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Mind, Motivation, and Meaningful Learning
Mind, Motivation, and Meaningful Learning: Strategies for Teaching Adult Learners provides a blueprint that academic librarians can apply to their instructional design that facilitates a change in students' motivation and learning strategies. It provides the tools necessary to teach learners to identify, evaluate, and apply appropriate cognitive, learning, and motivation strategies based on course content and a deeper understanding of the metacognitive component of meaningful learning. Five chapters explore the theories behind adult learning, culminating in a seven-unit curriculum scalable to a variety of learning domains complete with lesson plans, activities, assessments of the learning goals, and student reflections.
eBook
New Trends in Formative-Summative Evaluations for Adult Education
The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.
Journal Article
'Proper Deadly' : Student memories of adult education under Indigenous control : Tranby, 1980-2000
The voices of students about the early days of Indigenous-controlled adult education providers are hard to find. In historical research for Tranby National Indigenous Education and Training and the University of Technology Sydney 24
former participants of Tranby courses from 1980 to 2000 gave in-depth interviews, which were analysed alongside Tranby's archival holdings for the first two decades under Indigenous CEOs and Board Chair. Tranby drew students from across
the country with goals ranging from improving literacy to gaining skills for community roles, accessing further education or allowing promotion. Informal interviews with seven former Tranby teachers added information on subject design
and teaching strategies. The former students' interviews focussed on Tranby's atmosphere and learning environment, strongly valuing the perspectives they learned from their fellow Indigenous students. Most felt that, while formal courses
were useful, these contextual and informal experiences were more useful in their later careers. [Author abstract]
Journal Article
Where I live
Linden Rose is homeless, secretly living in the halls of her small-town high school. Her position as school blog editor, her best friends, Ham and Seung, and the promise of a future far away are what keep Linden under the radar and moving forward. When cool-girl Bea comes to school with a bloody lip, Linden begins looking at Bea's life. Soon her investigation prompts people to pay more attention, which is the last thing she needs. But stopping the violence for Bea will mean coming to terms with her own painful past-- and jeopardizing the secrets she's worked so hard to keep.
Book
Global Perspectives on Higher Education and Lifelong Learners
The global expansion of participation rates in higher education continue more or less unabated. However, while the concept of lifelong learning has figured prominently in national and international educational policy discourse for more than three decades, its implications for the field of higher education has remained relatively underdeveloped.
This book focuses on a particular dimension of the lifelong learning: higher education for those who have not progressed directly from school to higher education. Some will embark on undergraduate programmes as mature students, part-time and/or distance students; others wish to return to higher education after having completed (or not completed) a previous academic programme, while increasing numbers participate in postgraduate and continuing studies for a complex mix of professional and personal reasons.
Adopting a comparative and international longitudinal perspective which goes beyond a snapshot view by building on the cases of a core group of ten OECD countries, this timely book investigates the ways in which important new developments impacting on higher education crystallise around the lifelong learning agenda:
new technology and open source resources;
the changing role of the state and market in higher education;
the blurring of public and private boundaries;
issues of equity and access in a time of global economic turmoil;
the increased emphasis on research and international league tables;
the changing nature of the education; and,
the complex interaction of international, national and regional expectations which governments and other stakeholders have of universities and other public and private institutions of higher education.
While focusing on the situation in Canada, USA, Japan, Australia, New Zealand and a wide variety of European countries, the book also assesses the issues from the perspective
eBook
A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education
Today’s society is characterized by high unemployment, a prevailing trust in and demands for an academic degree, and an emphasis on the individual’s own responsibility for their educational choices. This study aims to examine adults’ vocational education choices, their intentions in connection with municipal adult education (MAE) studies, and how this relates to identity formation. The study is based on 18 interviews and compares students from two vocational MAE training programmes in assistant nursing and floor laying. The analysis has identified different pathways concerning adult students’ decisions to enrol in municipal adult education and a specific vocational education and training (VET) programme. We see educational choices and paths in terms of underlying causes or as forward-looking rationalities. The results show that the process of identity formation is larger than simply one of vocational becoming within a vocational community of practice, since MAE studies involve a student’s whole being, including both their personal identity trajectories and their vocational identity formation. With this article we hope to provide a foundation for a pedagogical discussion about student intentions, focusing on how different subjectivities affect students with regard to their future vocational becoming.
Journal Article