Online Professional Development for Adults

Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.

Social Networking, Cyber Bullying, and the Role of Community Education

This chapter explores the link between social capital, the bullying that can occur via social networking sites, and community education. It becomes evident that social networking sites are influential sources of informal learning despite the published literature being somewhat divided on the sociological, psychological, and emotional benefits of social networking. Through the presentation of Australian statistics and case studies, the chapter demonstrates how social capital can be eroded through the misuse of social networking sites particularly in the form of cyber bullying. The Australian government has responded to the social impacts of cyber bullying by funding an extensive community education program. Through examining this program, it is possible to see how important it is to have effective and accessible community education regarding safe and responsible social networking.

Examining Adult Learning Assumptions and Theories in Technology-Infused Communities and Professions

Adult learning in today’s society is primarily focused on the needs of adults as they function in their communities and professions. Adult learning principles and theories have been the foundation of adult education practice for over a century. However, a review of the historical context reveals that this new technology-infused learning landscape is dramatically different from its predecessor. This makes a reexamination of these ideas important for their future application. This chapter will reexamine the adult-learning principles of transformative learning, andragogy, and critical reflection in this technology-infused world and propose a new paradigm and corresponding practices for the new learning landscape in communities and professions.

The Impact of New Technologies on Professional Development

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

Technological Advancements Usage

Technological advancements have provided many advantages to individuals, businesses, and communities throughout the world. However, technological advancements have also caused challenges. This chapter focuses on one particular banking service innovation that is being used by many individuals and businesses throughout the world on a day-to-day basis. This study relates to the Australian context and explores the variations in the demographic variables in determining the key factors responsible for the adoption or non-adoption of Internet banking. The data presented in this chapter relates to a part of a large survey carried out in a busy shopping mall. Results obtained are discussed and possible solutions and recommendations that are critical from the retail banking management’s perspective have been provided.

Developing an Autonomous Language Learning Framework in a Blended Learning Environment

Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.

Emergency Management Professional Development

Although there is current research describing technology efforts utilized in the 21st century as it relates to emergency management, there are adult educational factors to examine regarding Information Communication Technology (ICT) and the Social Communication Skills (SCS) of emergency personnel. Technology is quickly evolving and the the population is becoming increasingly more diverse, driving the efforts of emergency personnel to harness more technological emergency advances and navigate the culture of each community to assure effective emergency measures are taken. Within the ICT and SCS framework, emergency management must concern itself with: (a) the basic tenets of emergency management; (b) the changing and new nature of global threats in the 21st century; (c) evolving emergency management technologies; (d) social considerations when interfacing with the communities served; and (e) recommendations for those who are involved in emergency management mitigation, preparation, response, and recovery emergency efforts. All of these factors revolve around the education and re-education of adults; therefore, the focus of this chapter explores subsequent educational implications for the emergency personnel workforce as well as positive results for affected communities. This chapter proposes a larger implication, one of emergency personnel professional development within technology-based response systems as well as the cultivation of social communication in an effort to build a Sense of Community (SOC) with the diverse citizenry they serve. Emergency first responders, as well as other emergency personnel, must be educated in technology and social skills to better serve the community and to become a part of a holistic community. It is in this way that safety, and ultimately social justice, efforts for specific groups who may be marginalized and disenfranchised during an emergency are enhanced.

Informatization and Digital Citizenship

This chapter examines the bases for informatization and describes the conditions for meaningful and responsible participation in the informatized society, both in the workplace and in the civic world in general. Where eighty percent of U.S. labor is concentrated in the service sector, and technology permeates workplace functions, society is becoming informatized: driven by information. Information and digital literacy are required worker skills. Additionally, workers need to use information and technology ethically. Governments and workplaces need to set the conditions for knowledgeable, responsible, and participatory citizens and workers so that institutions and society as a whole can improve. Because informatization intersects with globalization, responsible cross-cultural interaction also needs to be addressed.

The Power, Peril, and Promise of Information Technology to Community Education

The democratization of information serves as a powerful force for change in both our lives and our global world. The paradigm shift from the providers of information to the users of the information has in many cases been brought about through the use of information technologies and the creation of more diverse and accessible Web-enabled devices. Educational equity helps to provide democratic and accessible educational opportunities for all citizenry and supports the tenets of community education. The question arises whether the proliferation of information brings power, peril, or promise for the communities of the world and the people it serves. This chapter investigates the changing rate of information, how it is distributed through online communities of practice and social networks, and what impact some of this information may have on areas of interest for training, research, and online development in fields of education, law enforcement, medicine, and sociology.

Using Information and Communication Technology to Maximize Workforce Readiness

The following chapter will provide a general discussion regarding the use of Information and Communication Technology (ICT) and how ICT can be used to help prepare students for the demands of the workforce. Additionally, the chapter will explore why ICT fluency is an important factor in preparing students for the demands of the workforce. Furthermore, the chapter will review the literature and empirical research concerned with: attitudes toward the use of ICT, the value of using ICT with regards to workforce readiness and professional development, how different learning environments, such as blended-learning, e-learning, m-learning, virtual learning communities, and social interaction impact workforce readiness, and the theories to consider when designing multimedia and why multimedia can help to prepare students for the workforce.