Nothing incredible is accomplished alone. You need others to help you, and you need to help others. With the right team, you can form a web of connections to make the seemingly impossible practically inevitable.
Freire wrote a book about oppression back in the 1970s, it is not a theology book, though it echoes the topics of liberation theology in the way Freire challenges the society (and oppressive instiutions within society) to bring ...
An e-learning facilitator's role as instructor is consistent with seminal adult learning research in which instructors guide self-directed learning in problem-centered environments. E-learning facilitators don't hold all the answers: They offer their own unique insights as they help learners acquire knowledge and develop skills.
MOOCs must not be seen as failure factories. They must rise above the education models that filter and weed out learners through failure. Good MOOCs will allow you to truly go at your own pace, to stop and start, go off on an exploratory path and return again. This is what true adult learning is and should be. I always drop out of learning experiences as I never go on formal courses. I decide when I’ve had enough. They should not copy but complement or construct new models of learning.
"Adult learning is a vast area of educational research and probably one of the most complicated. Adults learn differently and have different strategies in learning. Adults Learning Theory and Principles explain in details these strategies and sheds more light on how adults cultivate knowledge.
Talking about adult learning brings us to the concept of Andragogy. According to the article Malcolm Knowles an American practitioner and theorist of adult education, defined andragogy as “the art and science of helping adults learn”. Knowles identified the six principles of adult learning as:"
Think about a time when you were really engaged in something, the kind of engagement where you lose track of time and experience feelings of joy and satisfaction. You may have felt acutely focused, physically, mentally, and emotionally absorbed in a task. I've felt this most often while writing, reading, teaching, and coaching -- always signaled by the moment when I notice the clock and, feeling dazed, wonder where the hours have gone.
The feelings are pleasant and there are always outcomes, a chapter written, or a complicated dilemma unraveled, for example. It wasn't until I heard about the work of the Hungarian psychologist, Mihaly Csikszentmihalyi, that I learned that this notion has a name: Flow.
I would like to urge the education community to move beyond a discussion of "engagement," with its vague definitions and murky attributes, to a conversation on flow; I'd like to propose that our task as educators is to increase the experiences of flow for students.
The study of transformative learning emerged as a concept on the field of adult learning through the works of Jack Mezirow. He coined the term perspective transformation referring to the moment when an adult learner experiences a shift in his ...
A variety of sources provides us with a body of fairly reliable knowledge about adult learning. This knowledge might be divided into three basic divisions: things we know about adult learners and their motivation, things we know about designing curriculum for adults, and things we know about working with adults in the classroom.
It's Not About a Test, It's About the Adult Learner Huffington Post Instead of focusing on the necessities of those who need a second chance, the article focused on the misgivings of "education officials" whose comments did not focus on what's at...
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