine Cocquyt ◽  
Anh Nguyet Diep ◽  
Chang Zhu ◽  
Maurice De Greef ◽  
Tom Vanwing
Keyword(s):  
Social Capital ◽  
Instructional Design ◽  
Adult Education ◽  
Adult Learners ◽  
Blended Learning ◽  
Adult Educators ◽  
Learning Design ◽  
Information And Communication ◽  
Ubiquitous Presence ◽  
Practical Recommendations

In responding to the ubiquitous presence of information and communication technology (ICT) in the educational landscape, blended learning has been increasingly adopted in adult education. While adult educators and practitioners face challenges due to such pedagogical shifts in instructional design, they are also encouraged to underscore the emancipatory values of adult education to contribute to the global social exclusion combat. Thus, it is of particular significance to examine how different elements of the blended learning design can result in social outcomes for adult learners. By deconstructing the blended learning design into specific online and general supportive factors, the present chapter sheds more light on the question: How does learning in a blended environment contribute to adult learners' social capital? On top of that, practical recommendations for instructors are put forward.

Remaining useful life estimation: a review on stochastic process-based approaches

2020 ◽  
Vol 14 ◽  
Author(s):  
Dangbo Du ◽  
Jianxun Zhang ◽  
Xiaosheng Si ◽  
Changhua Hu
Keyword(s):  
Stochastic Process ◽  
Health Management ◽  
Remaining Useful Life ◽  
Future Trends ◽  
Prognostics And Health Management ◽  
Inverse Gaussian ◽  
Life Estimation ◽  
Inverse Gaussian Process ◽  
Pros And Cons ◽  
Useful Life

Background: Remaining useful life (RUL) estimation is the central mission to the complex systems’ prognostics and health management. During last decades, numbers of developments and applications of the RUL estimation have proliferated. Objective: As one of the most popular approaches, stochastic process-based approach has been widely used for characterizing the degradation trajectories and estimating RULs. This paper aimed at reviewing the latest methods and patents on this topic. Methods: The review is concentrated on four common stochastic processes for degradation modelling and RUL estimation, i.e., Gamma process, Wiener process, inverse Gaussian process and Markov chain. Results: After a briefly review of these four models, we pointed out the pros and cons of them, as well as the improvement direction of each method. Conclusion: For better implementation, the applications of these four approaches on maintenance and decision-making are systematically introduced. Finally, the possible future trends are concluded tentatively.

scholarly journals Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

2021 ◽  
Vol 2 (2) ◽  
pp. 155-192
Author(s):  
Constantinos Nicolaou ◽  
Maria Matsiola ◽  
Christina Karypidou ◽  
Anna Podara ◽  
Rigas Kotsakis ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Media Studies ◽  
Educational Communication ◽  
Teaching Methodology ◽  
Technology Enhanced Learning ◽  
Generational Theory ◽  
Audiovisual Media ◽  
Media Technologies ◽  
Media Communications

In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

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