{"title":"Program Development in Adult Education and Training","authors":"T. Sork","doi":"10.4324/9781003115366-8","DOIUrl":"https://doi.org/10.4324/9781003115366-8","url":null,"abstract":"The authors, in this chapter, explore the ways in which adult educators and trainers play a part in managing the process of learning. The term 'program' is defined and examples of educational programs are described, including how programs are started, the people involved in the design and implementation of a program and the contexts in which program development takes place. A number of approaches to program development are discussed, key theories are identified and the strengths and weaknesses of various models and the changes of emphasis in various theories of program development are examined. The authors conclude that the literature of adult education and training contains many ideas and models for those developing programs to draw on and the design of learning should be approached as a creative process.","PeriodicalId":375759,"journal":{"name":"Dimensions of Adult Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114847537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Radical Adult Education and Learning","authors":"J. Jesson, M. Newman","doi":"10.4324/9781003115366-19","DOIUrl":"https://doi.org/10.4324/9781003115366-19","url":null,"abstract":"","PeriodicalId":375759,"journal":{"name":"Dimensions of Adult Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121594716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Policy Formation in Adult Education and Training","authors":"K. Rubenson, Francesca M Beddie","doi":"10.4324/9781003115366-12","DOIUrl":"https://doi.org/10.4324/9781003115366-12","url":null,"abstract":"","PeriodicalId":375759,"journal":{"name":"Dimensions of Adult Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129574748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Problem-Based Learning","authors":"Peter Stephenson, V. Galloway","doi":"10.4324/9781003115366-20","DOIUrl":"https://doi.org/10.4324/9781003115366-20","url":null,"abstract":"The practitioner-centred approach to vocational and professional education (Chapters 1 & 2, this volume) has stimulated interest in problem-based pedagogy and curriculum. In this chapter Peter Stephenson defines problem-based learning (PBL) and then examines some of its forms. He pays particular attention to the principles underpinning problem-based learning, and to the recent development of more critical and contextual forms of PBL in university professional education. In the second part of the chapter Vernon Galloway examines the philosophical basis of community-based 'problem-posing' education. He then examines a long-running example of problem-posing education, the Edinburgh Adult Learning Project","PeriodicalId":375759,"journal":{"name":"Dimensions of Adult Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121170399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Research in Adult Education and Training","authors":"J. Mcintyre","doi":"10.4324/9781003118299-10","DOIUrl":"https://doi.org/10.4324/9781003118299-10","url":null,"abstract":"This chapter assess the meaning of research in adult education and training, exploring themes such as the divergence of research traditions, the role of research paradigms and the relationship between research and practice. The tensions that occur when academic research broadens into a range of investigative activities aimed at improving theory and practice are examined. The message of the chapter is that research takes place in context and needs to make this context visible if knowledge that is meaningful is to be the outcome.","PeriodicalId":375759,"journal":{"name":"Dimensions of Adult Learning","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123816713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Understanding Adult Learners","authors":"T. Fenwick, M. Tennant","doi":"10.4324/9781003118299-4","DOIUrl":"https://doi.org/10.4324/9781003118299-4","url":null,"abstract":"The explorations of adult learning in this chapter are based on three assumptions: (1) there is no generic theory of learning; (2) learning is not a mental process occurring in a vacuum; and (3) the 'learner' is not an object separable from the 'educator' in teaching-learning situations. Given these assumptions, the authors offer various theories of adult learning grouped into four perspectives: learning as acquisition; learning as reflection; practice-based community learning; and learning as embodied co-emergent process. Each perspective advocates a different approach, shaped by particular situations and processes. The authors reiterate that there is no single theory of adult education that works in all situations. It is suggested that educators need to be open to the the variety of theories available.","PeriodicalId":375759,"journal":{"name":"Dimensions of Adult Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132808533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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