Students who are going to share their new knowledge about a topic might use an audio tool like Soundtrap to create a podcast, and ones who will gather a handful of videos they recorded during a science experiment might use Book Creator to share their learning. Focusing on the features students need in order to share their learning with the world can help us place tasks before apps.

Constructivist literacy education engagesstudents in active learning, by having them create theirown texts, or by critically responding to texts they arereading. Students also create texts to communicatewithother people. Value is seen in engagement in real,orauthentic, literacy activity, rather than simulation or“dummy runs” of literacy activities

Basic Skills as a Foundation for Student Success in the California Community Colleges, Contextualized Teaching and Learning (CTL) is identified as a promising strategy that actively engages students and promotes improved learning and skills development. CTL has been defined in different ways, based on the intent of the group championing its use. Most recently, the United States Department of Education Office of Vocational and Adult Education (2001) characterized CTL as a “conception of teaching and learning that helps teachers relate subject matter c

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

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

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

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. 

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

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

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]