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Community and Adult Education

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9780335222407.pdf. Mezirow's%20chapter,%20How%20Critical%20Refletion%20Triggers%20TL.pdf. International_Approaches_to_Seconday_Education_Final.pdf. Framework_en.pdf. JOTS v26n2 - Pedagogy vs. Andragogy: A False Dichotomy? Blog: The new digital learning age in three tribes, seven charts and three recommendations.

Technological change is a pervasive force in society.

Blog: The new digital learning age in three tribes, seven charts and three recommendations

However, the benefits of new technology are not evenly spread. At the moment, people still see technology as a positive force but that could change quickly. To ensure we capture the benefits to the max there needs to be a series of smart public policy interventions. Below we map out the ‘creative tribes’ of technological change, the attitudes and behaviours that condition our relationship to new technologies and recommended policy responses necessary to ensure all can benefit from an emerging spontaneous shared learning economy. The three tribes - The ‘confident creators’ who are adept at using new technology to develop their knowledge, creativity and social capital. . - The ‘held back’ not only see the benefits of new technology but they are using it to learn.

. - Finally, there are the ‘safety firsters’. (There are two further groups - the 'comfortable' and 'connected' retired (or near-retired also in reality). Seven charts 1. 2. 3. Canadian Journal for the Study of Adult Education. Canadian Journal for the Study of Adult Education is a refereed scholarly journal committed to the dissemination of knowledge derived from disciplined inquiry in the field of adult and continuing education.

Canadian Journal for the Study of Adult Education

CJSAE is published twice yearly for the Canadian Association for the Study of Adult Education/l'Association Canadienne pour l'Étude de l'Éducation des Adultes. Announcements Vol 27, No 2 SE (2015): Special Edition Open Access Subscription Access. About. The Transformative Learning Centre is based at the Ontario Institute for Studies in Education of the University of Toronto.

About

Our main goals are: To provide an interdepartmental structure for community-university partnerships in research and field development. To provide a forum for the discussion of interdisciplinary issues related to learning in community and global transformation To provide a means for faculty and students to participate in specific networks requiring membership from a community-university base rather than formal academic structures. To support interdepartmental instruction in Transformative Learning Studies and related areas. The TLC Approach to Transformative Learning: Grounded Hope Transformative learning involves experiencing a deep, structural shift in basic premises of thought, feelings, and actions.

Canadian Journal of Higher Education. 81-595-MIE2003009.pdf. AdultENG19juin11h36FINALv6.pdf. 43977_en. Rhizomatic Learning. Cognitivism. A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor. In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach and - more importantly - the way students learn.

A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor

For want of a better term, we call this “pedagogy.” What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education. In looking at what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we consider: A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor. 2010-10-11WhatistheFutureofLearninginCanada.pdf. AdultImmigrantLearningNeedsFinalWORD. Adult Education. Adult Education in Canada is both a field of practice and (since the 1960s) a field of study.

Adult Education

Adult Education Adult Education in Canada is both a field of practice and (since the 1960s) a field of study. According to UNESCO, as a field of practice adult education denotes the entire body of organized educational processes, whatever the content, level or method, whether formal or informal, and whether the processes prolong or replace initial education in schools, colleges, universities or apprenticeship systems. The term "adult" usually means someone beyond the legal school-leaving age. Other than that, there is no upper age limit for learning. Adult education as a field of study was originally interdisciplinary, borrowing from psychology, sociology, history and philosophy. Origins Adults have always been engaged in learning, whether for survival, creativity, communal and individual interaction, or personal growth. From 1900 to 1925 programs for adults continued to expand.

ADULT LEARNERS’ WEEK 2014 IN CANADA. I’m still learning!

ADULT LEARNERS’ WEEK 2014 IN CANADA

29 March – 6 April, 2014 Adult Learners’ Week (ALW) celebrates lifelong learning, one of several essential factors in developing more inclusive societies. Adult-Learning-Trends-in-Canada-2013.pdf. Home. Adult Learning Knowledge Centre Adult learning enriches personal development, economic opportunity and civic engagement, and has a positive impact on individuals and communities, as well as on the nation.

Home

In its 2002 review of adult learning, the Organization for Economic Co-operation and Development (OECD) identified a significant lack of coordination in adult learning programs in Canada. This gap occurs between federal and provincial governments, as well as between the public and private sectors. The OECD also identified the absence of a national forum for adult learning as a major barrier to developing adult learning initiatives that are coherent, consistent, effective, and universally available. Adult learning in Canada: Characteristics of learners. View the most recent version.

Adult learning in Canada: Characteristics of learners

Archived Content Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject to the Government of Canada Web Standards and has not been altered or updated since it was archived. Please "contact us" to request a format other than those available. Grale_en.pdf. Learning Theories. One of the key issues to look at when examining any Learning Theory is Transfer of Learning.

Learning Theories

Indeed, this is such an important idea, that it is a field of research in its own right. Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist. Martin G.

Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist

Brooks and Jacqueline Grennon Brooks One such foundational notion is that students will learn on demand. This bedrock belief is manifested in the traditional scope and sequence of a typical course of study and, more recently, in the new educational standards and assessments. This approach to schooling is grounded in the conviction that all students can and will learn the same material at the same time. For some students, this approach does indeed lead to the construction of knowledge. The people working directly with students are the ones who must adapt and adjust lessons on the basis of evolving needs.

Constructivism as a Paradigm for Teaching and Learning. What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview. A journey into Constructivism. Trivial constructivismRadical constructivismSocial constructivismCultural constructivismCritical constructivismConstructionism Introduction During the past three months, I’ve been learning about constructivism by reading scholarly texts, discussing them with my class and my friends, journal keeping and personal reflection. Through this interesting time, I feel my understanding has grown considerably and have already proved useful.

I’ve constructed this text in an attempt to demonstrate my current understandings of constructivism, as well as the process by which my knowledge developed. I had some trouble with the self-referential nature of the material. Constructivism.pdf. Assimilation and Accommodation. Assimilation and Accommodation are the two complementary processes of Adaptation described by Piaget, through which awareness of the outside world is internalised. Although one may predominate at any one moment, they are inseparable and exist in a dialectical relationship. The terms are also used to describe forms of knowledge in Kolb’s elaboration of the cycle of experiential learning. In Assimilation, what is perceived in the outside world is incorporated into the internal world (note that I am not using Piagetian terminology), without changing the structure of that internal world, but potentially at the cost of "squeezing" the external perceptions to fit — hence pigeon-holing and stereotyping.

If you are familiar with databases, you can think of it this way: your mind has its database already built, with its fields and categories already defined. If it comes across new information which fits into those fields, it can assimilate it without any trouble. Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist. Constructivism as a Paradigm for Teaching and Learning. What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview. Philosophy of Learning. Definition Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in.

Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. Discussion.