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Descriptors:
Constructivism (Learning); Nursing Education; Adult Learning; Teaching Methods; Learning Theories; Simulation; Social Theories; Cognitive Processes; Adult Education; Educational Practices; Health Services; Cognitive Style; Theory Practice Relationship; Aptitude Treatment Interaction; Schematic Studies

Abstract:
Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation. Pedagogical approaches as well as ties to simulation of each theory are addressed. Finally, the implications for research and practice in health care and adult education are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Acquired Immunodeficiency Syndrome (AIDS); Sexually Transmitted Diseases; Adult Education; Experiential Learning; Adult Learning; Adult Students; Adult Educators; Creativity; Educational Innovation; Concept Mapping; Social Bias; Negative Attitudes

Abstract:
Significant stigma exists to marginalize persons living with HIV/AIDS (PLWHA). Research has demonstrated it is possible to reduce stigma and prejudice through the development of meaningful and innovative education. The purpose of this article is to explore the ways in which the creative and purposeful use of AIDS Artwork as an educational tool may reduce stigma about HIV/AIDS and help adult learners to regulate their own prejudices about the diseases. Using Jarvis's model for experiential learning as a framework for understanding, this article discusses some of the literature on HIV/AIDS education and the use of socially informed art in adult education. Eight potential educational exercises using AIDS Artwork are suggested and explained. The Critical Senses Conceptual Map is proposed as a helpful framework for adult educators who wish to include these exercises in curriculum designed for the reduction of prejudice and stigma about HIV/AIDS. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Science Education; Physical Sciences; Learning Theories; Science Instruction; Science Teachers; Elementary School Science; Geology; Science Curriculum; Curriculum Development; Self Management; Educational Strategies; Knowledge Base for Teaching; Science and Society; Evolution; Controversial Issues (Course Content); Educational Research; Research Methodology; Learner Engagement; Persuasive Discourse; Models; Secondary School Science; Simulation; Educational Games; Biology; Interdisciplinary Approach; Middle School Students; Urban Schools; Informal Education; Discourse Analysis; Classroom Communication; Socialization; Physical Environment; Theory Practice Relationship; Student Evaluation; Academic Standards; Inquiry; Measurement

Abstract:
"Approaches and Strategies in Next Generation Science Learning" examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers, and administrators interested in enhancing the teaching and learning of next generation science. Contents include: (1) Self-Regulated Learning as a Method to Develop Scientific Thinking (Erin E. Peters Burton); (2) Multiple Perspectives for the Study of Teaching: A Conceptual Framework for Characterizing and Accessing Science Teachers' Practical-Moral Knowledge (Sara Salloum); (3) Teaching a Socially Controversial Scientific Subject: Evolution (Hasan Deniz); (4) A Theoretical and Methodological Approach to Examine Young Learners' Cognitive Engagement in Science Learning (Meng-Fang Tsai and Syh-Jong Jang); (5) Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education (Douglas Clark and Pratim Sengupta); (6) Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms (Todd Campbell, Phil Seok Oh, and Drew Neilson); (7) Why Immersive, Interactive Simulation Belongs in the Pedagogical Toolkit of "Next Generation" Science: Facilitating Student Understanding of Complex Causal Dynamics (M. Shane Tutwiler and Tina Grotzer); (8) Teachers and Teaching in Game-Based Learning Theory and Practice (Mario M. Martinez-Garza and Douglas Clark); (9) Opening Both Eyes: Gaining an Integrated Perspective of Geology and Biology (Renee M. Clary and James H. Wandersee); (10) Promoting the Physical Sciences among Middle School Urban Youth through Informal Learning Experiences (Angela M. Kelly); (11) Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics? (Lisa A. Gross, Joy James and Eric Frauman); (12) Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue (Matthew J. Benus, Morgan B. Yarker, Brian M. Hand and Lori A. Norton-Meier); (13) Next Generation Science Assessment: Putting Research into Classroom Practice (Edward G. Lyon); (14) A Tool for Analyzing Science Standards and Curricula for 21st Century Science Education (Danielle E. Dani, Sara Salloum, Rola Khishfe, and Saouma BouJaoude); and (15) Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms (Jeff C. Marshall). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Teacher Effectiveness; Experiential Learning; Adult Learning; Andragogy; Teaching Methods; Creativity; Best Practices; Critical Thinking; Cognitive Development; Adult Education; Mathematics Anxiety; Adult Students; Curriculum Design; Context Effect; Mathematics Instruction; Student Needs; Learning Motivation; Learning Theories

Abstract:
This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles' six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how such anxiety can and does have a debilitating impact on learning math in the classroom. Using adult learning principles and best practices in undergraduate math education, keys to opening the door for student success are application, recognizing math anxiety in students, creativity, hands on learning, and incorporating characteristics of effective teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Prior Learning; Lifelong Learning; Adult Learning; Adult Students; Foreign Countries; Informal Education; Workplace Learning; Experiential Learning; Communities of Practice

Abstract:
Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As our current economy and workplaces experience rapid and continuing change, PLAR offers a vital contribution to supporting lifelong and life-wide learning (Evans, 2000). Beyond significant benefits to individual adult learners in terms of confidence-building and enhanced reflective capacity, PLAR's process translates personal and workplace learning into a portable format, a common coin suitable for public recognition in many different venues. PLAR has hence become an integral feature of lifelong learning policies around the globe and is closely linked with the implementation of national and transnational qualification frameworks (Morrissey et al., 2008). PLAR scholars have a vital role in ensuring that policy and practice in this important field is informed by innovative research. This brief report describes a workshop on scholarly PLAR research, held in Ottawa, Canada on November 6 and 7, 2010 with funding from the Social Sciences and Humanities Research Council (SSHRC). (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Nontraditional Students; Learning Theories; Instructional Design; Student Projects; Distance Education; Online Courses; Adult Education; Lifelong Learning; Adult Learning; Adult Students; Adults; Educational Trends; Trend Analysis; Teaching Methods; Social Psychology; Instructional Effectiveness; Individual Differences; Constructivism (Learning); Research; Ethics; Interpersonal Competence; Educational Environment; Computers; Games; Clothing; History; Graduate Students; Instructional Leadership; Information Technology

Abstract:
The expanding field of adult learning encompasses the study and practice of utilizing sound instructional design principals, technology, and learning theory as a means to solve educational challenges and human performance issues relating to adults, often occurring online. This book disseminates current issues and trends emerging in the field of adult e-learning and online instruction for the design of better products and services. This advanced publication provides theoretical understanding of the essential links between authentic learning, social psychology, instructional design, e-learning, online education, and various additional methods of adult learning. Chapters include: (1) The Online Adult Learner (Judith Parker); (2) Online Pedagogical Effectiveness in Adult Contexts (Kathryn Dixon and Robert Dixon); (3) A Theoretical Model for Designing Online Education in Support of Lifelong Learning (Lawrence Tomei); (4) A Brief History of eLearning (Terry Kidd); (5) Online Learning (Patsy Moskal, Charles Dziuban and Joel Hartman; (6) The Role of Individual Learner Differences and Success in the Online Learning Environments (Jozenia Colorado and Dusti Howell); (7) Fear Factors (Patricia Sendall, Raymond Shaw, Kim Round and Jane Larkin); (8) Factors Leading to a Quality E-Learning Experience (David Lewis and Edward Chen); (9) Anytime/Anywhere Online Learning (Terry Morris); (10) The Evolution and Influence of Social Presence Theory on Online Learning (Patrick Lowenthal); (11) Pedagogical Mediator as the Strategic Competence at University Professors Building in Constructionist Online Environment (Flavia Rezende); (12) The Paradigm Shift for Adult Education (Nishikant Sonwalkar); (13) Empowering the Culture of Quality Research within Ethical Standards in Distance Education (J.O. Osiki); (14) Developing Social Skills through an On-line Learning Environment (Niki Phillips, Marianthi Karatza and Argiris Tzikopoulos); (15) Mixed Research and Online Learning (Patrick Lowenthal and Nancy Leech); (16) Digital Games for Online Adult Education (Muhammet Demirbilek); (17) Applying Distance Learning and Structural/Pedagogical Methods to an Adult Learner Program (Jeffrey Hsu and Karin Hamilton); (18) A Costume Odyssey a.k.a. Teaching Costume History in a 21st Century Classroom (Claremarie Verheyen and Youmei Liu); (19) Project Management for Project-Based Learning (Shahron Williams van Rooij); (20) Perspectives of Online Doctoral Students in Educational Leadership (Vicky Gilpin); (21) Impact of E-Learning on Adult Education (Royce Collins and Jeff Zacharakis); and (22) Nontraditional Students and Information Technology (Xenia Coulter and Alan Mandell). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Adult Students; Adult Educators; Learning Theories; Adults; Case Studies; Theory Practice Relationship; Spiritual Development

Abstract:
This study focuses on documenting and analyzing the experience of eight adults as they engaged in an adult education program that focused on developing and enhancing their capacity for spiritual knowing. Situated in adult learning theory and practice, the methodological approach chosen for this study was qualitative instrumental case study. Four distinct types of experience relating to the phenomenon of spiritual knowing were identified, each with its unique qualities and felt experience: knowing Spirit, identifying a spiritual state, receiving guidance, and action imbued with Spirit. The outcome of the study is a proposed model that can serve to engage adult educators and learners in a conscious cyclical process of developing spiritual knowing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Figurative Language; Lifelong Learning; Adult Learning; Adult Students; Adult Educators; Role of Education; Educational Principles; Educational Policy; Educational Philosophy; Adult Education; Educational Environment; Humanities

Abstract:
This article invokes the spirit of "Sophia" as metaphorical guide for an ongoing reclamation of wisdom spaces and describes a path for educators and practitioners that can assist in the recovery of wisdom in the face of increasing pressures of measurable outcomes within the field of lifelong learning. The authors first examine wisdom within adult learning paradigms. Next, they explore key metaphors of knowledge and wisdom which leads to a third section on conceiving wisdom spaces. The article then concludes with implications for adult education. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Artists; Art Education; Art Teachers; Design; Program Descriptions; Teacher Role; Teacher Researchers; Teacher Student Relationship; Self Concept; Professional Identity; Educational Environment; Educational Practices; Adult Education; Adult Educators; Postsecondary Education; Communities of Practice; Educational Change; Beginning Teachers; Teaching Methods

Abstract:
This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post-age-16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post-age-16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner-teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Religious Education; Adult Students; Adult Education; Role of Religion; Institutional Mission; Social Change; Older Adults; Educational Needs; Adult Educators; Educational Strategies; Educational Environment; Educational History; Educational Technology; Internet; Institutional Cooperation; Partnerships in Education; Health Education; Environmental Education; Tutor Training; Lifelong Learning

Abstract:
Religious institutions wear many hats. In addition to meeting spiritual needs, they also serve as educational, cultural, political, and social centers. Like the world in general, many of them have responded to societal changes. They have expanded their contextual, geographical, and physical boundaries. Also, as demonstrated throughout this sourcebook, they continue to cover a wide spectrum of topics and instructional techniques to meet the educational needs of adults. Religious educators can enhance learning opportunities for adults by collaborating with other organizations. With the number of older adults in the population increasing, religious educators should consider specific programs that meet their needs. This chapter provides a synopsis of the previous chapters and presents challenges and opportunities for adult educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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