- Nov 2018
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This site is interesting in that it is actually a collection of resources meant to assist in a state program called TEAL (Teaching Excellence in Adult Literacy). This resource in particular lists the theories of adult learning in a concise, easy-to-understand method.
Rating: 9/10
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www.researchgate.net www.researchgate.net
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This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10
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www.tandfonline.com www.tandfonline.com
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The latest technology and the most popular pedagogy of the day cannot be effective unless individual learner needs drive the educative process. When considering styles of teaching and learning, the central question for all educators is what should drive the process of learning – the preferences of the teacher or the needs of individual learners.
Rating: 8/10
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At the intersection of technology and pedagogy:considering styles of learning and teaching
When examining the pedagogy of learning, teacher and student centered approaches, there is additional evidence supporting a model moving more towards technology-based learning. This articles considers the question of technology in the classroom and its' advantages/disadvantages.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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From a pedagogical standpoint, the Internet is an interactive communications medium that can be used to encourage active, meaningful, and authentic learning (Romig, 1998). In the face of this unlimited resource, traditional, teacher-centered instruction has become pedagogically limiting in comparison to any variety of technology-based classroom activities, because active learning tools promoting active learning are built into technology-based instruction.
This article explores the technology use in learning contexts that favor teacher-centered & student-centered approaches, it also presents the evidence supporting a move towards technology-based, student-centered learning environments.
Rating: 8/10
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www.citejournal.org www.citejournal.org
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Even though features of effective PD for technology integration have been identified in research studies (e.g., O’Hara, Pritchard, Huang, & Pella, 2013; Smolin & Lawless, 2011), teachers continue to report technology PD as not effective to support their use of technology in classrooms
Effective teacher PD should help teachers understand, adapt to, and implement technology into their teaching practice with ease and comfort so as to further support the student learning environment. This paper addresses the various concerns, levels of support, experiences and methodology for effective participation of teachers in technology PD.
9/10
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www.citejournal.org www.citejournal.org
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Successful schools create “learning communities that are committed to continuous improvement, collective responsibility, and goal alignment” (Learning Forward, 2015a, para. 1), and instructional coaching offers one model of professional development that is focused on improvement through learning communities.
This paper examines the use of technology, specifically peer video coaching for inservice teachers. The use of technology in coaching is said to offer real time discussions and feedback from coaches around the world improving the traditional model of professional development.
8/10
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www.citejournal.org www.citejournal.org
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Understanding how people learn, then, should inform the process by which we support learners, both teachers and students, in moving toward that goal.
This article speaks to the theory and facilitation of professional development through technologies geared towards educators. It provides a scenario study of teachers examining their classroom instructions in order to achieve the desired learning outcomes using a problem based approach. It provides the context, method and use of technology.
8/10
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blogs.shu.ac.uk blogs.shu.ac.uk
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Reflection is well suited to situations where students are on placements, internships or otherwise in the workplace. This is because a formal reflection process helps the students to take time to think about what they have learned in their working environment, perhaps with little conscious thought, and how it fits with their existing knowledge from their studies and past experience. The reflections can also help serve as a record of learning that can be drawn upon in later assessments.
This article provides support to the reflection principle in several learning theories.
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teachonline.ca teachonline.ca
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9 themes to explore the multiple ways that Pockets of Innovation are developed and adopted for each of these applications and link to examples from Ontario, Canada and around the world.
A broad range of publications that present examples of good practices in several aspects of online teaching and learning throughout Canada and around the world.
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teachonline.ca teachonline.ca
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Today's students grew up in a world where technology is a natural part of their environment. Their expectation is that technology is used whenever appropriate to help them learn, develop essential informational and technological literacy skills, and master the fluency necessary in their specific subject domain.
This article shares relevant information about pedagogy trends and how such is being shaped by the integration of technology within the teaching and learning experience. It highlights key elements contributing to the development of this 'new' pedagogy, its impact on instructional delivery and course design, as well as three emerging pedagogy trends. Great source for faculty interested in distance education.
9/10
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More than 60 examples of applications of these developments in innovations in colleges and universities in Ontario, across Canada, and internationally, selected from Contact North | Contact Nord's Pockets of Innovations Series on teachonline.ca; and
This article highlights new developments in online learning and how it is pushing new pedagogy. I highlighted this portion because this article contains many examples of how universities are integrating the use of technology in innovative ways. This could be very useful for getting some new ideas.
This article isn't a research study and doesn't have an author posted, so it isn't as academic or credible as I'd like, but it acts as a good resource with many links to .edu websites with some good examples of technology integration in universities around the world. Rating 8/10
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com35871511
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Guiding adults is not easy and requires leaders to adopt a positive strengths-based approach in the way they interact with others. Biech (2007) states that a good leadercan take staff on their ownpersonal journey by establishing relationships with them, having a vision for the changes that need to be made, trusting others, and being trusted as a leader. When people feel they are making a difference in the classroom, they becomemoreinvolved in their workand their job performance improves.
It's a useful article presents the tips for coaching adults in an workplace environment.
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com04Huang1
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Technologies are cognitive tools help learners to elaborate on what they are thinkingand to engage in meaningful learning (Jonassen, 2000).
Using technology as a learning tool, not just new cool thing for students. Technology must be relevant and interactive to the coursework.
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
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educated adults (ISCED 0–2) have lower averagenumeracy scores than intermediate-educatedadults in all countries. Country variation in themean numeracy skills of the two e
These results are not surprising. Out of the countries they studied, only Japan and Korea are places where I get students from. It would have been helpful to have Saudi Arabia, Kuwait and China on that list! However, the information is still helpful and the information can be extrapolated.
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Our anal-yses show that the two features are indeed associ-ated with country differences in the average skillslevels of, and skills gaps between, less- andintermediate-educated individuals
This information is highly relevant to my teaching context as I have students who have come straight from high school (and some of them from countries where their high school educational system is poor) and other students who have already taken some higher education classes and/or who come from countries with a much more rigorous educational system.
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com109874911
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Formal learningis a learning activity that is structured and sequentially organized in which learners follow a program of study ora series of experiences planned and directed by a teacher or trainer and generally leading to some formal recognition of educational performance, such as a certificate, license, diploma, or degree. Formal adult learning is provided in the system of schools, colleges, universities and other formal educational institutions that constitute a continuous “ladder” of full-time education.Non-formal learningis structured learning that includes activities such as: participation in courses that are not part of a formal educational program; workshops; seminars; private lessons, and guided/organized workplace training. Non-formal learning may take place both within and outside educational institutions. It may cover educational programs to impart adult literacy, adultbasic education, life-skills, work-skills, and general culture. Non-formal learning does not usually follow the “ladder” system that is characteristic of formal learning.Informal learningis learning that is less organized and less structured than either formal or non-formal learning. It involves no (or very little) reliance on pre-determined guidelines for its organization, delivery and assessment, although it must be undertaken with the specific intention to develop some skills or knowledge. Informal learning may include such activities as those that occur in the workplace (e.g., on-the-job training), and any other unstructured learning activities that may occur on a self-directed, family-directed, work-directed, or other basis.Incidental learninghappens randomly and is not intentional or planned. It may occur anywhere at any time. While we recognize that incidental learning may affect outcomes, it is difficult to capture empirically and difficult to influence through policy lev
This website has a very detailed definition of what adult learning is in several different contexts and would be helpful for defining the kind of adult learning I have in my context, especially since I have two different kinds of adult learners.
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www.joe.org www.joe.org
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Thinking in Multimedia: Research-Based Tips on Designing and Using Interactive Multimedia Curricula.
This article examines various methods of delivery: multimedia integration, possibly including audio, video, slides, and animation. The recommendation is to carefully consider which online delivery mode matches with the learner, and to be cognizant that not everyone learns in the same manner. Certain topics may be best presented in live videos and not in power-point slides show as meaning may be lost or not delivered correctly. It’s important to follow-up with immediate assessment and feedback to continue to develop effective training.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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eric.ed.gov eric.ed.gov
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Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach
This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- Instructional systems design; Distance education; Online courses; Adult education; Learning ability; Social integration
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- instructiveness effectiveness
- instructional methods
- distance education
- constructivism
- etcnau
- instructional design systems
- instructional technology
- online education growth
- etc556
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www.ncolr.org www.ncolr.org
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The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses
This case study explores perceptions of instructors vs. end-users with web-based training. It examines various technologies and techniques.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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buildfire.com buildfire.com
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How To Create A Mobile App in 10 Easy Steps
Buildfire is a site that presents how to create a mobile app in 10 easy steps. Site is easy to read and use.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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Prezi is a productivity platform that allows for creation, organization, collaboration of presentations. It can be used with either mobile or desktop. Prezi integrates with slack and salesforce. RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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edutechwiki.unige.ch edutechwiki.unige.ch
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List of web 2.0 applications
EDUTECH wiki is a site that contains a variety of links to lists to hep educators with web 2.0 applications improving productivity Caution: some of the links are not active!
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.surveymonkey.com www.surveymonkey.com
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SurveyMonkey
SurveyMonkey is a FREE survey platform that allows for the collection of responses from targeted individuals that can be easily collected and used to create reports and quantify results. SurveyMonkey can be delivered via email, mobile, chat, web and social media. The platform is easy to use and can be used as an add on for large CRMs such as Salesforce. There are over 100 templates and the ability to develop customized templates to suit your needs. www.surveymonkey.com
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.yammer.com www.yammer.com
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Yammer is Web 2.0 software which integrates with Microsoft 360 and allows users to communicate together and across the organization. It essentially functions as social networking software for corporations with the ability to collaborate on projects, maintain task lists, store files, documents and pictures all within a private enterprise network. In addition Yammer allows for the sharing of feedback and the management of group projects. Yammer is freemium software with a variety of custom add-ons. Licenses are currently issued for all learner participants and at this time no custom add-ons are necessary.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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content.ebscohost.com content.ebscohost.com
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Transformation for adults in an Internet-based learningenvironment—is it necessary to be self-directed?
REDIRECT to this URL Tranformation for adults
This study explores transformative learning theory (TLT) for adults in the Internet-base learning environment and questions the need for students to be self-directed. The study also includes the Constructivist Internet-based Learning Environment Scale (CILES). The Self-directed Learning Readiness Scale(SDLRS) as modified by Chang (2006) was used to meet the cultural needs of the participants. In conclusion, the results have a high reliability factor and add quantitative research to previous qualitative studies.<br> Further discussion is suggested regarding the technical and emancipatory learning interests on adult online learners.
RATING: 8/10
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www.hindawi.com www.hindawi.com
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Mobile Based User-Centered Learning Environment for Adult Absolute Illiterates
This study reviewed the education of absolute illiterates globally. It was based on the creation of game-based learning (GBL) which provides a user-friendly learning platform with little cost and little intimidation for the learner. The research also identified 60% of the world's illiterate population residing in rural areas with little access to computers and educational centers. The GBL environments created real world environments that allow learners to practice real-life scenarios in familiar surroundings using 3-D technology. The study also adapted a English language program to meet the needs of various languages. The context of the game is a farmer and a wife then acquire items and count them in their native language. The numbers used in counting are spoken and the game produces the correlating number so the learner becomes familiar with the written form of the letter. In conclusion, the participants identified that the mobile learning was more beneficial than PC applications due to unreliable electrical service at home. The mobile system was also available on demand.and applied to participants real-life usage.
RATING: 10/10
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journals.sagepub.com.libproxy.nau.edu journals.sagepub.com.libproxy.nau.edu
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Increasing Access to Learning for the Adult Basic Education Learner With Learning Disabilities: Evidence-Based Accommodation Research
Adult learning disabilities
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aornjournal-onlinelibrary-wiley-com.libproxy.nau.edu aornjournal-onlinelibrary-wiley-com.libproxy.nau.edu
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Creating an environment conducive to adult learning
Creating a conducive adult learning environment is an article directed to training nurses in a clinical setting, but it can also be applied to any other learning environment. It identifies the responsibilities of the preceptor (instructor) and the preceptee (learner) and the best means for parceling out duties to the learners.<br> The recommended process of assigning tasks to start with a single task and have the learner participate in parts of the medical procedure until the complete task has been practiced. The concept of repetition is also identified as an important tool for learning a given task. The task of correcting or counseling a student is also discussed. These principles are applicable to all learning situations and can be adapted to fit the specific area of training.
RATING: 10/10
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search.proquest.com search.proquest.com
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Older adult learning environment preferences
Older adult preferences.is a dissertation preview that introduces the dissertation on preference of older adults to attend in person classes weekly for four to six hours.
The information gleaned from this study is significant for learning designers and course structure. The study also investigated the time and location of the study, and the class make up. This information also warrants further investigation when designing courses for these adults and the success of the program. The dissertation is of value to those who are specifically involved in designing programs for older adults.
RATING: 8/10
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journals.sagepub.com.libproxy.nau.edu journals.sagepub.com.libproxy.nau.edu
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LESSLEARNING,MORE OFTEN:THE IMPACT OF SPACINGEFFECTINAN ADULTE-LEARNINGENVIRONMENTl
Spacing effect. of training explores the retention of learning over short and long intervals of learning, particularly in hybrid and distance learning.<br> The study was based on prior studies regarding training and retention and integrated data from the learning management system used by the participants. The study resulted in finding that smaller , more frequent learning over time appears to be more effective than the traditional presentation of mass learning. The study also concluded that much of the time participants spent in learning pertained to language acquisition of foreign language learners and/or new vocabulary.<br> It is also noted that the participants were engaged in learning to support workplace goals, which leads to highly motivated participants.
RATING 10/10
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search.proquest.com search.proquest.com
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Dialogue and Difference: Facilitating Difficult Dialogues in the Adult Learning Environment
Difficult dialogues. Although this is only the preview of the dissertation, the discussion of the role of educators in preparing students to participate in the global marketplace requires understanding of how all individuals interact with divers cultural and social environments. Often discussing important topics and differing perspectives can alleviate fear and misunderstanding. It also serves as a springboard for further investigation.
The author identified the definitions used to conduct the research and the questions and methods employed in the study.
The comments that society is becoming increasingly complex and that good communication is necessary to interact with understanding truly impacts educators and students alike.
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content.ebscohost.com content.ebscohost.com
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Andragogy—A Mantra for US/Iraqi Cross-Cultural Dialogue
Andragogy US/Iraqi Dialog
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content.ebscohost.com content.ebscohost.com
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Blurring the Lines betweenHigh School and College:Early Colleges and the Effecton Adult Learners
Early College High School
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www.microsoft.com www.microsoft.com
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Holographic computing made possible
Microsoft hololens is designed to enable a new dimension of future productivity with the introduction of this self-contained holographic tools. The tool allows for engagement in holograms in the world around you.
Learning environments will gain ground with the implementation of this future tool in the learning program and models.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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content.ebscohost.com content.ebscohost.com
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Learning at the CenterA Proposal for Dynamic Assessment in a Combined University and Community Adult Learning Center Course
Learning Center
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digitalpromise.org digitalpromise.org
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Digital Promise
Digital promise website serves millions of underserved adults in the United States by offering educational resources via technology. With personalized learning and individual pathways, they stand a chance to advance in their careers and lives.
The site has a network of educators and developers who contribute to the "Beacon Project". As part of this project, the site includes resources across the country that help with support and access to education.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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Successful Community College Professional Development Models
This article discusses some challenges and solutions of providing professional development in community colleges, specific to North Shore Community College, located in Massachusetts.
7/10
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elearningindustry.com elearningindustry.com
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Both of these learning theories have a place in the spectrum of adult learning for the next generation of learners, however, with the increasing influence of social media and other connecting forces, and with the advent of Smartphone technology, communities are emerging where a clustering occurs of similar affinities (areas of interest), coupled with technology that is allowing an open environment of interaction, sharing, dialoguing and thinking together (Siemens, 2005).
This article provides comparisons and contrasts between andragogy and transformative learning theory. It examines how the next generation of adults will learn, interact and share, therefore creating a more customized learning experience and adding personal meaning to the lives of the learners. 8/10
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www.irma-international.org www.irma-international.org
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“when their (adults) attention is gained and fixed, they soon learn: their age makes no great difference, if they are able, by the help of glasses, to see the letters” (Pole, 1968, p. 3).
Satisfying an immediate need is a key component of adult learning.
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er.educause.edu er.educause.edu
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Have We Really Transformed Higher Education?
A video interview of experts in the field of higher education sharing their views on the changes taking place in education, the impact of digital learning, the degree of transformations taking place because of non-traditional students (adult learners, online, etc.), retention concerns and the need for instructional design services.
8/10
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www.pacer.org www.pacer.org
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The key to teaching adults is understanding how they learn. Focus your attention on the group’s special characteristics. Don’t ignore adults’ needs, insights and skills when planning an educational experience
A trainer's manual that explains how to effectively engage different types of adult learners and how best they learn. It identifies the 'what's in it for me?' factors, key in motivating adult learners and having them actively participate in their own learning experience.
9/10
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digitalcommons.macalester.edu digitalcommons.macalester.edu
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9Annotated List of Current Technology ToolsThese technology tools have been used or reviewed by thepresenters. This is not a comprehensive list, but is a good start when choosing tools to engage the adult learner. Note that some of the tools must be purchased or subscribed to; when possible,the presenters have listed a free alternative.
This provides a list of tools that may be available to use for adult training's, or within a classroom setting. Many of these fall into the self-directed learning category, as they provide more free reign for the students in an online environment. Also included on this page is a list of various "best practices" and focuses on androgogy. The tools provided are also great for proffessional development sessions or for working with adult students.
Content Depth: 3/5
Content Breadth: 3/5
Ease of Access: 4/5
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1Engaging Adults Learners with Technology
The pdf provides information from The Twin Cities Campus Library with instruction incorporating technology into teaching adult students.
It includes a review of instructional technology, assessment for learning, framework for teaching adult learners and a workshop. This 14 page pdf provides the essentials necessary in understanding basic learning needs of adult learners.
RATING: 3/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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Engaging Adults Learners with Technology
This presentation features a broad overview of adult learning and defines an adult learner. Additionally, the presentation provides multiple technology resources that can be used in an adult learning environment. Rating: 4/5
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www.ijbhtnet.com www.ijbhtnet.com7.pdf1
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As technology becomes integrated into the teaching/learning process, the role of the classroom teacherchanges noticeably. Classroom teachers become facilitators who assist students in constructing their own understandings and capabilities in carrying out tasks on computer technologies. The shift from lecture and recitation, which often still occurs in secondary classrooms, to coaching automatically supports a constructivist approach to learning; computer encourages the teacher to play the role of a coach (Collins 1991).
This article provides multiple definitions and principles of the constructivist approach and its impact on technology and learning in classroom situations. The design of instructional practices that engages the experiences, collaborative discourses and reflections of the adult learner.
8/10
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educationaltechnology.net educationaltechnology.net
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“The ADDIE model consists of five steps: analysis, design, development, implementation, and evaluation. It is a strategic plan for course design and may serve as a blueprint to design IL assignments and various other instructional activities.”
This article provides a well diagrammed and full explanation of the addie model and its' application to technology.
Also included on the site is a link to an online course delivered via diversityedu.com
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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tech.ed.gov tech.ed.gov
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10Guiding Principle #1: Focus on the active use of technology to enable learning and teaching through creation, production, and problem-solving.
This policy brief by the Department of Education, focuses on teaching teachers how to use technology in the classroom. Of particular note is the "Guiding Principles" that focus on best practices for teachers and their students. One key that they focus on is providing "active use" training. This can apply to both the instructors in their professional development settings, and their students.
Content Depth: 4/5
Content Breadth: 4/5
Ease of Access: 4/5
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www.andrews.edu www.andrews.edu
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In other words, learning in context is paying attention to theinteraction and intersection among people, tools, and context within alearning situation. More important, for adult educators who plan and teach,it is understanding how to plan and design programs for adult learners thatwill profoundly shape learning.
This chapter seeks to define context based learning, it's impact on instructional design, delivery and technology integration methods that seek to enhance the teaching and learning experiences of adult learners.
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tech.ed.gov tech.ed.gov
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17OFFICE OFEducational Technology2. Transforming Our EcosystemLearning, Teaching, and AssessmentSection I.Engaging and Empowering Learning Through Technology
This article by the Department of Education is particularly focused on Adult Education and the role of technology in it. Of note is the sections dealing with best practices; these recommendations are given not only to instructors, but educational institutions, educational technology developers as well as policy makers.
Content Depth: 4/5
Content Breadth:4/5
Ease of Access: 4/5
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9OFFICE OFEducational TechnologyThe Role of Technology in Designing a Student-Centered Approach to Higher EducationJust as rapidly changing technology has created new and constantly evolving job types and com-petencies requiring new skills, it has facilitated significant progress in accommodating the needs of a broader range of students. It can also revolutionize the delivery of education, allowing access to higher education for greater numbers of students at lower cost and with more flexibility.
This report conducted by the U.S.A. Office of Educational Technology seeks to identify the role of technology in adult education now and in the future, in an attempt to make it more student-centered. Technology is revolutionizing the learning environment, changing and challenging the principles and systems that currently exist in higher education.
9/10
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tecfa.unige.ch tecfa.unige.ch
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When Each One Has One: The Influences onTeaching Strategies and StudentAchievement of Using Laptops in theClassroom
Of note in this article is that the teachers received training via the "iNtegrating Technology for inQuiry (NTeQ) model". This model works with teachers to create real-world, problem based lessons that are collaborative. The study then looked at how teachers with these lessons were able to work with students who were presented technology in the classroom for the first time. The study notes positive scores in many of the areas tested. This would be important information to be shared at professional development meetings.
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digitalcommons.unf.edu digitalcommons.unf.edu
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Effects of a Professional Development Initiative onTechnology Innovation in the Elementary School
This study looked at training teachers in a constructivist modeled approach. They were given specific training on how to build curriculum in a technology rich environment, and compared to educators who were not given the same training. Not only does this article provide evidence of the success of these professional development sessions, but it helps give best practices.
Content Depth: 5/5
Content Breadth: 3/5
Ease of Access: 4/5
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create-center.ahs.illinois.edu create-center.ahs.illinois.eduCREATE1
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CREATE Overview
Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.
The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.edweek.org www.edweek.org
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The Role of Ed Tech and Professional Development in Driving Personalized Learning
This site provides a selection of webinars on a variety of topics, ranging from Educational Technology to Assessment and Testing. These webinars, most free, also include a corresponding powerpoint. This may be great for professional development on campus.
Content Depth: 4/5
Content Breadth: 4/5
Ease of Access: 4/5
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ts.madison.k12.wi.us ts.madison.k12.wi.us
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Professional Development for Technology Integration
Professional Development for Tech Integration. This article would be crucial for anyone that is performing professional development for K-12 educators. It dissects best practices in how to train these individuals. It goes through pros and cons of a variety of practices.
Content Depth: 4/5
Content Breadth: 4/5
Ease of Access: 4/5
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www.ryerson.ca www.ryerson.ca
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Self-directed learning is independent—it provides the learner with the ability to make choices, to take responsibility for their own learning, and “the capacity to articulate the norms and limits of learned society, and personal values and beliefs” (Goddu, 2012).In self-directed learning, the instructor shifts from the leader of the learning experience to the “facilitator of learning,” becoming“a source to be tapped, as required by the learner” (Robotham 1995, as cited in Goddu 2012). Self-directed learning provides students with the “opportunity and freedom to choose the means of acquiring knowledge that is best suited” to them based on their own self-knowledge (Alex et al., 2007). In online or blended environments, self-directed learning canbe offered through the creation of “dynamic learning environments where students may go beyond content presented by the instructor to explore, interact with, comment on, modify, and apply the set content and additional content they discover or create through the learning process” (LeNoue, 2011).
This article reviews effective teaching characteristics and effective teaching methods and strategies to engage adult learners. The piece goes further in exploring five specific teaching methods to support adult learning: self-directed, active, experiential, collaborative, and narrative.
9/10
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www.nea.org www.nea.org
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Professional Development
This source from the National Education Association (NEA), gives a variety of STEM Resources, including a section based solely on professional development. The article titled, "A Compendium of Best Practice K-12 STEM Education Programs" includes 38 different programs that could be used in a K-12 classroom.
Content Depth: 4/5
Content Breadth: 3/5
Ease of Access: 3/5
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edtechmagazine.com edtechmagazine.com
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Classroom
This site pulls together articles working with a variety of topics, such as Blended Learning, and is a great tool for professional development at the K-12 level. It has sections based on particular states, tips and tactics, videos, etc. that all offer important and current information on best practices in bringing educational technology to the classroom.
Content Depth: 4/5
Content Breadth: 4/5
Ease of Access: 4/5
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www.mojet.net www.mojet.net
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Using WikitoTeach Part-Time Adult Learners in aBlended learningEnvironment
Using Wiki
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www.google.com www.google.com
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Search Education
This site includes live webinar trainings as well as Lesson Plans to help assist a teacher who is bringing technology into their classroom for the first time. The webinars are great, though for a new teacher the lesson plans are ideal. Not only do they allow for ease of access, but they are generally light and entertaining for the students as well. This would be great for a professional development session.
Content Depth: 3/5
Content Breadth: 3/5
Ease of Access: 4/5
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www.insidehighered.com www.insidehighered.com
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Online Options Give Adults Access, but Outcomes Lag
In this article, drivers that increase and improve online learning success in adults are explored. State by state data along with federal stats contribute to the conclusions presented.
Roughly 13% of all undergraduates are full-time online students and between 2012 and 2017 online students grew y 11 percent, about 2.25 million. The article presents a map showing state by state stats and the information provided can assist in growing individual school needs.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.timeshighereducation.com www.timeshighereducation.com
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Digital equity – ensuring equal access to technology – is a “rampant social justice issue”, affecting developed and developing countries alike, but is also a major concern for higher education, according to the report. Technology plays an “important role in advancing the availability of higher education for underrepresented student populations”, while ensuring “accessibility of web materials for disabled students”, it says. The use of open educational resources also provides “cost savings to students”. With higher education tasked with leveraging technology-enhanced education to “better meet the needs of under-served students”, certain universities are highlighted as exemplars of increasing equity. This year, the University of Oxford is branching into free online courses through the edX platform founded by Harvard University and the Massachusetts Institute of Technology. The University of Cambridge is improvi
This article discusses challenges that higher education face with integrating technology into their classrooms. One of those challenges is digital equity which mentions a few ideas such as meeting the needs of under-served students, which could include ESL or International students.
This article doesn't specifically discuss ESL students , but it does bring up a lot of topics revolved around them. It could be helpful. This article is academic but seems credible. Rating: 7/10
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ecomentor.itee.radom.pl ecomentor.itee.radom.pl
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ANDRAGOGY: AN EMERGING TECHNOLOGY FOR ADULT LEARNING
This article discusses the foundations of technology for adult education and the development of andragogy. In particular, it notes that adult learners need to be self-driven and self-evaluating to constantly be a part of their own education. This would be valuable in working with adult students, or in preparing for a professional development of adult educators.
Content Depth: 5/5
Content Breadth: 4/5
Ease of Access: 3/5
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id.iste.org id.iste.org
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ISTE Standards Students
The International Society for Technology in Education standards for students give a great benchmark for how educators should be integrating and their target goals for students. These would be valuable as a part of professional development for teachers on campus.
Content Depth: 3/5
Content Breadth: 3/5
Ease of Access: 4/5
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cms.azed.gov cms.azed.gov
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Arizona Adult EducationCollege & Career Ready Standards Technology
Educational Standards to be used for Adult Learners. This gives a great run down of the standards adopted in 2011 by the Arizona Department of Education for Adult Education. They include indicators that would be vital for anyone working in this field, and would require constant professional development to stay on top of.
Content Depth: 3/5
Content Breadth: 4/5
Ease of Access: 4/5
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community.lincs.ed.gov community.lincs.ed.gov
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The LINCS Community is a professional learning space that brings together adult education teachers, program managers, and professional developers worldwide who are working toward one common goal - to provide high-quality, evidence-based learning opportunities to adult students
This is a group dedicated to best practices for Adult Learners. Of note are the discussion groups, which require a login, that hit on a myriad of topics that are vital for the growth of adult learners. One of the best professional development pieces included with registration is a series of self-paced online courses for adult education instructors; along with a lot of other resources for these teachers.
Content Depth: 5/5
Content Breath: 4/5
Ease of Access: 2/5
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Evaluating Digital Learning for Adult Basic Literacy and Numeracy
This includes research on adult education, and which programs help target low-skilled adult learners to help them reach a higher potential. In particular, it was looking at programs that could be purchased or were provided for free, that allowed a variety of methods to access them. This would be useful information for educators who are teaching this population of students.
Content Depth: 4/5
Content Breadth: 3/5
Ease of Access: 4/5
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elearningindustry.com elearningindustry.com
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25 Important Apps And Digital Learning Tools For University Students
Excellent article offering 25 important apps to help University students and digital learning.The best part is that they are all free (so easily fits into a students' budget.
From note taking to keeping track of grades, this list of the best apps will help improve classroom success and student engagement.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.insidehighered.com www.insidehighered.com
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However, there is a strong sense in the international education field that whatever interactions may be occurring naturally are not enough, and that universities need to do a much better job of bringing domestic and international students together in an intentional way. The issue has taken on increasing salience as campuses have seen huge influxes of international undergraduate students from two main countries, China and Saudi Arabia, in recent years. A study published in the Journal of International and Intercultural Communication in 2012 found that nearly 40 percent of international students in the U.S. report having no close American friends.
This article discusses the need for American universities to help International students get integrated into their communities. This quote specifically mentions students from China and Saudi Arabia (where most of my students are from).
This article is credible and has some good information about the topic in general, but it doesn't discuss the topic of technology integration. I was hoping that would be one of the solutions or at least topics in this article. Rating: 6/10
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www.youtube.com www.youtube.com
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Technology Toolbox for the Adult Education Instructor
Webinar that deals with professional development for the adult education instructor. In particular it is looking at online tools that provide assistance in an online environment for testing, quizzing, articles, and a plethora of other tools to assist the students in this class. It is provided by the Coalition on Adult Basic Education, and is around ninety minutes long, providing a slew of useful tools.
Content Depth: 3/5
Content Breadth: 4/5
Ease of Access: 4/5
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elearningindustry.com elearningindustry.com
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Top 10 Tools For The Digital Classroom
This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!
Excellent list to get your digital room started!
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.researchgate.net www.researchgate.net
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jective In order to find the problems existing in the adult education in China, to in-depth analyze these problems and to deepen understanding, this essay aims to provide decision support to solve these problems existing in China's adult education. Method "Adult education" as the keyword, for the period from 2010 to 2014, known in Chinese network database and Chinese social science citation database searching, the author screened 16 closely-associated with the keyword out of 56 articles. The author collected the information of problems of adult education at present in China through searching the China's Ministry of Education website and engaged in adult education management working experience based on the information integration and analysis. Result 1. Management:(1) chaotic management operation: the Chinese adult education includes correspondence education, TV university, self-study exam, remote education and so on; (2) the system chaos of Chinese adult edu
This article highlights some of the problems with adult education in China such as teaching methods and out-dated materials.
This article seems fairly credible and gives some good information about how China integrates technology. This is somewhat relevant to my context as my students rarely come from the adult education world into my program, but rather from the high schools in China to here, but it does relate to a few students I might have, especially when I tutor professors from China in teaching methods (which I have done on several occasions). Rating 6/10
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flippedlearning.org flippedlearning.org
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Definition of Flipped Learning
This site provides a wealth of information on creating a "Flipped Classroom". This could be used in both a K-12 setting as well as an Adult Learning environment. The site itself is a wealth of knowledge on this particular topic, including podcasts, newsletters and articles on best practices on how to use a flipped classroom in today's technologically advanced classrooms. This would be great for professional development in both K-12 and Adult Learning environments.
Content Depth: 4/5
Content Breadth: 2/5
Ease of Access: 3/5
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id.iste.org id.iste.org
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ISTE Standards Teachers
The International Society for Technology in Education standards for teachers is meant to be a guide for educators as they develop their curriculum or train their peers and community members. These standards, in their brief form, are meant to help inform best practices in this development.
Content Depth: 2/5
Content Breadth: 3/5
Ease of Access: 5/5
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scholarworks.waldenu.edu scholarworks.waldenu.edu
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This study looks at educators needs and proficiency with education to determine best practices. In particular, it identifies that teachers need, and often welcome, increased training in these areas. It notes that hands-on technological training for both teachers and students is at the crux of any success that will be seen in teacher growth in this field. It then diagrams what best practices in these trainings can look like; focusing primarily on a K-12 environment.
Content Depth: 5/5
Content Breadth: 2/5
Ease of Access: 4/5
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www.physiology.org www.physiology.org
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learning theories are considered a source of verifying instructional strategies as well as a foundation for the selection of specific strategies. The theories provide information about the relationships among strategies, context, and learner characteristics for better integration, and, most importantly, learning theories allow for reliable prediction of the effectiveness of the selected instructional strategies.
This article proposes that faculty and instructors in higher education should have a knowledge of learning theories, specifically behaviorism, cognitivism and constructivism to effectively design learning instructions and outcome.
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www.p21.org www.p21.org
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Resources
This site, P21, works with every individual who is involved in education; from parents and teachers, to policy makers. It provides resources, professional development and a myriad of other services to assist in education for the 21st Century. Of particular note here is the connection between education and business that is highlighted throughout the site. This could be useful as series of tools for professional development on site.
Content Depth: 4/5
Content Breadth: 4/5
Ease of Access: 3/5
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journals.uair.arizona.edu journals.uair.arizona.edu
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These changes will create a worldwide need for a reexamination of the way in which education is delivered to students (Wagner, Hassanein & Head, 2008).
This article examines the significance of technology in higher education, the challenges and application of andragogical approaches, and the benefits of a systematic model of intentional technology integration.
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content.ebscohost.com content.ebscohost.com
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Adult Graduate Student VoicesGood and Bad Learning Experiences
This article reviews a longitudinal study of graduate students in a Master's degree program that collected both good and bad learning experiences. The comments collect from the participants resulted in themes that were repeated throughout all three years of comments. The comments were compiled to and reviewed to determine adult student perspectives on the learning process. The authors noted that their is a need to balance suppor of students with challenging students. This is a ground work of student perspective and requires further investigation to implement appropriate changes and then review student perspective after the changes.
Rating: 7/10
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www.iste.org www.iste.org
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Using Model Strategies forIntegrating Technology into Teaching
In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.citejournal.org www.citejournal.org
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To be effective, teachers must not only demonstrate a knowledge of how to integrate content or concepts within a particular discipline, but they must justify that this method is having a positive effect in their classroom as evidenced through student learning. Integration can only be justified when students’ understanding of the content is enhanced (Lonning, 1997).
This article presents an anecdotal description of a Ohio State University Education program and faculty's attempt to integrate technology in a single course for preservice teachers. It highlights the student population, data sources, study results, developmentally appropriate practices, integrating technology to fit particular concepts and theories of learning, and suggestions for technology meeting the needs of college education programs.
8/10
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digitalpromise.org digitalpromise.org
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Research about adults as learners can inform the design of effective digital learning experiences.
This article highlights the potential for technology to play a supporting role in providing learning opportunities for low-skilled adults in the United States. It attempts to identify six andragogy principles that may determine the most appropriate digital learning space and instructional activities for this population.
8/10
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And finally, because low-skilled adults are adults, we tend to think that they can take the ball and run with it. But many low-skilled learners have had negative experiences with learning in the past, and haven’t developed some of the skills needed to direct their own learning. And, many may lack confidence in their ability to take charge of their own learning. Providing support, feedback, guidance, and coaching along the way is key to their success.
It's a good argument about learning experience for low-skilled adults, and I think it will be sort of challenges for them to get success through a technology-enabled learning environment, also with lack of confidence in their ability, they may not want to try out the learning opportunity.
Rating: 8/10
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er.educause.edu er.educause.edu
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Current technology takes this a step further as modern annotation tools combine, in one platform, both the social sharing/dialogue and the ability to engage in ways beyond the text.
This article offers insight as to how technology can be used to build and support reading resources of postsecondary students, their critical thinking and collaboration skills. Opening the platform for adult learning and technology environments, this can prove very useful, especially to online students who read through multiple digital pages of articles, journals and research published.
8/10
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scholarworks.wmich.edu scholarworks.wmich.edu
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In a visual arts classroom,a teacher can photograph current student work and communicate “I CAN”statements and current learning targets to parents and students(see Table 2).Veteran teacher, art education blogger and curriculum developer Heather Crockett explains(2013):In a nutshell, I CAN statements are simple sentences designed by the teacheror the department.(Secondary folks often choose something a little different, such as “As an artist, I will...)Either way, these statements are based off the power standards or learning objectives from the curriculum, but they are writteninstudent-friendlylanguage.I CAN statements break down lofty objectives into learning targets students can read and understand.They cover specific learning for each lesson, and there can be more than one I CAN statement for eachPowerStandard.The neat thing about I CAN statements is that if they are used consistently and accurately, they can help students become more responsible for their learning and more reflective of their own work.I CAN statements also easily transition into assessments and allow for students and teachers to have a better discussion of their work
This thesis paper highlights the appropriate use of technology in the art curriculum. It shares current examples of art teachers exercising learning theory principles to motivate students' performance, reflection and critical thinking skills. Some principles of Andragogy identified in this paper were applied equally to K-12 learning.
7/10
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www.facultyfocus.com www.facultyfocus.com
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more than 1,000 U.S. college students, show an overwhelming majority of students feel digital learning technology has positively affected their schoolwork – aiding concept retention and improving grades – and that more than half (53 percent) of students prefer classes that use such tools.
This article briefly offers insight (with statistics) into a digital study trend survey conducted by learning science company McGraw-Hill Education. The results from 1000 U.S. College students reported some benefits of digital learning technology being, positive increase in grades, assisted in test preparations, day to day studying, increased engagement and help in learning new concepts.
8/10
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www.chathamhouse.org www.chathamhouse.org
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Notably, the government-commissioned Vision Kuwait 2030 report states that a ‘reinvigorated education system’ will serve to integrate locals into a competitive market. Economic discourse is used throughout the report: ‘investments’, ‘examinations’, ‘management’, ‘results’, ‘career advancement’, ‘incentives’, ‘diversified’, ‘strictly monitored’ and ‘training’, to give some examples.3 This neo-liberal trend of greater standardized testing and market-driven training has not served Kuwait well, with students still lacking the knowledge, skills and values to participate actively in society and the economy. Kuwaiti students fare poorly by international standards, coming close to bottom in both the Trends in Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) assessments.4 Systemic problems that have been identified include comparably lower budgetary spending on books and resources, as well as a shorter academic year by international standards.5 The guarantee of a public-sector job also contributes to a demotivated student body.6 Other reforms in the education sector have focused on technology, although this has been largely superficial, as demonstrated by the distribution to students of iPads with an app housing all their textbooks. A new national curriculum framework is also in development, with a major (and arguably typical) focus on assessable teacher and student outcomes. In the absence of a ‘greater investment in the human infrastructure of a free, democratic citizenry’, however, such educational reforms are insufficient,7 and they are unlikely to contribute to Kuwait’s economic a
This article gives some historical background and a comprehensive look at the state of education in Kuwait. It discusses how extreme nationalism and religious activities outweigh and undermine critical thinking and other elements of education that don't allow Kuwaiti students to perform well in a global level. This paragraph states how the integration of technology is only at a superficial level and doesn't truly give the students any digital literacy for educational purposes.
This source is credible and highly relevant for me. I teach many students from Kuwait and find the conclusions made in this article to be very true in my experience. It poses a big challenge when trying to integrate technology overall as these students are often very behind students that I have from other countries. This source doesn't have a lot of information about technology integration but does provide a base of knowledge for students from Kuwait in general. Rating: 9/10
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www.theinquirer.net www.theinquirer.net
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Some of the problems with e-learning can be solved through engaging users in a more creative and motivational way.
This article discusses the possibilities and limitations of emerging technology being integrated into the online learning environment. With people driving the changes in technology, learning will become more accessible, anywhere and at any time for motivate adult learners.
7/10
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edtech.worlded.org edtech.worlded.org
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Teaching Tech Skills to Older Adults
Ed Tech Center for world education's article on teaching older adults technology is a primer for understanding considerations of introducing technology as the prime delivery mode for education.
The article includes simple tips such as providing individual attention, offering reinforcement and affirmation and how to problem solve. The tips are aimed at an older adult group age 70+.
RATING: 2/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.eajournals.org www.eajournals.org
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However, the transformation of the learning environment in higher education is still not fully achieved for the diversity of the population of learners
This article gives some excellent insight as to how Saudi Arabia is integrating technology in their education. This quote mentions that there is still a lot to be done with integrating technology into higher education for adult learners, but the article overall says that the field is growing.
This article is relevant to me as it gives background information about how my students from Saudi Arabia haven't had a lot of technology integration yet. This article is published in a peer-reviewed journal and is credible. Rating 9/10
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There are many different theories of adult learning, including: andragogy, neuroscience, experiential learning, self-directed learning, and transformational learning. All these theories have one goal: they help you create effective learning experiences for the adult corporate learner.
The author describes how Andragogy, Transformative learning, and Experiential learning can help instructional designers create courses and learning experiences that will be more goal oriented and help adult learners to meet their needs.
7/10
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thejournal.com thejournal.com
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Study: Most Teaching and Learning Uses Technology Nowadays
This article reviews the impact of technology in the classroom. Today over 73% of teachers stated students are using tablets or laptops in the classroom. According to David Nagel, technology not only dominates education but also make students more productive and stimulates them intellectually.
There is a link on the site to the complete study.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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conference.pixel-online.net conference.pixel-online.net
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This paper identifies the beliefs held by two transformative learning theorists, Boyd (1998) and Mezirow (1997). The former believes that a transformative learning experience has a emotional component acting as a catalyst for change, whereas the latter believes in a more rational component for change to occur in an individual's view of life and their relation to the world.
7/10
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ijcim.th.org ijcim.th.org
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Success in online learning comes about by understanding the needs as well as the readiness of major players in the online learning environment.
This paper attempts to identify an appropriate assessment tool for learner and faculty readiness in order to develop a successful e-learning environment, where learning and teaching is actively fostered and supported by each stakeholder (administration, student, faculty) involved.
8/10
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lincs.ed.gov lincs.ed.gov
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This issue brief is a part of the LINCS ESL Pro suite of resources on Integrating Digital Literacy into English Language Instruction. The purpose of this Issue Brief is to provide teachers and administrators with a broad overview of digital literacy as it relates to adult English language learners (ELLs) in English language acquisition programs. It is intended to serve as an introduction to the topic of digital literacy that teachers and administrators can use as a springboard to additional in-depth resources on this topic. Although this Issue Brief provides links to resources that help illustrate the current issues in developing digital literacy, it is not intended to be used as an instructional guide. For more comprehensive, targ
This resource is a goldmine of information on how, when, and why technology should be integrated for adult ESL learners. At the end of the article are a list of resources for teachers as well.
This resource is credible and has so much relevant information for adult ESL teachers. I can't get distracted as I could spend the rest of the night looking at all of this information and I need to find several more sources for this assignment. Rating: 10/10
P.S. This has a great resource for teaching students to write emails. Jim and I were just talking about this idea this morning. He could use this resource for his Level 3 writing class.
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files.eric.ed.gov files.eric.ed.gov
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Six Steps to Personalize Learning
This pdf is a step by step guide to develop personalized learning. It includes instructions to creating a six-step personalized learning program.
I enjoyed the at-a-glance chart distinguishing the differences between personalization, differentiation and individualization. The guide is very visual and easy to ready but offers relevant tips.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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content.ebscohost.com content.ebscohost.com
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Learning a Map of Environment: The Role of Visuo-Spatial Abilities inYoung and Older Adults
This study focused on the difference in visuo-spatial relations between younger adults and older adults. The purpose was tol determine the effect of aging on visuo-spatial relations.<br> Both groups performed the same tasks using a simplified map for orientation, pointing out locations, and recreating the map. The results indicated that older adults successfully completed the tasks at a lower rate and that males successfully completed tasks more that women. The researches highly recommended other duplicate the study to determine if the results can be generalized and consistent. This study is a valuable indication of the changing needs of adult learners due to aging. Rating: 8/10
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eds.b.ebscohost.com.ezproxy2.library.arizona.edu eds.b.ebscohost.com.ezproxy2.library.arizona.edu
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Source: Proceedings of the ASEE Annual Conference & Exposition Date: January 1, 2014
This article is a study of whether college students prefer electronic or printed textbooks. While the results are that more students prefer printed textbooks, this article was published in 2014 and mentioned that this mindset was changing rapidly.
This is an academic article, and I think this research could be relevant to some of my classmates. It is relevant for me as my program is considering having students purchase tablets and then using electronic textbooks that we have developed in-house using adapted OER sources. Rating 7/10
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www.youtube.com www.youtube.com
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Beyond the Frame: The New Classroom
In this video a discussion of how the school system is broken but cost billions of dollars. 9 billion dollars a year is spent of textbooks that become outdated the minute they are printed according to the author.
With the new generation of learners, virtual reality will be embracing how most learners learn the best by visual means and not by reading.
This video short impactfully presents how VR will change the face of education.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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Technology-rich instructional approaches encourage teachers and students to become partners in the learning process, working together to make incremental technology changes to classroom lessons and activities. An important first step in crafting technology-rich lessons and activities is assessment. Informal opportunities for assessing student technology skills and comfort level exist in the adult education classroom, but for more formal, systematic assessments, the internet is a great tool.
Adult Education Teacher Handbook (Indiana Department of Workforce Development) is a good resource for a teacher who are new to the adult education with the basic information on teaching adults. This handbook presents the knowledge of adult learning theory, learning disabilities, policies, and how to prepare technology-rich instruction for multi-level classrooms.
Rating: 8/10
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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PEDAGOGY of the OPPRESSED
One the foundational book of critical pedagogy.
Rating: 7/10
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ufdcimages.uflib.ufl.edu ufdcimages.uflib.ufl.edu
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learning is influenced more by the content and instructional strategy in the learning materials than by the type of technology used to deliver instruction.
Foundations of educational theory for online learning. Instruction strategies need to build into the learning materials.
Rating: 7/10
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touroscholar.touro.edu touroscholar.touro.edu
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A technology-enhanced transformative learning environment in support of de-veloping reflective practitioners can be a situated learning environment just by dint of integrating it into clinical learning settings where students are developing the skilled know-how and practices of the profession. The tasks, discussions and other learning activities afforded by the technology learning system will be in support of the hands-on learning taking place in the health setting and should be incorporated into the clinical training to create the perception of a single learning environment. A situated learning environment will afford students the ability to practice and ap-ply knowledge and skilled know-how and also participate in social learning such as discussions, group activities and individualized work that will encourage the reflection that leads to transformative learning.
The education for the professions and clinic education requires a unique perspective and approach, this chapter presents the critical elements of transformative learning environment design: context, critical discourse, and critical reflection, and the health science education need to have a context supportive of critical discourse and reflection for transformative learning by using a technology-enabled learning environment.
Rating: 8/10
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www.ethz.ch www.ethz.ch
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in the technology-centred approach, the focus is on using technology in education through providing access to cutting-edge technology. The main problem with the technology-centred approach is that during the 20th century it has produced several major cycles of big promises, some implementation in schools... and failure.
This chapter (Learning with technology) explores the two approaches to learning with technology - technology-centered & learner-centered. In technology-centered approach, the focus is on providing the access to technology, but learner-centered is focused on how people learn and view technology as an aid to human learning.
Rating: 7/10
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sites.google.com sites.google.com
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there appears to be a theoretical shift more often than not from Behaviorist learning practices to Constructivist learning practices because of the increased use of educational technologies, and stemming from the fact that many available technologies support Constructivist learning platforms. However, there are still many learning practices that focus on more Behaviorist learning techniques, and there are arguments in support of their validity as well. That with the most support currently is more of a blending of the two theories, for they can be used in conjunction as well while utilizing educational technology.
Two educational theories that form the basis of many of today's educational technology: behaviorism, and constructivism. This article explores the foundations of behaviorism and constructivism in education, and brings the current trends and future implications for these two theories in the educational technology.
Rating: 7/10
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High-quality resources allow educators to use OER to improve their teaching and their students' learning. OER are evaluated by educators, so we know they work. They are flexible and easy to access. They are rich sources of content. Educators can customize resources for their specific needs. OER content is entirely free.
This website gives a brief explanation as to what Open Educational Resources (OER) are and why they should be used adult ESL learners. LINCS is a federal initiative for adult education and is funded by the U.S. Department of Education.
This is a credible source of information. It's very relevant for me as I'm currently part of a project to write our own curriculum for our adult ESL students. Through this project, we are looking at integrating a lot of technology such as writing and selling our own e-books. This particular page doesn't have a lot of information, but the entire website does. Rating: 9/10
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www.pewinternet.org www.pewinternet.org
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tech access shapes how heavily adults use the internet for professional learning. More than one-third of professional learners with lots of tech assets say they did all or most of their learning online
Technology facilitates learning among all ages, from the data it shows that adults with access with internet were significantly more likely to engage in personal learning., especially for the adults who wanted to participate in professional learning opportunities.
Rating: 7/10
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newprairiepress.org newprairiepress.org
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The Adult Learning Model of Faculty Development draws from the research, theory andpractice of adult learning and adult education program planning. This new model recognizes facultyas adult learners and faculty development as adult education.
This article presents a model for faculty development that views faculty as adult learners and the faculty development initiatives as adult education.
Rating: 8/10
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www.shiftelearning.com www.shiftelearning.com
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Adult learning theories are not just a collection of jargons, concepts, and ideas about how adults learn. These theories help you plan your course during conception, development, and execution, in a way that will facilitate the learning process. Here’re four reasons why instructional designers MUST get acquainted with these theories: To create relevance by mapping courses with perceived learner needs To devise instructional strategies in alignment with real learning contexts To choose the technology that best supports the instructional strategy To plan instructional strategies relevant for digital-age and on-the-go learners
Adult learners' needs and goals are all vary progressively throughout life, and this article presents the creation and implementation of strategies to the adult education instructional design.
Rating: 7/10
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www.researchgate.net www.researchgate.net
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To improve the training and education of the largely unskilled workers, China must introduce Western teaching/learning theories to training academies throughout China and tie training and education directly to the seven viewpoints of lifelong learning instead of to politics, nationalism, or political agenda. “Politics takes command” should be a thing of the past.
It is interest topic that presents the current adult training in China. It points that adult training has been promoted in China by methods such as politics, and the influence of few leaders, but not the theories of teaching and learning.
Rating: 6/10
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content.ebscohost.com content.ebscohost.com
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The New Learning Environment and AdultDevelopmental Needs
Identifies adult developmental learning needs. For many years, since 1911, Training at a machining company had been directed to specific tasks. After the company was sold to a new company, the education of employees changed from siloed task training to a atmosphere of learning and integrated team work. This shift in training also changed the culture of the company and built an atmosphere of one team, even across shifts and departments. This article points out how the change from task training to education that included theory of the task improved the decision making process of the employees that resulted in company improvements. Rating: 9/10
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www.youtube.com www.youtube.com
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Designing for virtual reality and the impact on education | Alex Faaborg | TEDxCincinnati
This video includes Alex Faaborg on Tedx Talks sharing how VR virtual reality can positively impact education. The introduction of google cardboard is reviewed along with design techniques.
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content.ebscohost.com content.ebscohost.com
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Adult Learning, Education, and the Environment
This article focuses on adult learning and education to pursue sustainable and eco-friendly solutions to education
The United Nations Conference on Sustainable .Development in 2012 offered ideas for major environmental changes. The idea of "West versus the rest" (Clover and Hill, 2013, p.49) This report follows the attempts to align adult learning and education with sustainability and the environment beginning in 1972 and continuing through the time of this report, 2013. The overall analysis is that there has been little progress on environmentally friendly education for adult learners, which can negitively impact a vulnerable section of adult women.
Rating 5/10
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content.ebscohost.com content.ebscohost.com04Huang1
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Toward constructivism for adult learners in online learning environments
This is an article from 2002 that identified the emerging need of online, adult learners. One concept is the use of cognitive learning theory as tools for the online learning environment.<br> Several descriptors identified who the adult online student is, primarily adult working women with full time jobs and a family (often single head of household) who are trying to return to school to improve personal circumstances.
This article is a invitation to review the learning environment that was devised and determine if it met the needs of students then and what changes need to be implemented for today's students.
Rating 9/10
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www.marquette.edu www.marquette.edu
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Other students, he adds, are increasingly asking for textbook delivery on iPads, Kindles, and the like. “Working from those challenges -- from the cost perspective, from the flexibility standpoint, and from where our students are across all age groups with technology -- we wanted to see if the CourseSmart platform might have an answer,” he say
This article gives examples of three college campuses that used e-books on tablets or laptops for students instead of traditional textbooks. One of the reasons for implementing this was that students were asking for them.
While this article is probably a marketing ploy for the CourseSmart company, it does bring up some relevant points. In fact, some of the reasons are what we have been discussing in my program. I think this article would be relevant for some of my classmates as well. Rating: 8/10
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eds.b.ebscohost.com.libproxy.nau.edu eds.b.ebscohost.com.libproxy.nau.edu
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Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development.
This article explores the theory of training teachers as learning designers to promote innovate and creativity. Included in the article are studies of designers with little teaching experience compared with those that are full-cycle teachers and the effect of TPD and LD upon training.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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elearningindustry.com elearningindustry.com
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Adaptive learning provides methods and learning paths that are unique to each learner. Furthermore, through inbuilt efficiencies, adaptive learning helps the organizations to meet their business and training goals.
One size does not fit all when it comes to corporate teaching and learning. This article speaks to the theory and principles of Adaptive learning in corporate training, where teaching methods are adjusted according to the leaner's performance.
7/10
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www.tandfonline.com www.tandfonline.com
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Distance Education Trends: Integrating new technologies to foster student interaction and collaboration
This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- imeem
- asynchronous
- education programs
- distance education
- writeboard
- etcnau
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- etc556
- instacoll
- synchronous
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www.rasmussen.edu www.rasmussen.edu
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50 Smartphone Apps for College Students By Jennifer Pfeffer on 04/25/2016.
This is a fairly up-to-date list of apps and other software that would be helpful for college students with apps related to productivity, reading, education, storage and more.
Because so many of my students haven't used technology much for academic uses, one way I can integrate technology is by integrating some of these ones that they can use outside of the class. This article isn't very academic, but it is credible, written by a marketing specialist who works for Rasmussen college.
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eds.a.ebscohost.com.libproxy.nau.edu eds.a.ebscohost.com.libproxy.nau.edu
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Factors Influencing Teachers' Integration of ICT in Teaching and Learning
ICT is enhancing communication in the digital learning environment. In this article the integration of ICT is explored and reveals how both teachers and students are able to better utilize their digital options 24/7 more effectively and efficiently. In addition, a gap has been identified in being showing how to best use ICT in the learning environment and included are in-depth studies of its’ use. The article identifies factors influencing teachers’ decision to integrate ICT in teaching.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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A defining condition of being human is that we have to understand the mean-ing of our experience. For some, any uncritically assimilated explanation by anauthority figure will suffice. But in contemporary societies we must learn tomake our own interpretations rather than act on the purposes, beliefs, judg-ments, and feelings of others. Facilitating such understanding is the cardinal goalof adult education. Transformative learning develops autonomous thinking.
This article explores transformitive learning theory and autonomous thinking. The author focuses on putting theory into practice with adults.
8/10
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elearningindustry.com elearningindustry.com
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17 Tips To Motivate Adult Learners
The author highlights 17 useful tips for motivating adult e-learners. The tips are primarily based upon learning principles, and encourages the use of technology to facilitate collaborations, discussions, sharing, engagement and active learning. Ultimately assisting the learner with navigating the learning space with better interest.
7/10
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mitadmissions.org mitadmissions.org
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ollege students have to be productive. In trying to manage all my schoolwork, clubs, fraternity, and side projects, I’m constantly searching for programs and apps for productivity, note-taking, security, and even music. After trying dozens of them and seeing which ones most of my friends use, I’ve filtered out the ones that I’ve found the most helpful. Here’s a list of programs (not including the ones you get from MIT for freeist.mit.edu) that you should download and test out in your first few weeks of college. I’ve been using all the programs listed below for at least the past year and can attest to how well they work.
This a blog, not an article, but it is written by a college student at MIT, and he is blogging about some of the best technology that he has integrated into his student life. There are some apps and other software that I'm not familiar with and need to check out.
This article certainly isn't academic, but it is helpful for me. As I brainstorm on ways to help students to integrate technology, I think it is important to get insight from actual college students who have already been down that road. I haven't been in college for a while, so I'm not as familiar with the kinds of technologies that students need. Rating: 7/10
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www.nrcs.usda.gov www.nrcs.usda.gov
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Adults have a deep need to be self-directing. The psychological definition of "adult" is one who has achieved a self-concept of being in charge of his or her own life, of being responsible for making his or her own decisionsand living with the consequences. Adults develop a deep need to be seen by others as being capable of taking responsibility for themselves. Too often as trainers we design training situations that place adultsback in their childhood where they are told what where and when and how to learn. Self-directed is not the same as self-paced. Self-paced means that the learner is only in charge of when to experience what the trainer has produced. Self-directed learning puts the learner in charge of much more. Incorporate as much "search and discovery" into the training as possible for experienced learners. Present training with as many options for learning as possible.
This article is a quick guide to adult learning with additional information on how to apply the principles to professional training.
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www.instructionaldesign.org www.instructionaldesign.org
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This article was found on InstructionalDesign.org. This article is about the Characteristics of Adults as Learners model. This model is designed as a guide in adult learning. The website also has sections on concepts, theories, and models.
9/10
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The Moodle project
Moodle is one of the largest open source collaborative platform used in the development of curriculum.
Moodle is an Australian company and has various levels of subscriptions including one level for free. Overall I have found the site to be user friendly rich with demos, documentation and support including community forums. This site supports multiple languages and has an easy to use drop down menu for that selection.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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pdxscholar.library.pdx.edu pdxscholar.library.pdx.edu
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This article is from a credible, peer-reviewed journal. The source is current and relevant to professional and adult learning. The authors document a study of teachers and their learning and how adult learning theory can improve results.
7/10
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www.tandfonline.com www.tandfonline.com
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This article is from the journal Professional Development in Education, it is a credible and relevant source. This authors analyze cases in principle professional development in four schools to find common practice. They determine if and how adult learning theory is or can be used to improve practices.
8/10
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ctet.royalroads.ca ctet.royalroads.ca
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Learning Design Process
The Royal Roads University has created this useful site that offers support and assistance in the design and development of curriculum. What I found to be very useful is the support dedicated for Moodle, the online curriculum software as I have recently signed up for the site.
The methodology used by the University is focused on an outcomes approach with integration of pedagogical and technological elements and blended learning.
The site has a research link and the kb was excellent. I was very pleased to have found this resource.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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search.informit.com.au search.informit.com.au
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This article uses case studies to illustrate the application of transformational learning in adult learning settings. The author then analyses the data to validate the practice.
7/10
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lincs.ed.gov lincs.ed.gov
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LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.
The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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muse.jhu.edu muse.jhu.edu
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This article uses librarians at graduate institutions to study the effect of a professional development program. The instruction was designed to teach adult learning theory. The article includes the instruction and assessment of the program.
8/10
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www.emeraldinsight.com www.emeraldinsight.com
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This article focuses on creating online tutorials for adult learners. Andragogy theory is used to build online programs for adult learners that are learner centered and engaging.
8/10
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online.rutgers.edu online.rutgers.edu
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How Technology can Shape Adult Education
The author provides a brief overview of methods that technology can be used in adult education. Specifically, gamification and virtual reality are described to be ways to make adult education fun and interactive. Rating: 4/5
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www.naspa.org www.naspa.org
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An Adult Learner Reflects on Technology in Higher Education
Elizabeth Cox describes her experience as an adult learner and how technology has positively impacted that experience. She specifically mentions a few learning management systems and online tools and how they were excellent at making the course content available any time and any place. Rating: 5/5
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Adult Learning Principles and Presentation Pearls
This article presents options for applying a variety of adult learning principles to make a course more effective. The author focuses on instrumental learning theories, humanistic learning theories, motivational models and more. Rating: 5/5
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blog.mimio.com blog.mimio.com
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10 Training Tips for a Successful Technology Integration
This blog provides ten tips to successfully integrate technology in the classroom. The tips include conducting a needs assessment, plan ahead, and to not let the technology become the focus. Rating: 5/5
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Why Managers Should Understand Adult Learning Theory
The article explains why managers should understand adult learning theory and how thinking of their employees as adult learners and providing the correct framework in the work environment will encourage employees to improve. Rating: 4/5
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www.naesp.org www.naesp.org| NAESP1
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Technology Integration for the New 21st Century Learner
Although focusing on younger learners, this article details many things to consider when integrating technology into the classroom. Additionally, Blair shares ideas for developing a plan to continue technology planning into the future. Rating: 4/5
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www.armyupress.army.mil www.armyupress.army.mil
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Reengineering Army Education for Adult Learners
David Pierson offers a quick overview of how the US Army would train their members. He then goes into an explanation of how the Army is modifying their education curriculum to offer more than just "training" and truly educate the student. Rating: 5/5
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www.armyupress.army.mil www.armyupress.army.mil
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An Engine for Army Learning
This article details the difficulties in combining military training and education into one philosophy. It explains the core functions of military learning and how the new Center for Teaching and Learning Excellence is modeled after civilian learning centers. Rating: 5/5
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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This article is from a education journal and is credible and relevant. It covers andragogy and transformitive learning as they can be utilized with adult learners. The focus on transformational learning theory is of particular interest.
8/10
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edtechmagazine.com edtechmagazine.com
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Why More Law Schools Are Prioritizing Technology Integration
The article explores how law schools are beginning to focus more on integrating technology into the learning environment in order to help students understand that the new technology makes it easier for lawyers to work with clients. Rating: 5/5
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www.linkedin.com www.linkedin.com
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Technology Integration and Higher Education
Dr. Jones explains that instructors are reluctant to use technology and choose to use a traditional lecture as a teaching method. He continues to explore how to eliminate the barriers to technology integration. Rating: 5/5
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www.edsurge.com www.edsurge.com
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Anticipating and Addressing Challenges With Technology in Developmental Education
The authors describe how to anticipate and handle challenges with technology integration in developmental education. They insist that vendors and end users must work together to develop technology that will benefit everyone. Rating: 4/5
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er.educause.edu er.educause.edu
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Educational Technology Leadership and Practice in Higher Education: The Emergence of Threshold Concepts
This article explores how technology has become the new standard for higher education and this new standard has created a need to develop new concepts on how to view a subject. Additionally, methods to use educational technology resources are described. Rating: 5/5
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evolllution.com evolllution.com
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Bringing IT to the Forefront of Innovation: How to Leverage Technology to Drive Innovation on Campus
Dr. Burrell explores how technology can be used to more tightly integrate students and faculty and provide an efficient form of communication and discovery. He also details what is needed from a technical standpoint to make technology easily adoptable by universities. Rating: 4/5
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edtechmagazine.com edtechmagazine.com
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What K–12 Administrators Should Think About When Integrating Classroom Tech
This article describes how school districts who wish to integrate more technology into their classrooms should approach the integration. Rating: 4/5
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www.theguardian.com www.theguardian.com
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What is the future of technology in education?
The article explores how technology will grow beyond individual devices and how it will move into the cloud. Cloud computing would allow students and teachers to access course content any time and any place. Rating: 5/5
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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The role of educational technology in medical education
This article describes how educational technology is improving medical education by being easily accessible and is developing fast. Rating: 4/5
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www.edutopia.org www.edutopia.org
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What Is Successful Technology Integration?
This article offers a few ideas on how to measure the success of technology integration. Rating: 4/5
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www.businessinsider.com www.businessinsider.com
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Here's how technology is shaping the future of education
This article explains how technology is changing education and offers a few examples of how it has already done so. Rating: 5/5
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edtechreview.in edtechreview.in
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5 Teaching Strategies to Engage Students Using Technology
This article offers strategies on how to integrate technology into the classroom and get students involved. Rating: 4/5
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www.edsurge.com www.edsurge.com
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The website, EdSurge.com, is where this article was found. This article talks about Universal Design for Learning (UDL). The three principles behind UDL are engagement, representation, and action and expression. This website has an entire section on technology in school.
9/10
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eds.a.ebscohost.com.libproxy.nau.edu eds.a.ebscohost.com.libproxy.nau.edu
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Learning Needs Analysis of Collaborative E-Classes in Semi-Formal Settings: The REVIT Example.
This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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campustechnology.com campustechnology.com
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This website, Campus Technology, is an excellent source for integrating technology and teaching. The annotated section is on learning spaces designed to maximize student and teacher time. This site includes articles, tutorials, research, case studies, and more.
10/10
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The website Association for Talent Development is a good tool for profession training. This is an adult learning arena and the information is relevant to training and coaching using a learner centered approach.
9/10
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www.catesoljournal.org www.catesoljournal.org
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This article outlines the different aspects of a learning environment that is effective for teaching adults. The author provides suggestions for creating effective adult learning environments.
8/10
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This selection defines learning environments. All of the components are outlined. The composition is learner centered to maximize learning potential.
8/10
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www2.hu-berlin.de www2.hu-berlin.de
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Approaches in the use of assistive technology in inclusive education focus on using technologyto train or rehearse, and to assist and enable learning
This chapter presents a list of assistive technology applications that supports the students with disabilities in classroom learning in several categories such as reading, writing, math, and computer access.
Rating: 8/10
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www.emeraldinsight.com www.emeraldinsight.com
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One of my students wrote in a recent online class, “Students learn from their teachers, not from electronic gadgets.” Do we understand how students learn in a technology-based environment, one-on-one with the laptop or mobile phone? Can we estimate possible changes in the students’ cognition, learning style, behavior, attitudes, values, and social relationships under the influence of electronic devices?
Using technology only enhances the hands-on learning experience, but it does not, and can not replace the human interaction.
Rating: 6/10
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www.researchgate.net www.researchgate.net
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Every language teaching method has technologies to support it (Warschauer & Meskill, 2000). From early grammar-translation and audio-lingualism to the later communicative language teaching, all of these meth-ods have implications for how to best integrate technology into the class-room (Warschauer & Meskill, 2000). The use of technology in a language classroom involves teacher-technology interaction, students-technology in-teraction, teacher-students interaction, and interaction among students.
This paper presents the technology integration in ESL instruction, and it's promises and challenges associated with ESL teachers' use of technology. The research results shows the use of technology is significantly beneficial to language teaching and learning, however, technology is not being used to its full potential in the ESL instruction in US (for K-12 education).
Rating: 7/10
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www.bpastudies.org www.bpastudies.org
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What and who is an adult learner? A person is an adult to the extent that he or she is performing social roles typically assigned by our culture to those it considers adults, and to the extent that the individual perceives him or herself to be essentially responsible for his or her life. A child is not responsible for his or her life even from a legal point of view. According to Neimi, the adult learner is one who returns to study, on a full‑time or part‑time basis, after a period of time spent in other pursuits.[3] Freedman states that the adult learner is someone who is motivated enough to want to pin further education at the end of a working day or is required to come to a program for certification.[4]
This article doesn't look at technology, but focuses on adult learners and how they learn, specifically focusing on self-directed learning.
Most of the references for this article are outdated, but there are some relevant ideas on the topic of self-directed learning. I especially like the definition of an adult learner and how it relates to this teaching method. This source would be helpful as I define who is an adult learner and how it applies to my teaching setting since I can have students anywhere from age 17 to adults in their 40s. Rating: 7/10.
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www.ccsenet.org www.ccsenet.org
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Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom managem
This article focuses on the use of technology at the Taif University English Language Center in Saudia Arabia by the teachers. The framework for their research uses constructivism and gives detailed feedback on how technology has been integrated.
About a third of my students are from Saudia Arabia, Kuwait and the UAE, so this research is very applicable for me. I can see what kind of technology my students have been exposed to before studying in the program here. The research is solid and very recent (2018). Rating 9/10
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www.melta.org.my www.melta.org.my
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This article analyzes the readiness of teenage students in Malaysia to use technology such as mobile phones in order to learn English.
The article seems quite reputable. They use standard quantitative methods, include a review of literature and use surveys from 6 different schools. While it focuses on teenagers, not necessarily adults, it still pertains to some of my classmates especially who teach young adults. This study definitely relates to my own teaching context as my students have just graduated from high school and are learning English so they can get accepted in to an American university. Rating 7/10
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etcjournal.com etcjournal.com
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This website qualitative research to describe three different teachers and how they integrate technology into their ESL/EFL language classroom. This article focuses only on adults.
The article is short and much more informal than most academic publications, but the author is an EFL teacher and knowledgable in the field. There are some excellent insights into how, when and where certain technologies might work for adults across the globe. I also found it interesting the different teacher's approaches and philosophy for integrating technology.
Also, the article is a little old (2009) for the field of technology, but considering that in some EFL contexts technology will lag, it still seems appropriate. Rating 7/10.
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www.journals.aiac.org.au www.journals.aiac.org.au
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In today’s globalised digital era, students are inevitably engaged in various multimodal texts due to their active participation in social media and frequent usage of mobile devices o
This article highlights the effectiveness of using mulitmodal approaches in an ESL classroom. 15 students at a private school in Malaysia are interviewed. Some important topics are covered such as motivation, self-directed learning and constructivism. I especially noted how students reacted to having multimodalities for learning English instead of long, word-only texts.
This article is academic and highly relevant to my field. The only piece of information I couldn't find in the article is how old these students are. I don't know if it is a study of adults, but from the context, I would guess the students are at least teenagers and therefore still works for how young the adults are in my teaching context. Rating 8/10
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files.eric.ed.gov files.eric.ed.gov
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and, thus,
This article discusses why the integration of technology in adult ESL classes has been slower than in other fields, but how it can be effective for students and teachers alike.
Some of the references in this article are old (maybe a telltale sign as to why it has taken technology so long to get integrated?) but the information is highly relevant to my field and it is a credible source. I highlighted one quote that refers to experiential learning which could be useful for my scholarly paper. Rating 7/10
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www.researchgate.net www.researchgate.net
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First, we believe teachers need to make a paradigm shift from the traditional approach to EFL teaching. While EFL in China has been seen as an important factor for modernization (Hu 2005 ; Liu and Huo 2007 ; Zheng and Adamson 2003 ) , the EFL classroom is still dominated by a teacher-centered structural approach. This overemphasis on language forms prevents schools from integrating technology for meaningful interactions and activities. Further, the traditional assessment approach that focuses on language forms and paper-pencil tests also negatively impacts teachers’ pedagogical choices in terms of technology integration (Zheng and Adamson 2003 ) . EFL teachers still see their main responsibility as preparing students to pass stan-dardized tests and enter better schools. As a result, technology is often used to better teach language forms to increase students’ test performance, instead of using tech-nology to enrich students’ learning experiences. Dai ( 2001 ) called this kind of teaching time consuming with low effectiveness
This article focuses on how technology has been integrated in teaching EFL in China and the impact it has had on students and teachers.
I highlighted this paragraph specifically because it confirms what I have experienced with my Chinese students coming into my ESL program. Students are tech-savvy, but they are not experienced with more autonomous learning using authentic materials in a more student-centered classroom.
This article is highly credible and has very wide and deep research. It does focus on technology integration K-12, not adults, but it gives background on the kind of technology and and how it has been integrated in their previous learning experiences before entering my program. I believe it is very useful. Rating: 9/10
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www.thenational.ae www.thenational.ae
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The course exam was based on three HCT-made tests and a fourth from the International English Language Test System (IELTS). “The highest-scoring students were the ones who used the iPads,” Dr Gitsaki said. “The results showed that students who use the iPads for four or more activities had significant improvement on their IELTS score.”
This article discusses something called a "paperless classroom project" in the UAE where students and teachers used iPads and other technology in their EFL classrooms. There were very positive results. ISTE is also involved in training people for this and other projects in the area.
This article is short, but very related to my field. More than a third of my students are from this region of the world and are trying to get high scores in IELTS, something this article mentions.
It is still a reliable source as it is a government website and is recent (2014). The study they mention is widespread- 6,200 college students were involved in this study. Rating: 8/10
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journals.sagepub.com journals.sagepub.com
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Humans participate in social learning for a variety of adaptive reasons, such as reducing uncertainty (Kameda and Nakanishi, 2002), learning complex skills and knowledge that could not have been invented by a single individual alone (Richerson and Boyd, 2000; Tomasello, Kruger, and Ratner, 1993), and passing on beneficial cultural traits to offspring (Palmer, 2010). One proposed social-learning mechanism is prestige bias (Henrich and Gil-White, 2001), defined as the selective copying of certain “prestigious” individuals to whom others freely show deference or respect in orderto increase the amount and accuracy of information available to the learner.Prestige bias allows a learner in a novel environment to quickly and inexpensively choose from whom to learn, thus maximizing his or her chances of acquiring adaptive behavioral so lutions toa specific task or enterprisewit hout having to assess directly the adaptiveness of every potential model’s behavior.Learners provide deference to teachers in order to ingratiate themselves with a chosen model, thus gaining extended exposure to that model(Henrich and Gil-White, 2001).New learners can then use that information—who is paying attention to whom—to increase their likelihood of choosing a good teacher.
Throughout this article are several highlighted passages that combine to form this annotation.
This research study presents the idea that the social environment is a self-selected learning environment for adults. The idea of social prestige-bias learning is intriguing because it is derived from the student, not an institution nor instructor. The further idea of selecting whom to learn from based on prestige-bias also creates further questions that warrant a deeper understanding of the learner and the environment which s/he creates to gain knowledge.
Using a previously conducted experiment on success-based learning and learning due to environmental change, this research further included the ideal of social prestige-biased learning.self-selected by the learner.
In a study of 167 participants, three hypotheses were tested to see if learners would select individual learning, social learning, prestige-biased learning (also a social setting), or success-based learning. The experiment tested both an initial learning environment and a learning environment which experienced a change in the environment.
Surprisingly, some participants selected social prestige-biased learning and some success learning and the percentages in each category did not change after the environmental change occurred.
Questions that arise from the study:
- Does social prestige, or someone who is deemed prestigious, equate to a knowledgeable teacher?
- Does the social prestige-biased environment reflect wise choices?
- If the student does not know what s/he does not know, will the social prestige-bias result in selecting the better teacher, or just in selecting a more highly recognized teacher?
- Why did the environmental change have little impact on the selected learning environment?
REFERENCE: Atkinson, C., O’Brien, M.J., & Mesoudi, A. (2012). Adult learners in a novel environment use prestige-biased social learning. Evolutionary Psychology, 10(3), 519-537. Retrieved from (Prestige-biased Learning )
RATINGS content, 9/10 veracity, 8/10 easiness of use, 9/10 Overall Rating, 8.67/10
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we employed an experimental task used previously to study individual and social learning (Mesoudi, 2008, 2011b; Mesoudi and O’Brien, 2008a).
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anytime someone had difficulty with the steps involved, that person always sought out a specific woman in the community for help.Perhaps the master flintknapper was someone older and presumably more knowledgeable
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A quicker option might be to copy the single most skilledarrowheadmakers (Henrich and Broesch, 2011; Mesoudi, 2008)—those whose arrowheads kill the most game
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individual (or asocial) learning,
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Alternatively, our novice flintknapper could engage in some form of biased social learning, where she tries to copy either the object itself, if it is simple, or,more likely,the manner in which others are making their arrowheads (Boyd and Ri
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another wayto gather information quickly.
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This would be an example of “success bias,” in this case using information about the hunting success of a model as a guide to whom to copy.
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One proposed social-learning mechanism is prestige bias (Henrich and Gil-White, 2001), defined as the selective copying of certain “prestigious” individuals to whom others freely show deference or respect in orderto increase the amount and accuracy of information available to the learner.
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nsuworks.nova.edu nsuworks.nova.edu
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Adult learning theorists have served to confirm the importance of adults creating knowledgefrom self-directed, learner-centered activities that draw from life experiences (Gorham, 1985; Knowles, 1978). According to Kemp et al.(2014), teacher-student communication is going through a significant shift that reflects “the culture of a new generation of students, as well as the rapid spread and advancement of communication technology.” (p. 19)
The use of technology will increase interaction and improve adult student learning.
Rating: 7/10
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mospace.umsystem.edu mospace.umsystem.edu
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Whether or not technology should be used in the classroom is no longer debated; instead, the emphasis is ensuring that technology is integrated into instruction to promote student achievement and future success. This requires educators who are able to learn and apply their knowledge about technology consistently in the classroom.
As an educator, integrating technology into the curriculum is key. We don't just add the piece of technology tool to a class just because we can, we have to understand how to use the technology, and the benefits of technology for the class, also we need to training students on using the technology.
Rating: 7/10
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dangerouslyirrelevant.org dangerouslyirrelevant.org
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In addition to utilization of internal technology integration expertise, principals often bring in outside experts to train teachers how to use specific technology tools. These may be provided by vendors or may be independent national-level trainers or consultants. Regardless of the provider, technology training experiences always should comply with best practices regarding adult learning. Like for non-technology related training, technology professional development should occur within learning communities, be differentiated by learning needs, facilitate active engagement by participants, be recurrent and build upon past learning rather than only occurring once, be aligned with desired curriculum standards, and be rooted in learning and teaching needs rather than the technical aspects of a particular tool (Learning Forward, 2011).
This article explores how to support effective technology integration and implementation in education settings. The findings point to the critical need for professional development programs to assist teachers in the transition to digital teaching and learning.
Rating: 8/10
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biblioteca.ucv.cl biblioteca.ucv.cl
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In designing the area we were keen to avoid a technology-driven approach; wewanted to promote interactive and feedback-driven learning experiences. To thisend our focus was on interactive content and assessment.
The "e-learning - an Introduction" chapter presents a case study of using VLE tools to promote feedback-driven learning experiences. Meaningful feedback is really important for any learning environment, it's valuable tool for educator to assess the effectiveness of learning materials and improve teaching and learning process.
Rating: 7/10
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- Oct 2018
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge. Transformative learning is a route to the development of critical thinking.
The author asserts that adult learning creates ideal circumstances to use transformational learning. Autonomy needed to be and independent learner is created through and seen in transformational theory.
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www.journals.aiac.org.au www.journals.aiac.org.au
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This article highlights the effectiveness of using mulitmodal approaches in an ESL classroom. 15 students at a private school in Malaysia are interviewed. Some important topics are covered such as motivation, self-directed learning and constructivism. I especially noted how students reacted to having multimodalities for learning English instead of long, word-only texts.
This article is academic and highly relevant to my field. The only piece of information I couldn't find in the article is how old these students are. I don't know if it is a study of adults, but from the context, I would guess the students are at least teenagers and therefore still works for how young the adults are in my teaching context.
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