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Full-Text Articles in Education
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements, Margaret L. Cain, Jennifer Kushner, Cassidy Thomas
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements, Margaret L. Cain, Jennifer Kushner, Cassidy Thomas
Adult Education Research Conference
This paper theorizes adult learning as a multi-leveled, emergent process of interactions between individuals, groups, and societal systems. We theorize from the context of prefigurative social movements that are enacting values of direct democracy, solidarity economics, and equity. We analyze Occupy encampments as sites in which individuals, movement groups, and society learn as complex adaptive systems. The theorizing of these learning processes has implications for adult education theory, research, and practice.
Utilizing Adult Learning Principles To Understand Students’ Perception Of Integrating Open-Access Resources Into Nutrition Curriculum: A Survey Research, Kathleen M. Hoss-Cruz, Haijun Kang
Utilizing Adult Learning Principles To Understand Students’ Perception Of Integrating Open-Access Resources Into Nutrition Curriculum: A Survey Research, Kathleen M. Hoss-Cruz, Haijun Kang
Adult Education Research Conference
The purpose of this research roundtable is to discuss how principles of adult learning could be used to make sense of student experiences with an open-access resource used in a basic level nutrition course.
Are All Contexts Learning Contexts? Rethinking The Relationship Between Learning And Context In Adult Learning Theory, Kim L. Niewolny, Arthur L. Wilson
Are All Contexts Learning Contexts? Rethinking The Relationship Between Learning And Context In Adult Learning Theory, Kim L. Niewolny, Arthur L. Wilson
Adult Education Research Conference
We explore the “question of context” as a discursive practice in adult learning literature to reveal how the act of identifying learning contexts within complementary (and at times confusing) discourses of adult learning affects our means to understand and organize learning. We specifically focus on the way cognitive and situated conceptualizations of learning are utilized, challenged, and reconfigured in social and in/nonformal learning discourses to give meaning to the relationship between context and learning. We conclude with implications for rethinking the “static” understanding of context in adult education research and practice to expand our contemporary views of learning-in-context.
Matrix On Virtual Teaching: A Competency-Based Model For Faculty Development, Mary Rose Grant, V.J. Dickson
Matrix On Virtual Teaching: A Competency-Based Model For Faculty Development, Mary Rose Grant, V.J. Dickson
Adult Education Research Conference
This model integrates the outcomes of a prior study of best practices for effective teaching in the online environment. This competency-based model expands emergent themes within the best practices and employs a generative approach to developing faculty as adult learners and builds on their existing knowledge encouraging further inquiry.
Theorizing Adult Learning From The Postmodern Perspective: What Questions Do We Need To Ask?, Dae Joong Kang
Theorizing Adult Learning From The Postmodern Perspective: What Questions Do We Need To Ask?, Dae Joong Kang
Adult Education Research Conference
The purpose of this roundtable paper is to pose a critique to adult learning theory building and to propose different questions to explore learning activities from the postmodern perspective.