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Against the background of analyzes on transformation, reflexive modernization and fleeting modernity, adult education is required to confront social processes of change, the dissolution of boundaries and structural upheavals. Adult education and learning are part of these changes, each specific, but also contributing to change. The volume gathers selected and reviewed conference papers by the scientists who presented their work at the annual conference.

First published in 1999, this volume recognises that lifelong and continuing education is one of the main issues on the educational stage. In the United Kingdom it is a key feature of the government's educational initiative as reflected in the Green Paper, ‘The Learning Age: a Renaissance for a New Britain'[DfEE, 1988]. This book provides a range of contributions to the current debate from academic practitioners. It includes both theoretical discussions and empirically-based studies. Lifelong learning continues to raise important educational questions which are relevant in many countries. These include issues concerning how to enable individuals to reach their potential for self-fulfilment; how to ensure that educational opportunities are interesting and available to all; and how to ensure that a nation's workforce is adaptable and well-educated. Each chapter explores a dimension of such fundamental questions.

This book is a selection of 15 papers developed by participants in ICME 13 held in Hamburg, presenting insights from the latest research on the andragogy of adult and lifelong learning of mathematics. It also investigates open questions, such as numeracy and mathematics skills, social and psychological influences on learning environments, as well as economic and political demands. The chapters offer examples, while at the same time highlighting important directions for further research. The book is divided into four parts: The first section provides an overview on the concept of “numeracy”, and the second focuses on adult students who are learning mathematics; the third part presents a teachers'focus and the final part covers overarching themes. The book is of interest to classroom teachers, university teacher educators, and professional development providers.

In the World Library of Educationalists, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. This volume brings together the selected works of Knud Illeris.Leaving a promising business career at age 27 to begin his higher education, Knud Illeris exemplifies the true spirit of youth and adult education that has resulted in him having published in almost twenty countries, including the UK, Germany, China, Korea and Brazil. Knud Illeris'work revolves around the way learning takes place and in some cases does not take palce. Split into five parts; Learning Theory, Lifelong Learning as a Psychological Process, Special Learning Issues, Various Learning Approaches to Education, Learning in Working Life, Learning, Development and Education: From learning theory to education and practice is arranged thematically and examines youth and adult learning through Illeris'model based on three dimensions of learning and competence development– emotional, cognitive and social, and four kinds of learning.In this collection of his papers, written over a period of almost five decades, and published in multiple languages, spanning from Faroese to Chinese, some of his most important works are chronicled. This compelling overview of Illeris'contribution to educational thinking and theory charts the challenges and obstacles faced by disciplination and selection, and offers a genuine impression and understanding of an almost lifelong engagement with a wide range of topics in the field of learning – an engagement which has been the central area of Illeris'academic life.

Delivering professional development to teachers is an exciting opportunity to share strategies and ideas, but how do you ensure your audience will care what you have to say and find it worth their time? In this helpful book, Marcus Stein shows how you can improve your presentations by embracing your personality and relatability, knowing your audience, becoming more flexible, and more.Throughout the book, he offers actionable strategies for reaching adult learners by catering to their motivations and expertise, using a more flexible model rather than slide deck overkill; refining your delivery style, translating your authentic presentation skills to virtual environments, and revamping your professional growth plan. Each chapter weaves together stories, expert insights, transferable tips, and practical steps for putting what you've learned into action.Stein's warm tone and engaging anecdotes will leave you feeling ready and inspired to polish your craft. Whether you're an instructional coach leading professional learning for your school, an educator looking to speak at conferences, or a consultant working as a Teacher Trainer, you'll find all the strategies and tips you need to deliver professional development that is meaningful and lasting to teachers.

This book equips instructors with fresh, practical teaching and training methods to support adult learning in both formal and continuing educational environments.An extensive, how-to guide, Methods for Facilitating Adult Learning covers adult teaching and learning fundamentals, collaborative teaching methods, methods for facilitating autonomous learning, community-based teaching methods, and technology-enhanced teaching and learning approaches. Readers will emerge with an in-depth understanding of each method, made comprehensive by the inclusion of definitions, philosophical and/or theoretical underpinnings, advantages and limitations, practical guidelines for application, and ample real-world examples.Ideal for any educator working with adult learners, this book offers a toolbox of approaches designed to enhance reader understanding and practice of adult instruction.

Creating a Place for Adult Learners in Higher Education offers deep insights into how to attract, teach, support, and retain students over the age of 25 – an important yet often overlooked student group.Comprehensive in scope, this book covers all the main aspects of adult students'relationships with higher education institutions: recruitment, admissions, and financing; course and program provision and teaching approaches; and student support, retention, and completion. The discussion is bolstered by chapters of analysis on adult student demographics (including both diversities and commonalities), exploration of leadership challenges, and discussion of measurements of success. Drawing from the most up-to-date research as well as practical experience and descriptions of best practices by programs historically serving adults, the authors provide a broad set of strategies and recommendations to place adult students at the center of the educational process.Higher education leaders, practitioners, and administrators will find this book an invaluable resource as they seek to better account for and support this key student group, which now comprises approximately 30% of the US undergraduate population.

How do I know if Learning and Development (L&D) initiatives are making a difference to employee and business performance? What should I measure and how do I take a data-driven approach?Learning Metrics is a practical book for L&D professionals which answers these questions and provides guidance for measuring and communicating the impact of L&D activity in the business. It covers how to measure participant engagement with learning, learning retention and changes in employee performance post-learning. There is also guidance on how to measure on-the-job behaviour change as a result of learning, as well as metrics for measuring the organizational impact of learning. This book also has essential guidance on how to use learning analytics to assess the return on investment (ROI) of learning and how to use these results to adopt a data-driven approach and map learning metrics to organizational KPIs. Learning Metrics also includes guidance on how to communicate the impact of the company's learning and development activity to all business stakeholders. Full of practical guidance, examples, advice and case studies from organizations including Pfizer, Goldman Sachs, HSBC, Merck and Hewlett Packard, this is essential reading for all L&D professionals needing to measure the impact of L&D activity in the business but not sure where to start.

Throughout the educational industry the need to comprehend and navigate the profound transformations underway in the realm of continuing education remains a pressing challenge. As technological advancements accelerate at an unprecedented pace, traditional educational systems are being upended, leaving educators grappling with many questions. The emergence of digital technologies in education introduces a host of complex issues and opportunities. One such opportunity is the application of technologies that can address important issues and open new horizons for those that teach. At the forefront of academic exploration and innovation is Embracing Technological Advancements for Lifelong Learning, a book of robust research covering an era where the digital revolution is reshaping education. This book brings insights into in-depth investigations of how digital technologies are transforming the landscape of continuing education. It delves deep into the strategies, resources, and best practices that organizations can harness to unlock the full potential of digital transformation. Covering a wide spectrum of issues, from e-learning platforms to virtual and augmented reality, artificial intelligence to mobile learning, this book is a comprehensive guide that showcases the real-world impact of digital transformation through compelling case studies and actionable ideas. Embracing Technological Advancements for Lifelong Learning offers a solution to this academic quest, serving as a roadmap for educators, administrators, policymakers, and stakeholders to effectively embrace digital change. This book empowers its readers to comprehend the vast potential of digital technology in enhancing accessibility, flexibility, and participation in lifelong learning. It urges institutions to innovate and adapt their approaches to cater to the diverse learning demands of today's lifelong students, all while addressing the complexities and possibilities presented by digital transformation. Through its compelling narrative, this book aims to empower lifelong learners, enhance the overall efficacy and relevance of continuing education in the digital age, and illuminate the path forward in an ever-evolving educational landscape.

Career Pathways in Adult Education showcases the wide-ranging possibilities for a satisfying career in the field of adult education.Along with practical advice for launching and advancing a career in adult education, this book includes personal stories and insights from adult education professionals which focus on the research, practices, programs, and services within multiple industries. Divided into two parts, the book begins by examining transferable skills that adult educators need to be successful in any adult education career. Chapters in the second part focus on specific career opportunities for those with adult education backgrounds, including discussions around career lifecycle from entry to advancement, career development, and future trends. Written by active practitioners in adult education, chapters are designed to be practical, informative, and thought-provoking regarding career entry, progression, development, and advancement.A truly one-of-a-kind text, Career Pathways in Adult Education is the ideal companion for students and professionals looking to transition into adult education as well as graduate program administrators who wish to share the importance of their programs.

Games-based teaching offers an engaging way for students and adult learners to interact with concepts and build their problem-solving and communication skills. This exciting book will help educators integrate games into their classes and shows how this method of teaching improves motivation, as well as diversifies and solidifies learners'skill sets.Bringing together expert contributors from the Professors Without Borders'global network who have effectively used interactive games-based approaches in their teaching, the book features 13 unique games that teach a wide variety of skills across a range of difficulty levels. The chapters highlight the skills of strategy, decision-making, communication, teamwork, problem-solving, reflective thinking and empathy being used by participants alongside the pedagogical principles that underpin each game. Suitable for online and in-person teaching, this book will be valuable reading for educators working with student and adult learners looking to adopt innovative and interactive teaching methods, as well as those interested in learning about how game-based teaching can improve vital skills.

Drawing on international research and professional practice, this book provides a rich, detailed, and accessible guide to Communities of Practice (CoP) theory, with information on how the theory is constructed, the research that it rests on, and the ways that it has been used in thinking about learning and teaching in the further and adult education sectors. Exploring Communities of Practice in Further and Adult Education introduces CoP theory and the theory of learning that goes with it. It provides empirical examples of CoP research from a range of settings, including further and adult education, to illustrate how CoPs form and work within educational settings, including thinking about assessment and evaluation. It also explores how different CoPs work together and can learn from each other. With these key elements described, this book demonstrates how CoPs can be used in further and adult education settings to help understand more about how students and staff learn.With engaging material including examples from research, prompts for professional learning, and case studies, this comprehensive and accessible title will appeal to student teachers and beginning teachers as well as more experienced teachers in the sector looking to refresh their practice.

Whilst in the eons of history the term lifelong learning may be a relatively new addition to the language, the practices and experiences are most certainly not. Throughout human existence people have tried to improve their living conditions by accomplishing their tasks in more efficient and effective ways. This can often be linked to the notion of work but lifelong learning, whilst important in the workplace, affects all parts of our existence. It not only aids us to understand our tasks but also how we fit into a wider society. Without lifelong learning our society, and we as individuals, would stagnate. It is not something that we always do purposively but is a part of being human. We acquire skills and knowledge and then apply them sometimes in unrelated scenarios. Lifelong learning has benefits not just in terms of our work but can also help in terms of socialization. It also has potential health benefits, for example, in terms of enhancing neuroplasticity and aiding in the development of emotional intelligence and empathy for others. We become more confident in what we do as we achieve increased knowledge and understanding through lifelong learning, as can be evidenced in many of the contributions in this edited collection. We all benefit from lifelong learning and have a role to play in both in terms of educating ourselves and a duty to help to educate others in order to create a better society. The contributors and editors hope that this collection can play even a miniscule part in that development and we have certainly been through new experiences that have contributed to our own lifelong learning.

Wie kaum ein anderes Konzept beherrscht das''Lebenslange Lernen''bildungspolitische Forderungen und pädagogische Programme. Dennoch sucht man nach einer genauen Definition, was mit diesem''Schlüsselwort''eigentlich gemeint ist, bislang oft vergeblich. Das Buch gibt zunächst eine detaillierte Beschreibung des Konzepts und fokussiert dabei das Lernen der Menschen über die gesamte Lebensspanne - wobei die Grenzen herkömmlicher Bildungsstrukturen und die Einteilung in strikt aufeinanderfolgende Abschnitte des Bildungsweges durchbrochen werden. Des Weiteren werden empirische Forschungsergebnisse dargestellt, die das Lebenslange Lernen als soziales Phänomen beschreiben. Außerdem wird die Frage nach den individuellen und institutionellen Bedingungen lebenslanger Lernprozesse aufgegriffen sowie Herausforderungen für die Bildungsforschung benannt. Schließlich geht dieser Band auch auf die neuen Berufsfelder und Aufgaben ein, die sich für Pädagoginnen und Pädagogen aus dem Konzept des Lebenslangen Lernens ergeben.

This book provides a theoretical and philosophical examination of games, play and playfulness and their relationships to learning and wellbeing in adulthood. It draws on an interdisciplinary literature base (including game-based learning, game studies, education, psychology, and game design) to present a critical manifesto for playful learning in post-compulsory education and lifelong learning. While there is an established body of work in games and learning in adulthood, and a wide literature on the value of play in childhood, the wider potential of play in adulthood and playfulness is under-explored and still emergent. This book offers a comprehensive overview of play in adulthood, exploring the benefits and drawbacks, examining why play in adulthood is different from play in childhood, the role of play in culture, and making an argument for why it is important in our society that we embrace the principles of playfulness.

A 2023 SPE Outstanding Book Honorable Mention Generative Knowing explores the mystery of learning from the unknown in ways that reveal that learning is a dynamic phenomenon, encompassing both personal and societal contexts. Dewey defines learning in terms of experience, reflection, continuity, and interactivity. When learning happens, it eventually solidifies into reliable truths that become a shortcut for taking action or making decisions—thus a habit of learning is formed and becomes rigid. Generative knowing is an emerging theory of adult learning that seeks the not-yet-foreknown potential that waits to be uncovered in the richness of experience. The book delivers vignettes of different lived experiences of being and becoming, signaling multiple ways in which a person shapes and transcends traditional conceptions of self-other binary activating the power to respond to the ongoing complex evolution of self and society. Generative Knowing seeks to accomplish four goals: to offer a unique exploration of learning, positioned as response-ability that illuminates the relatedness of learning and complex, ambiguous, unsolvable challenges that are recognizable in society as social challenges (i.e. forced migration)to present and distinguish an emerging theory of adult learning, generative knowing. Generative knowing emerged as a distinct learning disposition at the intersections of personal meaning making capacity (developmental psychology) encountering the characteristics of rising ambiguity (complexity sciences) and the lived experience of undergoing experienceto make visible and help others make the connections between generative knowing at a personal level and the complex, ambiguous unsolvable challenges in today's society, andto provide illustrations of what generative knowing entails, how it shapes personal and societal transformation and how that may support educators, facilitator activists and change activists to make space for generative knowing when complex challenges call for both personal and societal transformations. Adult education as a field of practice is presently grappling with how adults learn in a world being recomposed by a global pandemic. Generative knowing—defined as ways of being and becoming that creatively activate potential—restores many rhythms of learning, helping readers gain fresh perspectives on how learning emerges from the unknown. The vital and personal stories in this book guide readers to walk in the territory of the unknown and to pay attention to the sensations of entanglements of self with multiple societal forces as a new way of learning. Perfect for courses such as: Adult Learning Theory │ Adult Learning Theory & Praxis │ Adult Development │ Transformative Learning │ Phenomenology │ Narrative Inquiry │ New Materialism │ Creative Research Methodologies

This book investigates the phenomenon of science communication events, as spectacles for legitimising and communicating science to the public. With attention to events such as ‘Science Slam', where scientists are asked to present their knowledge in new ways and speak to an audience of laymen, the author examines the participants'use of stylistic devices borrowed from other events in order to address a diverse audience in a competitive environment. With attention to the performative appearance of scientists on stage and the manner in which contemporary public performing scientists present, problematise, and communicate knowledge, the author considers the justifications offered by participants in terms of legitimacy and expectations. Illustrating the crucial role of bodies, techniques, visuals, and objects in the communicative construction of (scientific) reality, The New Art of Old Public Science Communication: The Science Slam sheds new light on the construction of improved science communication. As such, it will appeal to social scientists with interests in science communication, the sociology of science and technology, and the sociology of knowledge.

This book provides a fresh look at the question of learner motivation and engagement, beginning with an investigation of potential motivations not to learn, the better to help instructors find more successful ways to engage learners in any given situation. After examining various kinds of resistance to learning, the book goes on to describe effective ways of overcoming resistance and engaging learners.Grounded in the literature of many fields, such as Adult Education, Psychology, Sociology, Cultural Anthropology, and Communication (as well as the author's own decades of experience), the book connects the concepts surrounding learning resistance directly to engagement and human motivation, drawing these ideas together to make the case for practicing motivational immediacy in all learning spaces. The second section of the book focuses on the various tools effective teachers might use to mitigate learner resistance and foster authentic and lasting engagement. The author devotes a chapter to using curriculum and Instructional Systems Design (ISD) processes to effectively foster engaged learning in different learning spaces and contexts. Two chapters are devoted to applying the theory and methods to specific domains: online learning environments, and face-to-face classrooms with both undergraduate and graduate students. The last section includes a chapter that provides a potential method to measure effectual learning in the classroom, and one that addresses the ethical issues sometimes said to exist in efforts to mitigate learner resistance and foster engagement in its place. The final chapter draws the book to a close by presenting a fluid whole that will greatly improve understanding of the ideas as well as the methods best used to reduce learning resistance, increase learner engagement, and facilitate motivational immediacy and effectual learning.

This book is a culmination of many educational and business practices to accelerate and distribute learning throughout the organization. You will find twenty-five strategies to assess the ability and willingness of individuals and the school. This book will save leaders time by providing examples and a guide to implement processes to increase learning. The more talent schools have, the more students will learn. The future will require more learning and more ways to acquire that learning. These practical strategies can be used with individual staff members as well as groups of any size. These facilitation skills are already in use. Let's learn, adapt, and take positive action to increase learning.

The book, Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, will fill a unique niche in the field of adult, higher, and workforce education. It offers a current volume for scholars and practitioners based on both empirical studies and practice-based research on adult skill acquisition and development. Dreyfus and Dreyfus (1980, 1988, 2004, 2008) developed the novice to expert model of skill acquisition that illustrates growth over the course of a person's career in a particular domain. The skill model highlights a learner's movement across six levels of skill development: novice, advanced beginner, competent, proficient, expert, and mastery. This book will present examples of the application of the Dreyfus and Dreyfus model in different fields (i.e., health care, education, law enforcement, business, serious gaming, military, ethics training, etc.) providing insight into how practitioners can develop their skills in their particular domains and how educators can promote this development. This collection will be appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult, higher, and workforce education.

With the increasing share of adult and non-traditional students in the higher education student body, higher education faculty and administrators must ensure that the design of programs, courses, and student services support the success of all students. The needs and wants of these adult and non-traditional learners will differ, and it is important that research helps advance the understanding of these students to increase their success, acclimation, and experience in institutions. Ensuring Adult and Non-Traditional Learners'Success With Technology, Design, and Structure is designed to provide higher education professionals with current research and research-based best practices for ensuring student success for adult learners and non-traditional students. The research presented in this book will help ensure that programs, courses, and student services are designed and implemented in a manner that supports student success for all learners in the institution. Chapters include research on student motivation, program design, educational technology, student engagement, and more. This book is intended for post-secondary administrators, faculty, teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in relevant educational services for adult learners and non-traditional students.

This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engeström, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schön, Senge, and Van den Bossche, this book discusses: Learning of employees in the digital era Workplace learning High impact learning Informal learning Adult learning Learning & development didactics (L&D) Reflective practice Transformational learning Experiential learning Deliberate practice Communities of practice Team learning Organisational learning Expansive learning Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training.

Andragogy may be defined as a scientific discipline for study of the research, theory, processes, technology, practice, and anything else of value and benefit including learning, teaching, instructing, guiding, leading, and modeling/exemplifying a way of life that would help to facilitate and bring adults to their full degree of humaneness. Andragogy is one part of the broader international field of adult education, human resource development, and lifelong learning, thus serving the advancement and connection needs of adult learners, organizational development, and lifelong learning in areas such as higher education, business, military, corporate training, healthcare, executive leadership, courtroom practice, religious life, and human resource development. Facilitating Adult and Organizational Learning Through Andragogy: A History, Philosophy, and Major Themes investigates the history, philosophy, and major themes of andragogy and how they may contribute to helping practitioners to design and facilitate adult and organizational learning. The book presents more than 500 documents that are examined through two different lenses. The first lens is the history and philosophy (or a chronological approach) of andragogy while the second lens takes a look at the major themes as categories of what the documents express. While encompassing the background, uses, and future of andragogy, this book is ideally intended for teachers, administrators, practitioners, stakeholders, researchers, academicians, and students.

Co-published with Colleges and universities are increasingly becoming significant sites for adult education scholarship—in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract “non-traditional” (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty.The Handbook of Adult and Continuing Education provides rich information on the contemporary issues and trends that are of concern to adult and continuing education, of the programs and resources available to adult learners, and of opportunities to challenge and critique the structures embedded in the field that perpetuate inequity and social injustice. Adult education is a discipline that foresees a better tomorrow, and The Handbook is designed to engage and inspire readers to assist the field to seek new paths in uncertain and complex times, ask questions, and to help the field flourish.The Handbook is divided into five sections. The first, Foundations situates the field by describing the developments, core debates, perspectives, and key principles that form the basis of the field.The second, Understanding Adult Learning, includes chapters on adult learning, adult development, motivation, access, participation, and support of adult learners, and mentoring.Teaching Practices and Administrative Leadership, the third section, offers chapters on organization and administration, program planning, assessment and evaluation, teaching perspectives, andragogy and pedagogy, public pedagogy, and digital technologies for teaching and learning.The fourth section is Formal and Informal Learning Contexts. Chapters cover adult basic, GED, and literacy education, English-as-a-Second Language Programs, family literacy, prison education, workforce development, military education, international development education, health professions education, continuing professional education, higher education, human resource development and workplace learning, union and labor education, religious and spiritual education, cultural institutions, environmental education, social and political movements, and peace and conflict education.The concluding Contemporary Issues section discusses decolonizing adult and continuing education, adult education and welfare, teaching social activism, lesbian, gay, bisexual, trans, queer and straight allies, gender and its multiple forms, disability, older adults and intergenerational identities, race and ethnicity, working class, whiteness and privilege, and migrants and migrant education.The editors culminate with consideration of next steps for adult and continuing education and priorities for the future.

The new edition of the authoritative book in the field of adult education — fully revised to reflect the latest research and practice implications. For nearly three decades, Learning in Adulthood has been the definitive guide in the field of adult education. Now in its fourth edition, this comprehensive volume is fully revised to reflect the latest developments in theory, research, and practice. The authors integrate foundational research and current knowledge to present fresh, original perspectives on teaching and learning in adulthood. Written by internationally-recognized experts, this market-leading guide draws from work in sociology, philosophy, critical social theory, psychology, and education to provide an inclusive overview of adult learning. Designed primarily for educators of adults, this book is accessible for readers new to adult education, yet suitably rigorous for those more familiar with the subject. Content is organized into four practical parts, covering topics such as the social context of adult learning, self-directed and transformational learning, postmodern and feminist perspectives, cognitive development in adulthood, and more. Offering the most comprehensive single-volume treatment of adult learning available, this landmark text: Offers a wide-ranging perspective on adult learning Synthesizes the latest thinking and work in the field Includes coverage of the sociocultural perspectives of adult learning Explores the broader social implications of adult education Learning in Adulthood: A Comprehensive Guide, 4th Edition is an indispensable resource for educators and administrators involved in teaching adults, as well as faculty and students in graduate programs in adult education.

Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. I Am What I Become: Constructing Identities as Lifelong Learners is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate connections between learning and identity. Our aim is to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan and in any space where learning occurs: in school, at work, or in community. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. Adult educators, adult development scholars, counselors, psychologists, and sociologists, along with education and training professionals in formal and informal learning settings, will revel in the rich array of qualitative research designs, methods, and findings as well as autobiographies and narrative essays that transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Volume One, Identity and Lifelong Learning in Higher Education, contains chapters by and about post-secondary educators and students. Together these chapters enhance our understanding of the inextricable link between learning and identity.

Scholarship on adult education has fueled a high level of methodological creativity and innovation in order to tackle a diverse range of issues in a wide range of settings and locations in a critical and participatory manner. Adult education research is marked by the desire to do research differently and to conduct critical research with rather than about people which requires theoretical and methodological creativity. This entails a particular approach to how we seek to know the world in collaboration with people, to rupture hierarchical relations and to create new collaborative spaces of learning and research that encompass the diversity of people's life experiences. Doing Critical and Creative Research in Adult Education brings together both leading and emerging scholars in adult education research in order to capture the vitality and complexity of contemporary adult education research. This includes contributions on biographical, narrative, embodied, arts and media-based and ethnographic methods alongside the critical use of quantitative and mixed methods. This distinctive and rich methodological contribution has a general relevance and usefulness for all researchers and students in the social science and humanities, which draws attention to the importance of critical and creative participatory learning processes in human life and learning.

The definitive textbook for reflective professionals in further, adult and vocational education. Now updated with the latest research, the book offers extensive support for trainee and practising teachers in a variety of settings, for both practice-based training and career-long professionalism. Written by a collaborative author team of sector experts led by Maggie Gregson and Sam Duncan, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success, with a focus on the key issues including planning and assessing learning and collaborative approaches to reflective practice - evidence-informed'principles'to aid understanding of how theories can effectively inform and develop teaching practices In addition to new case studies from a wider range of settings than ever before, the new edition offers broader national and international coverage, greater emphasis on work-based learning, and more ideas for exploring classroom communication and meeting a wider range of learner needs.Readings for Reflective Teaching in Further, Adult and Vocational Education directly compliments this book, providing access to key texts, working as a compact and portable library. reflectiveteaching.co.uk provides a treasure trove of additional support, including supplementary sector-specific material for considering questions around society's educational aims.

From the acclaimed coauthor of A Manual for Direct Action comes Facilitating Group Learning, an essential resource designed to help educators, trainers, workshop leaders, and anyone who assists groups to learn. George Lakey presents the core principles and proven techniques of direct education, an approach he developed for effectively teaching adults in groups. To illustrate how it works in action, Lakey includes a wealth of compelling stories from his vast experience facilitating groups in a variety of situations. Direct education cuts through the pretense and needless complications that can distance learners from subject matter. It removes false expectations (for example, that kinesthetic learners will strongly benefit from slide presentations) and false assumptions (for example, that a group is simply the sum of the individuals). This approach focuses the encounter between teacher and group; it replaces scattered attention—of a teacher preoccupied with curriculum and participants preoccupied with distractions—with gathered attention. Unlike in other books on group facilitation, the author emphasizes critical issues related to diversity, as well as authenticity and emotions. Step by step, this groundbreaking book describes how to design effective learning experiences and shows what it takes to facilitate them. Ultimately, it brings all the elements of the author's direct education approach together. Facilitating Group Learning also contains material on sustaining the educator, addresses working with social movements, and includes the Training for Change toolkit of group learning techniques.

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles'pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.

Post-traditional students are rapidly becoming the majority of the higher education student population. This changing demographic within the higher education landscape increases the demand for flexible learning options accessible to non-traditional learners. Redefining Post-Traditional Learning: Emerging Research and Opportunities is a comprehensive research publication that explores shifting demographics within higher education and offers recommendations to current teaching methodologies. Highlighting a range of topics such as adult learners, pedagogy, and international students, this book provides a theoretical foundation, followed by an intentional dissection of current and best research practices through the lenses of andragogy, student demographics, and technology. It is ideal for teachers, instructional designers, curriculum developers, educational professionals, school administrators, policymakers, academicians, teaching professionals, researchers, and graduate students.

Knowledge is one of today's few meaningful resources. Equip yourself to ride the rollercoaster of racing change, globalism and technological super-innovation that is life and work in our age.Completely revised and updated for the 2000s, The Adult Learner at Work, 2nd edition is for educators, trainers and managers who want to stay in touch with the latest thinking in their fields. Dr Robert Burns explains the important changes that have swept through the field of post-compulsory education and the worldwide swing to the lifelong learning as the gateway to a learning society. When work, education and life satisfaction can truly intermesh, sustainable prosperity becomes achievable. Robert Burns explores such questions as:• What conditions have created lifelong learning, learning societies and learning organisations?• How have government and business responded?• What methods and processes enhance the learning potential of adults?• How can we motivate adults to learn?• What are the effects of advancing age on our ability to learn?• Is competency training an effective tool for encouraging learning?This new edition examines how and why we must facilitate the learning potential of all members of society. The Adult Learner at Work, 2nd edition provides an attractive vision of the development of learning environments in the workplace and the community setting-integrating skill learning and personal development using well founded principles of adult learning.

Adult learning ability is by and large considered a “net good” and is established through extra resources, the cultivation of experiences, and services like tutoring and test-taking. However, even with the proliferation of such tools, there is no single solution that can address the needs of a broad population of students. To address each learner's individual needs, educators must equip themselves with as many methods as they can to ensure learners'success. Building and Maintaining Adult Learning Advantage is an essential publication that covers the varied facets of adult learning as well as how to keep learners on the cutting edge of their education. While covering a broad range of topics including collaborative learning, development motivation, and learning advantage constraints, this book introduces new, innovative strategies and methods for creating adult learner advantage. This book is ideally designed for educators, curriculum developers, instructional designers, digital content developers, analysts, administrators, researchers, academicians, and students.

Learn from Kids, Peers, and the World to Transform Professional Learning What can kids teach us about educational practices? It turns out, plenty. PD is evolving into professional learning (PL), where personalized experiences focus on goals and outcomes, rather than seat time. In Evolving Learner, successful PL is framed through three critical sources: learning from kids, from peers, and from the world. Woven throughout the book are tangible connections to cycles of inquiry where a harmonious balance is the ultimate goal when students are engaged in inquiry for deeper learning and teachers are engaged in a parallel process to improve their practice. The authors'unique framework shifts away from factory model'PD'and transforms it into experiences tailored to kids'and adult learners'specific needs. Clear strategies for accomplishing PL are presented through A framework where both students and teachers are active agents of learning Cycles of inquiry to empower students to become the owners of learning Techniques to make thinking visible for teachers and students Cutting edge coverage of applying technology to professional learning including the use of social media, gamification, and digital badges The time is right to reclaim ownership of your professional learning: Evolving Learner is an essential guide for embarking on this journey.

The fourth edition of Psychology and Adult Learning has been thoroughly updated to encompass shifts in the concerns of adult educators as they respond to changing global social and economic issues. It examines the role of psychology in informing adult education practice and explores the seminal traditions of key psychological theories as well as discussing issues and problems in applying them to an understanding of adult learning and development.Providing a thoughtful and accessible approach to understanding self and personal change in adult education, and with a new emphasis on diversity, this new edition has been revised and updated in light of the impact of globalising processes, the emphasis on diversity among educators, developments in cognitive neuroscience, the impact of social media, and the theoretical move away from ‘grand theory'. It examines the formation of identities, and places increased emphasis on how a conception of selfhood lies at the heart of teaching adults. Considering adult learning in a variety of contexts, topics covered include:• Humanistic psychology • Selfhood in the adult years• The relevance of neuroscience• Adult intelligence and cognition• Behaviourism• Group learning• Transformative learningPsychology and Adult Learning examines the psychological dimension of adult education work by analysing and critiquing key psychological theories that have informed our understanding. It is essential reading for all those who seek a critical account of how psychology informs contemporary adult education theory and practice.

The Psychology of Learning and Motivation, Volume 72 in this preeminent series, features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. Chapters in this new release cover Statistical learning predicts literacy acquisition of a foreign alphabetic and logographic language, An Investigation into Virtual Immersion Mandarin Chinese Writing Instruction with Students with Autism, Child and adult classroom L2 learners: uniqueness and similarities, and implications for cognitive models, Current Trends in Second Sign Language Research: Acquisition, Teaching and Assessment, Language Experiences and Cognitive Control: A Dynamic Perspective, and much more. - Presents the latest information in the highly regarded Psychology of Learning and Motivation series - Provides an essential reference for researchers and academics in cognitive science - Contains information relevant to both applied concerns and basic research

While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology. By identifying the knowledge and skills that individuals need to engage in self-directed learning, the book highlights how educators can best support adult learners beyond the years of formal schooling. Through case studies and empirical analysis, the authors offer a research-based exploration of adults'self-directed learning and provide tools to support adults'learning experiences in a wide range of environments while being inclusive of all educational backgrounds.

Offering an innovative and dynamic approach to adult learning, Playful Learning explores the potential of play in adulthood with the goal of helping educators, corporate trainers and event designers incorporate play-based activities for adults into both educational and work settings.Through a comprehensive overview of the value of play in adulthood, this book responds to the growing popularity of playful events for adults in academic and business settings designed to promote higher levels of engagement. Drawing on the authors'own decades of experience at the forefront of the field, this helpful reference incorporates strategies and techniques for bringing play into any learning design. Examples and case studies of successful playful design at conferences, training events, and in higher education illustrate what effective playful event design looks like in practice.With a multi-sector appeal that spans business, education and entertainment while bringing together practice and theory in an accessible manner, Playful Learning is a must-have resource for researchers, practitioners, managers and administrators alike.

This multidisciplinary book represents an initial attempt to connect adult learning and knowledge management in theory and practice. It provides educators, learners and organizational development professionals with new strategies and resources for developing active and effective pedagogies, which in turn prepare learners and practitioners to manage knowledge in organizations and higher education. To do so, it gathers contributions and case studies from a diverse, global team of authors and provides a theoretical and practical outline of new strategies and methods for facilitating adult teaching and learning. It also provides a fresh reading of active learning methods, by adopting a knowledge management viewpoint that is broadly applicable, whether helping students master content in university courses, or helping organizations learn and change.The book is divided into three main sections: a) methods and theories for adult teaching and learning; b) knowledge management in education; and c) case studies and best practices that consider classroom learning, higher education change, and organization development.

This book reveals the mechanism through which adults learn through boundary-crossing experiences. Boundary crossing, though defined in various ways, refers to activities in which persons belonging to different organizations collaborate in a context different from their workplace. While boundary crossing attracts researchers and practitioners as a platform for adult learning, previous analysis of its mechanism has been insufficient. To address this research gap, this text reviews literature on theories related to boundary crossing on an interdisciplinary basis, and empirically analyses the mechanism of learning through boundary crossing and associated job crafting. It also explains the concepts and techniques of the Modified-grounded theory approach (M-GTA) in order to facilitate easy understanding among researchers and practitioners in management and organization research.While job crafting is one of the research topics attracting a large number of researchers today, there is a lack of empirical studies on this topic. This book addresses cases in Japan where various experimental projects are in progress. However, noting the fact that the labor market and human resource management (HRM) practices in Japan are not as different from other countries as is usually said, its findings can be applied to other settings across the globe.

Originally published in 1991, this book provides the reader with a comprehensive synthesis of developments, issues and practices related to a self-direction in learning. it presents strategies for facilitating self-directed learning as an instructional method and for enhancing learner self-direction as an aspect of adult personality. The idea of self-directed learning is not a new one but has received renewed attention in education circles and has particular significance for the adult education sector.

What if, as psychologists and adult educators advocate, a person chose a life where his motivation for the work itself determined what he did? Living a Motivated Life: A Memoir and Activities follows the author through forty years, revealing how he selected vocational pursuits guided by his understanding of intrinsic motivation and transformative learning. As a compass for relevant decisions, these ideas gave energy and purpose to how he lived, and an instinct as sure as sight for the future. Written with nuance, humor, and unpredictability, this story renders how he came to appreciate learning for the pleasure of learning. Facing similar challenges as those of today's first generation college students, the memoir narrates his unexpected college enrollment, his friendship with an ancient history professor, and his triumphs and travails as teacher, psychologist, human relations specialist, psychotherapist, and adult educator. This is the first memoir of someone who consciously chose to lead a professional life to experience flow on a daily basis. It is an important step in the integration and evolution of intrinsic motivation theory and transformative learning. But it reaches beyond this outcome, sharing how the author aspired to be better at what he valued and showing how he discovered and extended these ideas to others.

Don't Leave On-the-Job Training to ChancePeople become experts at their job by learning while doing. But when your employees need to develop a new skill, how do you ensure they all receive the same experience if a trainer isn't leading and guiding them? Most on-the-job training programs leave learners to sink or swim with whomever is overseeing their work. One worker may excel with a mentor who allows her to take charge of what she learns—while a second may get someone who uses the opportunity to offload paperwork and other administrative tasks. Learning While Working: Structuring Your On-the-Job Training shows you how to provide the focus and direction needed to track on-the-job progress and build a pipeline of better-skilled workers. Author Paul Smith combines real insight into building a structured program for project managers at the Waldinger Corporation with in-depth interviews of experienced learning and development professionals. Discover how a well-designed structured on-the-job training program can be your company's talent development answer to a Swiss Army knife. This book doesn't prescribe a one-size-fits-all solution. Instead, it will help you prepare a tailored, sustainable structured on-the-job training program for your organization. Included are practical tips to set defined roles for the learner, mentor, and trainer; create a tracking tool to clearly document skill growth; and ensure organizational learning gets put to use. On-the-job training won't replace all employee development happening in the classroom, online, or through peer sharing of best practices. But by bringing order to these often disconnected and siloed efforts, you can fortify the learning structure that your organization needs to succeed.

As individuals progress through each stage of life, they continue to learn and grow intellectually. However, what may be a conducive learning environment for a child may not be as effective for an adult, creating a need to understand how to aid adults in being successful learners in their later life. Multicultural Andragogy for Transformative Learning provides a diverse collection of positions related to adult learning. The book touches on a variety of topics including autonomous learning as a transformative experience, mixing cultures through intercultural methodology, and integrating cultural perspectives into organizational learning. As a publication with a focus on andragogy, this proves a useful resource for academicians, higher education administrators, and educators who teach both traditional and non-traditional students in higher education.

This tenth anniversary edition of Knud Illeris's classic 2008 text is an updated and definitive collection of today's most influential learning theorists, now containing additional chapters from John Hattie and Gregory Donoghue, Sharan Merriam, Gert Biesta and Carolyn Jackson. This book brings together world-renowned experts, who each present their understanding of what learning is and how human learning takes place, addressing the social, psychological and emotional contexts of learning. In this clear and coherent overview, Professor Knud Illeris has collated chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning. Each international expert provides either a seminal text or an entirely new précis of the conceptual framework they have developed over a lifetime of study, such as adult learning theory, learning strategies, and the cultural and social nature of learning processes.Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students; it is an invaluable resource for all researchers and academics involved in the study of learning, and provides a detailed synthesis of current learning theories… all in the words of the theorists themselves.

Can You Tell Learning Fact From Fiction?“Training should be tailored to individual learning styles.” “We only use 10 percent of our brain.” “Multitasking is as simple and efficient as flipping a switch.” Some myths and superstitions have their fervent believers. But unlike everyday misconceptions such as “Bats are blind” or “George Washington had wooden teeth,” these learning myths can cost you. Fortunately, trained skeptic Clark Quinn has once and for all laid them bare before the research and evidence.Now, myth busting has never been easier. Millennials, Goldfish, & Other Training Misconceptions debunks more than 30 common assumptions about good learning design to help you avoid wasting time, resources, and goodwill on unproven practices. Drawing on cognitive psychology and brain science, Clark arms you with the ammo to challenge the claims you're likely to hear from peers and co-workers. Be a smart consumer, and stand behind the science of learning.

A comprehensive exploration of technology's role in adult learning Technology and Innovation in Adult Learning introduces educators and students to the intersection of adult learning and the growing technological revolution. Written by an internationally recognized expert in the field, this book explores the theory, research, and practice driving innovation in both adult learning and learning technology, and illuminates a powerful approach to recognize and leverage these opportunities. Building on current trends and research in technology and its use, each chapter illustrates the need, opportunities, and examples of current and future technologies that scaffold adult learning, and provides comprehensive coverage of both current and emerging challenges. Many adult learning faculty, practitioners, and students realize that technology presents a growing and ever-present set of issues, yet few feel confident in identifying the opportunities that arise with each step forward. This book clarifies the interplay between adult learning and learning technology, and characterizes the cyclic exchange of information and opportunities that link these fields now and in the future. Understand the critical issues currently affecting adult learning Learn how technology is presenting both opportunities and challenges for the teaching and learning of adults in different contexts Examine recent research on learning technology for adult learners Discover how technological innovation can be applied now and how it will continue to shape the future of learning Adult learning is on the rise, and there is no mistaking technology's role; whether they're learning with or about technology, today's adult learners come with unique sets of needs and skills that demand specialized approaches. Traditional pedagogical techniques don't transfer directly, and learning technology requires its own unique approach to development and use. Technology and Innovation in Adult Learning equips practitioners to further adult learning and shape the future of the field, while providing a rich perspective for classroom inquiry and research.

The classic interdisciplinary reference on adult education, updated for today's learning environment Enhancing Adult Motivation to Learn provides adult educators with the information and strategies they need to guide non-traditional students toward positive educational outcomes. Providing a clear framework, guidelines for instructional planning, real-world examples, and cutting-edge ideas, this book fills the need for intrinsically motivating instruction targeted specifically toward adults returning to school. This new fourth edition sharpens the focus on community colleges, where most first-generation college students and working adults begin their higher education, and explores the rising use of technology and alternative delivery methods including a new chapter covering online instruction. Since the publication of its first edition, this book has become a classic reference for understanding adult motivation in educational and training settings. As more and more adults re-enter the educational system, instructors and trainers will find extraordinary value in this exploration at the intersection of research and practice. Examine the latest neuroscience and psychological research pertaining to adult motivation and learning Delve into alternative formats including online learning, interactive learning materials, and more Elicit and encourage adult intrinsic motivation using the Motivational Framework for Culturally Responsive Teaching and sixty practical, research-backed strategies Adopt a culturally responsive instructional approach for an inclusive and equitable learning environment. Adult students differ from traditional students in motivation, attitude, experience, and more; this, combined with an increasingly diverse body of students as well electronic delivery methods, makes today's teaching environment a new landscape for instructors to navigate. Enhancing Adult Motivation to Learn provides a clear guide to success for instructors and students alike.

Second Language Educational Experiences for Adult Learners provides an up-to-date review of the theory and practice of adult second language education. The primary objective is to introduce core ideas that should inform the design, development, and delivery of language learning experiences that take the typical forms of materials, courses, teaching, and assessment. Divided into three sections, the book first addresses what we know about adult second language acquisition and how individuals may acquire languages differently from each other. In the second section, key educational design elements—from pedagogical methods to curriculum to assessment—are then introduced from the perspective of research-based understandings about effective practices. Rounding out the volume is an overview of critical issues for language educational innovation, including supporting teachers, localizing materials and instruction, evaluating and improving education, and working with technology. Each chapter concludes with a set of recommended “design principles” that should guide readers toward high-quality, valuable, and empirically supported language educational experiences. This volume will be of interest to researchers and students investigating instructed language learning, designers creating useful language learning materials, and language teaching innovators seeking to improve outcomes in diverse instructional settings around the world.

Élaborer une note de synthèse sur l'éducation populaire peut relever du défi. Les difficultés à définir clairement cette forme d'éducation, le poids des références mythifiées, le caractère protéiforme des travaux sur ce champ de pratiques, constituent autant d'obstacles potentiels à une synthèse. Les auteurs du présent numéro ont relevé le défi et ont réussi à contourner ces obstacles en proposant un texte stimulant et argumenté. Suivent deux articles de recherche (dont un en anglais), ainsi qu'un chapitre présentant les actualités de la recherche en éducation et formation des adultes.