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Is #Adult #Education Broken? #DianeShaweAuthor explores the main failings in education for an economy—powered by #technology, fueled by #information, driven by #knowledge and becoming #automated affecting the poor. As Isaac Asimov—a master of science fiction literature—once said: "No sensible decision can be made any longer without taking into account not only the world as it is but the world as it will be." What has happened? Why have these large institutions priced education out of some fundamental principles? How can we make the new economic age enhance, rather than diminish, our quality of learning? How can we make this amazing innovation advance the prospects of all people especially those with experience and not just for the youth? It is clear that at this moment most educational systems are not keeping pace with changing technology and the ever-evolving world of work. Not enough people are thinking strategically enough in this area. Fundamentally, we need to change what people learn, how people learn, when people learn, and even why people learn. We must get beyond the traditional model of students sitting passively in classrooms, following instructions and memorising material that they are tested and scored on which sometimes turn out to be of little use in an every changing economy. It is evident that computers can do that for us! There has always been a great deal of lip service given to the idea of learning by doing, but not much has been done about it. In fact, John Dewey remarked in 1916, in his book, Democracy, and Education: "Why is it that, in spite of the fact that teaching by pouring in, learning by passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an affair of "telling" and being told, but an active constructive process is a principle almost as generally violated in practice as conceded in theory" “Transformative learning in time of crisis when Individuals face Collective Challenges” Diane Shawe M.Ed. I think it is imperative that this century focuses on Adult Transformation Learning by providing Training On Demand During the last twenty years, the use of the word “crisis” seems to have increased around the world. Referring to sudden and intensely political, economic, social, psychological, cultural or environmental changes, this term emerges now more frequently in everyday vocabulary. According to transformative learning theory, the emergence of a crisis represents a potential opportunity for personal and/ or collective transformation, grounded in the capacity of individuals and groups to revisit the perspectives through which they interpret their own experience. Considering recent history, how does the emergence of social, economic, political, cultural, intellectual or environmental crisis manifest an opportunity, or an expression, of transformative learning? How does the experience of individual or collective crisis affect the way one learns to critically interpret one's own experiences? an interesting observation indeed
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.
Case studies have become a widely-used instructional tool in many educational environments. The use of case studies began in the 1950s at Harvard Business School. Today, they may be used as part of a course of study, or as the main focus of a course, to which other material is added. While the use of case studies is prevalent in schools of business and medicine, they are not often used in adult education or human resource development. This may be because there are no current major publications that deal with the use of case studies in these disciplines; nor are there any major databases of adult education or human resource development case studies for instructors to use. Good case studies can bring reality into the classroom. They can provide frameworks for discussion based on issues that must be faced in real life. Complex case issues can be broken down and examined for greater understanding, then pulled together again for resolution. Case studies can be used successfully in adult education. I propose a book based on the use of case-based learning in adult education and human resource development (HRD). The book could be positioned as a supplement to course textbooks for courses in adult education and HRD. I would write the cases and develop the exercises, but could also get others to contribute a case study or exercise to the book. Cases would each be a half-page to maybe 2-3 pages at the long end, and would include questions for students/readers. Supplementary information (possibly in the form of a DVD) could be put together for instructors. This information would include case study focal points and examples of possible responses for each study/exercise.
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Counsels parents and educators on how to best safeguard the interests of children with behavioral, emotional, and social challenges, in a guide that identifies the misunderstandings and practices that are contributing to a growing number of student failures.
This book underscores the fact that there are many people who are trapped in an economic system that keeps them from moving ahead. The sticky Bottom and Just above Broke describes the condition that most welfare recipients find themselves in after leaving welfare rolls who are unable to find employment and paying them sustainable wages to live. They are left stuck at the bottom with no escape. In addition, there are many aspects of the welfare to work vendor programs of which the educational programs are inadequate. As a result of the diminishing values of our society, this situation goes undetected leaving those matriculating through welfare centers neglected and forgotten. This book illuminates the issues within this systemic condition and offers the idea of an intervention to ameliorate current conditions in our society.
The Survey of College Website Management Practices, a 171-page study, presents more than 500 tables of data about college websites, and is based on data from 68 North American colleges. The study presents detailed data on budgets, software preferences, editorial control, staff size and composition, use of consultants, plans for website redesign, and a broad range of other issues confronting college web site staffs. The report helps to answer questions such as: what kind of disaster management and campus crisis policies do college web staffs have in place. How do staffs track end users, and how many visitors are different college web sites attracting? Which college departments are most influential in managing and directing the website? Does the web staff consider itself in charge of content, IT questions or both? How many individuals can enter content to the site without the permission of the webmaster? What role do social networking sites play in the college web staff's future plans? How often does the webmaster review departmental sites and how much control does he/she have over them? How often are major website revisions planned and how are the best results for end user "buy-in" achieved?