Explore the vast range of titles available.

El presente artículo hace un recuento de los andragogos que han aportado para la construcción de la Andragogía, que como ciencia incipiente, tiene aún muchas oportunidades de mejora para que los adultos estén en una situación de libertad en sus procesos de aprendizajes.

Skills are central to shaping a better future and to enabling countries and individuals to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as digitalisation, globalisation, demographic change and climate change are reshaping work and society, generating a growing demand for higher levels and new sets of skills. OECD Skills Strategy projects offer a strategic and comprehensive approach to assessing countries’ skills-related challenges and opportunities, and to supporting the development of more effective skills systems. The OECD works in close collaboration with countries to develop policy responses that are tailored to their specific skills needs. The work is guided by the OECD Skills Strategy Framework, which supports analysis and dialogue on how countries can: 1) develop relevant skills over the life course; 2) use skills effectively in work and society; and 3) strengthen the governance of their skills system. This report, OECD Skills Strategy Thailand: Assessment and Recommendations, identifies key opportunities and presents targeted recommendations to strengthen the skills of youth in initial education, foster greater participation in adult learning, and strengthen the governance of the skills system.

Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

In adult education, the concept of self-directed learning has great importance. This term arose in the field of adult education in the 1970s and is still a widely used term in the field. Annual symposiums have been held by the International Society for Self-Directed Learning since 1986, dedicated to the promotion of self-directed learning. The society also publishes an international journal of self-directed learning. A term of more recent origin is self-regulation, used by some authors sometimes interchangeably with self-direction. This review article focuses on the term self-directed learning, which is the term most frequently used in adult education. Many consider the tendency for self-direction to be a fundamental difference between children and adults in a learning situation. This article deals with some factors that affect the understanding of self-directed learning. At the beginning is given a short case story and an account for different perceptions of self-directed learning. This is followed by a clarification of different aspects of self-directed learning, such as why it is advisable, what affects the tendency to self-directed learning, and if self-direction is essentially innate or learned. The situational aspect is dealt with separately as a relatively self-contained aspect of self-directed learning. The presentation is based on a literature study.

We live in a diverse world where our learners come from various backgrounds and possess varied knowledge and skills. Meeting diverse learning requires an informed and intentional selection of pedagogical strategies. This article presents an approach to addressing diverse adult learning needs by incorporating teaching practices, considering learner variability, and utilizing the Learner Variability Navigator (LVN) that is rooted in research. The authors also discuss the implementation, successes, and a plan to enhance a future class.

Purpose: The aim of this research is to determine the application of the andragogy approach in digital learning through e-training for early childhood educators conducted by community education units in Indonesia.   Theoretical Framework: The theory applied or used in this article is andragogy and web based training platforms or e-training in adult learning.   Design/Methodology/Approaches: In this investigation, descriptive quantitative methods using percentages were used. There were participants in this study who were 110 people in the category of early childhood educators at the basic competency level.   Findings: The findings revealed that the majority of participants agreed that adult learning management had been effectively implemented during this pandemic by utilizing technology such as Zoom Meeting, Google Classroom, and WhatsApp. However, some adults over the age of 40 have difficulties adapting to digital media. Therefore, learning must adapt to conditions, which are not only held fully online but also can be conducted in a blended way.   Research, Practical & Social Implications: In this study, the results have an impact on local government policies or regulations of educational institutions and skills in managing to learn for adults.   Implications/Originality/Values: For this study the application of digital media used by training participants (adults), shows that the digital immigrant generation needs to adjust and adapt to online learning innovations, but if the intensity of the use of technology is high, adults will quickly be able to master the technology well. The impact of training through online digital platforms is shaping adult learning independence.

Black students attending AANAPISI/HSI universities have long been overlooked in communication and interdisciplinary research. In this essay, I draw on bell hooks’s (2014) radical transgressive teaching and Patricia Hill Collins’s “outsider within” framework to examine the experiences of Black students at minority-serving institutions (MSIs) such as AANAPISIs and HSIs. Using my autoethnographic and autobiographical experiences as a Black student who graduated from two AANAPISI/HSIs, alongside recent literature on Black student experiences in these contexts, I explore how communication instructors at MSIs can improve engagement with Black students by establishing racially affirming curricula, instructional practices, and instructor-student rapport. I argue that radical transgressive teaching is essential to bringing Black student outsiders into liberatory learning spaces. I propose three interrelated instruction approaches: (1) a communicative-andragogical approach, (2) a liberatory andragogical approach, and (3) transgressive liberatory communication andragogy. Together, these approaches offer a starting point for reimagining communication instruction for Black students at MSIs like AANAPISIs/HSIs—and at PWIs.

Apprendimento e formazione degli adulti in Europa negli istituti penitenziari e fuori: nuove sfide educative  

Nursing education has roots in religious organizations, and apprenticeship approaches to ‘training’ nurses. Over time nursing education has moved to universities; yet retaining the critical practice nature of nursing. As a practice profession, nursing educators have to face the realities of ensuring that knowledge, skills, and values are taught in order for graduates to meet the entry to practice competencies. As graduates, nurses must also have the capacity to assess their knowledge gaps and be self-directed in filling those gaps so that they are providing evidence-based practice to those in their care. Educators must facilitate learning within best education practice, often identified as learner-centred approaches. In this discussion paper, we examine how nursing education has evolved, we critically examine the broader concepts of pedagogy, andragogy, heutagogy and academagogy, and discuss how these fit within learner-centred approaches to nursing education. Les racines de la formation en sciences infirmières remontent aux organisations religieuses et aux approches d’apprentis pour « former » les infirmières. Au fil du temps, la formation en sciences infirmières s’est déplacée vers les universités, tout en conservant la nature essentielle de la pratique infirmière. Dans le cadre d’une discipline professionnelle, les infirmières professeures et enseignantes doivent faire face aux réalités de l’acquisition des connaissances, du développement des compétences et de l’appropriation des valeurs afin que les diplômées accèdent avec compétence à leur champ de pratique. En tant que diplômées, les infirmières doivent également avoir la capacité d’évaluer les lacunes dans leurs connaissances et de les combler de manière autonome afin d’offrir une pratique fondée sur des résultats probants aux personnes dont elles s’occupent. Les professeures et enseignantes doivent faciliter l’apprentissage dans le cadre des pratiques exemplaires en matière de formation, souvent identifiées comme des approches centrées sur l’apprenante. Dans cet article de discussion, nous examinons l’évolution de la formation en sciences infirmières, nous examinons de manière critique les concepts plus larges de pédagogie, d’andragogie, d’héutagogie et d’académagogie, et discutons de la manière dont ceux-ci s’intègrent dans les approches de la formation en sciences infirmières centrées sur l’apprenante.

A literature review illustrated that workshops are discussed according to three different perspectives: workshops as a means, workshops as practice, and workshops as a research methodology. Focusing primarily on the latter, this paper presents five studies on upper secondary and higher education teachers' professional development and on teaching and learning through video conferencing. Through analysis and discussion of these studies' findings, we argue that workshops provide a platform that can aid researchers in identifying and exploring relevant factors in a given domain by providing means for understanding complex work and knowledge processes that are supported by technology (for example, e-learning). The domain in question is video conferencing (VC) and how it relates to teaching and learning practices, as well as to participants' experience of a shared place, as opposed to the experience of space separated into physical locations, online data transport, and objects, such as monitors and loudspeakers. The research design and analysis are rooted in an understanding of learning as situational and contextual, with priority being given to participants' ability to act (agency). [...]in our data interpretation, it was vital to investigate emergent and dynamic practices and trajectories (Orlikowsky 2000), as well as to rely on the participants' conveyed experience-based knowledge (Flyvbjerg 1998). [...]workshop effectiveness was assigned value based on reported changes, how well the workshop theme was anchored to the organisation, and the entire experience as continually interpreted by the researchers. The aim is not to discuss or present the data analysis of each of the five cases;...