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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.
One of the educationist’s major concerns today is to find effective ways of translating new goals for the curriculum into classroom practices. American and British contributions analyse curriculum change as it actually occurs, with people, institutions and constraints of time and money acknowledged and accepted as a necessary and rightful part of the whole process. Detailed accounts are given of curriculum change in a wide variety of settings: American and English school systems, a college of education, an art curriculum project, Scottish classrooms. Analytic perspectives are employed that help to clarify the underlying forces at work. The contributors probe the adequacy of current theorizing about curriculum development, and suggest new ways of thinking about the problems involved in bringing about change.
This book examines the threat that climate change poses to projects of poverty eradication, sustainable development, and biodiversity preservation. It discusses the values that support these projects and evaluates the normative bases of climate change policy. It regards climate change policy as a public problem that normative philosophy can shed light on and assumes that the development of policy should be based on values regarding what is important to respect, preserve, and protect. What sort of policy do we owe the poor of the world who are particularly vulnerable to climate change? Why should our generation take on the burden of mitigating climate change caused, in no small part, by emissions from people now dead? What value is lost when species go extinct, because of climate change? This book presents a broad and inclusive discussion of climate change policy, relevant to those with interests in public policy, development studies, environmental studies, political theory, and moral and political philosophy.
Neoliberalism is having a detrimental impact on wider social and ethical goals in the field of education. Using an international range of contexts, this book provides practical examples that demonstrate how neoliberalism can be challenged and changed at the local, national and transnational level.
This report assesses the levels and effects of exposure to ionizing radiation. Scientific findings underpin radiation risk evaluation and international protection standards. This report comprises a report with two underpinning scientific annexes. The first annex recapitulates and clarifies the philosophy of science as well as the scientific knowledge for attributing observed health effects in individuals and populations to radiation exposure, and distinguishes between that and inferring risk to individuals and populations from an exposure. The second annex reviews the latest thinking and approaches to quantifying the uncertainties in assessments of risk from radiation exposure, and illustrates these approaches with application to examples that are highly pertinent to radiation protection.