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Adult Learning (adult + learning)
Selected AbstractsImproving Opportunities for Adult Learning in the Acceding and Candidate Countries of Central and Eastern EuropeEUROPEAN JOURNAL OF EDUCATION, Issue 1 2004Haralabos Fragoulis First page of article [source] Improving Access to and Participation in Adult Learning in OECD Countries,EUROPEAN JOURNAL OF EDUCATION, Issue 1 2004Beatriz Pont First page of article [source] Context-Based Adult LearningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 89 2001Catherine A. Hansman Adult learning takes place in context where tools and the context intersect with interaction among people. [source] Critical and Postmodern Perspectives on Adult LearningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 89 2001Deborah W. Kilgore This chapter characterizes and compares knowledge, power, and learning in the critical and postmodern theoretical worldviews. [source] Adult learning and the emotional self in virtual online contextsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 120 2008Regina O. Smith The rapid growth of online collaborative learning presents emotional challenges to students and adult educators. This chapter discusses two of these issues: epistemic and identity challenge. [source] Crossing borders of religious difference: Adult learning in the context of interreligious dialogueNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 104 2004Nadira K. Charaniya Two adult and religious educators,a Muslim and a Jew,demonstrate the impact of interreligious dialogue on personal transformation and democratic social change. [source] Adult Learning Experiences from an Aquarium Visit: The role of Social Interactions in Family GroupsCURATOR THE MUSEUM JOURNAL, Issue 3 2007Adriana Briseño-Garzón Based on a larger empirical work,1 this paper reports on the nature and character of adult learning within a family group context while visiting the Vancouver Aquarium Marine Science Centre (Canada), and the longitudinal effects of such experience in the weeks following the visit. In this study a multiple or collective instrumental case study approach was employed to examine the learning experiences of the adult members of 13 family groups; this approach demonstrates that adults visiting the aquarium as part of a family group are active social learners and not merely facilitators of the experience for younger visitors or caregivers. Our outcomes also indicate that the adult members of the participant family groups learned in a multiplicity of domains including the cognitive, the social, and the affective, as a result of their visit to the Vancouver Aquarium. In addition, we discuss the longitudinal impacts of the aquarium visit and provide valuable insights as to the relevance of these experiences in visitors' everyday lives. [source] A shift from diffuse to focal cortical activity with developmentDEVELOPMENTAL SCIENCE, Issue 1 2006Sarah Durston Recent imaging studies have suggested that developmental changes may parallel aspects of adult learning in cortical activation becoming less diffuse and more focal over time. However, while adult learning studies examine changes within subjects, developmental findings have been based on cross-sectional samples and even comparisons across studies. Here, we used functional MRI in children to test directly for shifts in cortical activity during performance of a cognitive control task, in a combined longitudinal and cross-sectional study. Our longitudinal findings, relative to our cross-sectional ones, show attenuated activation in dorsolateral prefrontal cortical areas, paralleled by increased focal activation in ventral prefrontal regions related to task performance. [source] Additional Resources for Medical Student Educators: An Annotated ReviewACADEMIC EMERGENCY MEDICINE, Issue 4 2005Tamara Howard MD There are numerous resources available to help educators of medical students improve their methods of instruction. For example, several Internet sites exist that describe specific ways to teach and reinforce concepts basic to emergency medicine. Some of these sites also allow users to share their own experiences and teaching techniques. There are professional associations and organizations that specifically cater to the needs of those involved in the education and training of medical students and resident physicians. Educators may wish to take advantage of distance learning programs that offer instruction in areas such as adult learning, curriculum and teaching methods, and medical education evaluation and research. Finally, educators may wish to participate in professional development opportunities such as fellowships and online modules that have been designed to offer instruction on teaching skills, provide an arena for exchange of effective techniques, and acclimate faculty to academic medicine. [source] The Practical Approach to Lung Health in South Africa (PALSA) intervention: respiratory guideline implementation for nurse trainersINTERNATIONAL NURSING REVIEW, Issue 4 2006A. Bheekie d.pharm Aim:, This paper describes the design, facilitation and preliminary assessment of a 1-week cascade training programme for nurse trainers in preparation for implementation of the Practical Approach to Lung Health in South Africa (PALSA) intervention, tested within the context of a pragmatic cluster randomized controlled trial in the Free State province. PALSA combines evidence-based syndromic guidelines on the management of respiratory disease in adults with group educational outreach to nurse practitioners. Background:, Evidence-based strategies to facilitate the implementation of primary care guidelines in low- to middle-income countries are limited. In South Africa, where the burden of respiratory diseases is high and growing, documentation and evaluation of training programmes in chronic conditions for health professionals is limited. Method:, The PALSA training design aimed for coherence between the content of the guidelines and the facilitation process that underpins adult learning. Content facilitation involved the use of key management principles (key messages) highlighted in nurse-centred guidelines manual and supplemented by illustrated material and reminders. Process facilitation entailed reflective and experiential learning, role-playing and non-judgemental feedback. Discussion and results:, Preliminary feedback showed an increase in trainers' self-awareness and self-confidence. Process and content facilitators agreed that the integrated training approach was balanced. All participants found that the training was motivational, minimally prescriptive, highly nurse-centred and offered personal growth. Conclusion:, In addition to tailored guideline recommendations, training programmes should consider individual learning styles and adult learning processes. [source] Using real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practiceMEDICAL EDUCATION, Issue 1 2001Jane Dammers Objectives To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL). Design A questionnaire was given to all students participating in a PBL module including a question about ,the added value of using real, as opposed to paper cases', in problem-based learning. Resources used by students and assessment of feasibility were recorded by the course tutors. Setting A 7-week student-selected problem-based module in general practice in the fourth-year undergraduate medical curriculum, University of Newcastle upon Tyne. Subjects 69 students participating in the module over 2 years. Results All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very wide range of resources and imaginative presentation of what had been learned. Conclusion Real patients are potent trigger stimuli in problem-based learning. The use of real patients in this general practice-based module presented no organizational or ethical difficulties. Their use should be considered more widely. [source] Digital storytelling: A new player on the narrative fieldNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 126 2010Marsha Rossiter Digital stories add a multimedia dimension to narrative. The authors highlight some of the most promising features of digital storytelling for adult learning. [source] Spirituality and adult learningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 119 2008Elizabeth J. Tisdell The role of spirituality in adult education and adult learning is discussed by defining spirituality and exploring how spiritual experience facilitates spiritual development. [source] The arts as an occasion for collective adult learning as authentic community developmentNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 116 2007Arnold Aprill This chapter presents a case study of collaboration between the Lawndale Christian Development Corporation and the Chicago Arts Partnerships in Education. [source] Enhancing adult learning through interdisciplinary studiesNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 103 2004Daphne W. Ntiri This examination of the pedagogical and curricular characteristics and imperatives of an interdisciplinary studies program for adult learners, within a wider context of theory and practice, draws on the example of a general education course to demonstrate the vitality between interdisciplinary thinking and adult learning. [source] The sociocultural implications of learning and teaching in cyberspaceNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 96 2002Simone Conceição In this chapter, the author uses her own experiences as an adult learner in cyberspace to explore the social and cultural contexts of gender and national origin in adult learning. [source] Global organizations and e-learning: Leveraging adult learning in different culturesPERFORMANCE IMPROVEMENT, Issue 6 2008Edward P. Nathan This article examines a number of issues regarding the leveraged use of global training within multinational organizations. Given a common purpose and using technology that may minimize cultural differences, is it possible for these organizations to overcome some of the cultural barriers to adult learning? In examining this concept, this article discusses issues of cultural differences, adult cognition, technology, developing global courseware, and measuring its impact. [source] | |||||||||||||