Integrating Digital Photography into Adult Education

2010 ◽  
pp. 609-625
Author(s):  
Laura D. Hoffman
Keyword(s):  
Adult Education ◽  
School District ◽  
Adult Learners ◽  
Learning Experience ◽  
Digital Photography ◽  
Colleges And Universities ◽  
Educational Opportunities ◽  
Traditional Student ◽  
Enrichment Program

As colleges and universities around the country face increasing budget challenges, pressure mounts for a more retail-based approach to education, where the needs of students and the ability of institutions to fulfill them are clearly defined. This article presents a case study of a successful digital photography curriculum for adult learners at a large school district in Southern California. The curriculum represents a retail-based approach to education grounded in meeting the needs of students, expanding their zest for learning and providing new educational opportunities. This approach rests on proven concepts of retail marketing woven into the fabric of the learning experience: Give people what they want and they will keep coming back; expand their universe of wants and you will have a customer for life. The article concludes that even with shrinking budgets, rising costs and a dwindling traditional student population, course curricula can be designed for student enrichment, program growth and ongoing institutional success.

Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners

2012 ◽  
pp. 561-572
Author(s):  
Douglas L. Holton
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Open Source ◽  
Management System ◽  
Online Courses ◽  
Learning Experience ◽  
Learning Design ◽  
Design And Implementation ◽  
Design Skills

This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.

Justification Based on Rational Training

2010 ◽  
pp. 146-165
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Sense Of Self ◽  
Cultural Critique ◽  
Learning Needs ◽  
Exploratory Case Study ◽  
E Learning ◽  
Worker Identity ◽  
And Training

This chapter produces a socio-cultural critique of the ‘rational training’ workplace e-learning scenario. In this workplace e-learning scenario, workplace e-learning for workplace adult education training is used to justify the workforce through standards, categories, and measures. The alienating effects that arise out of this rush towards technocentric rationalization of the workforce through workplace e-learning are also discussed. These are the unintended and paradoxically opposite outcomes to the effects actually anticipated. An exploratory case study problematizes the unquestioned acceptance of the technological artefacts of workplace e-learning within organizations as credible sources to provide a rationale to justify workforces within workplaces. This approach critiques the presumption of infallibility of the technological artefacts of workplace e-learning; considers the short-comings of the conceiving of workplace e-learning as ‘finished’; and, reveals the ‘underdetermined’ nature of workplace e-learning technological artefacts. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be justified by workplace e-learning, through standards, categories, and measures, to meet the expectations of the infallible and commodified workplace. A workplace e-learning that is deployed to justify the workforce, through standardization, categorization, and measurement, all result in a workforce being alienated from: (a) each other (worker-worker alienation); (b) their work (worker-work alienation); and, (c) their personal identities and sense of self (worker-identity alienation). Social rationalization is not the means to social justice in the workplace when it comes to workplace adult education and training, workplace e-learning, and the diverse and multicultural learning needs of a global cohort of adult learners.

European Studies and Research in Adult Learning and Education

2017 ◽  
Author(s):  
Oriol Rios-Gonzalez
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Information And Communication Technologies ◽  
Current Knowledge ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Educational Opportunities ◽  
Information And Communication ◽  
Underserved Groups

The European Commission launched a renewed agenda for adult learning with the objective of ensuring access to high-quality educational opportunities to adult learners for the promotion of their personal and professional development. Thus, European researchers in this field are paying attention to lifelong learning actions in order to address this challenge. Studies in this area are exploring how adult education can strengthen adults’ skills, in particular those required in the current knowledge society (information and communication technologies, problem solving, foreign languages, etc.). Simultaneously, some investigations focus in depth on the role that adult education can play in overcoming social exclusion for the most underserved groups. This paper describes the contributions of these investigations as well as the steps carried out by programs and theories that have contributed the most to adult learning. Lastly, future developments and challenges on this field are explained.

scholarly journals Language learning experience of two Vietnamese language adult learners

2018 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Cao Thi Hong Phuong
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
Language Learning ◽  
Learning Experience ◽  
Factors Affecting ◽  
Case Study Report ◽  
English Classroom ◽  
Linguistic Influences ◽  
Shed Light

In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.

Challenges Next Door – A Case Study of Learning for Life

2001 ◽  
Vol 7 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Susan Crichton ◽  
Ellen Kinsel
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Rural Community ◽  
Western Canada ◽  
Employment Skills ◽  
Personal Empowerment ◽  
The Impact ◽  
The Relationship ◽  
Facilitated Learning

This paper reports on the findings of an ongoing study of adult learners at the Facilitated Learning Centre (FLC) in New Denver, British Columbia, Canada and focuses on the relationship between adult education, personal empowerment and learning. The program is grounded within models of situated cognition rather than focussing on employment skills and was started seven years ago in a small, rural community in western Canada. The study looks at the impact the program has had on learners, literacy, employability, participation in unpaid work, and personal empowerment.

scholarly journals Inclusivity through Asynchronous Interactions that Extend Past Barriers to Education

10.29007/k61w ◽  
2020 ◽  
Author(s):  
Jonathan Spackman
Keyword(s):  
Learning Experience ◽  
Educational Opportunities ◽  
Alma Mater ◽  
Barriers To Education ◽  
Asynchronous Interactions ◽  
Interpretive Frame ◽  
Classroom Time

This paper explores a case study of how educators reach out to and edify individuals behind barriers to educational opportunities. The scope of this paper does not address all barriers to education, but researches three: distance as a barrier that keeps a student physically distanced from the classroom, time as a barrier that forces communication to be asynchronous, and extendibility as a barrier that begs the question, “Can a teacher’s influence be satisfactorily extended through the barriers of distance and time?” Edifying, within this interpretive frame, is defined as inviting the alma mater presence, guiding the learning experience, and revealing the previously out of reach or concealed context to the learner. Through an examination of artifacts and conducting of interviews, five themes describe how one organization successfully reaches out to and edifies learners behind the barriers of distance, time, and extendibility. These themes are the significance of feedback, overcoming the burden of asynchronicity, genuine concern for the student, true to brand, and cost consciousness.

scholarly journals CULTURALLY RESPONSIVE TEACHING OF IMMIGRANTS IN ADULT EDUCATION: A CASE STUDY IN SWEDEN

2020 ◽  
Vol 1 (12) ◽  
pp. 18
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska ◽  
Julija Melnikova ◽  
Virginija Jurgaityte ◽  
Ludmila Aleksejeva ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Empirical Study ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Theoretical Modelling ◽  
Cultural Norms ◽  
Responsive Teaching ◽  
Norms And Values

Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was based on a case study. The sample was composed of 20 adult learners and three teachers of Swedish in May 2019 and February 2020. The case study was implemented at Folkuniversitetet, Kristianstad, Sweden. The theoretical findings allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants. The findings of the empirical study allow drawing the conclusion on the necessity of a personalised approach to an adult learner in culturally responsive teaching of immigrants. The novelty of the present work is revealed in the implications on culturally responsive teaching of immigrants. Further research is proposed.

Foundations of Adult Education, Learning Characteristics, and Instructional Strategies

2021 ◽  
pp. 1-33
Author(s):  
Mabel C. P. O. Okojie ◽  
Yan Sun
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Critical Review ◽  
Teaching Method ◽  
Academic Discipline ◽  
Principles Of Learning ◽  
Andragogical Principles

The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.

Foundations of Adult Education, Learning Characteristics, and Instructional Strategies

2020 ◽  
pp. 1-33
Author(s):  
Mabel C. P. O. Okojie ◽  
Yan Sun
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Critical Review ◽  
Teaching Method ◽  
Academic Discipline ◽  
Principles Of Learning ◽  
Andragogical Principles

The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.

scholarly journals Adults With Special Educational Needs Participating in Interactive Learning Environments in Adult Education: Educational, Social, and Personal Improvements. A Case Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Javier Díez-Palomar ◽  
María del Socorro Ocampo Castillo ◽  
Ariadna Munté Pascual ◽  
Esther Oliver
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Special Needs ◽  
Learning Environments ◽  
Social Inclusion ◽  
Interactive Learning ◽  
Well Being ◽  
Interactive Learning Environments ◽  
Adult Women

Previous scientific contributions show that interactive learning environments have contributed to promoting learners' learning and development, as interaction and dialogue are key components of learning. When it comes to students with special needs, increasing evidence has demonstrated learning improvements through interaction and dialogue. However, most research focuses on children's education, and there is less evidence of how these learning environments can promote inclusion in adult learners with SEN. This article is addressed to analyse a case study of an interactive learning environment shared by adults with and without special needs. This case shows several improvements identified by adult learners with special needs participating in this study. Based on a documental analysis and a qualitative study, this study analyses a context of participatory and dialogic adult education. From the analysis undertaken, the main results highlight some improvements identified in the lives of these adult women and men with SEN, covering educational improvements, increased feeling of social inclusion, and enhanced well-being.

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