Adult Learning最新文献_第2页

Introduction: Special Issue of Adult Learning CONFINTEA VII 导言：第七届国际成人教育大会特刊

IF 1.3

Adult Learning Pub Date : 2024-04-03 DOI: 10.1177/10451595241229782

Marcie Boucouvalas

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Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations 数字环境中的成人学习与教育：学习全球促进弱势群体数字扫盲和基本技能的努力

IF 1.3

Adult Learning Pub Date : 2024-04-03 DOI: 10.1177/10451595231204089

Judith A. Alamprese

{"title":"Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations","authors":"Judith A. Alamprese","doi":"10.1177/10451595231204089","DOIUrl":"https://doi.org/10.1177/10451595231204089","url":null,"abstract":"The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as “Preparing Adults for the Future of Work.” CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners’ use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"40 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582837","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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Review of CONFINTEA Resources 国际成人教育大会资源审查

IF 1.3

Adult Learning Pub Date : 2024-04-03 DOI: 10.1177/10451595231211641

Christy M. Rhodes

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Moving Forward in the Global Community: Reflections From CONFINTEA VII 在全球社会中前进：第七届国际成人教育大会的思考

IF 1.3

Adult Learning Pub Date : 2024-04-03 DOI: 10.1177/10451595231171141

Christy M. Rhodes

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CONFINTEA VII and the Call to Climate Action: Clarifying Roles for Adult Learning and Education 第七届国际成人教育大会和气候行动呼吁：明确成人学习和教育的作用

IF 1.3

Adult Learning Pub Date : 2024-04-03 DOI: 10.1177/10451595231207352

Wendy Griswold

{"title":"CONFINTEA VII and the Call to Climate Action: Clarifying Roles for Adult Learning and Education","authors":"Wendy Griswold","doi":"10.1177/10451595231207352","DOIUrl":"https://doi.org/10.1177/10451595231207352","url":null,"abstract":"Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action. However, defining climate education and roles for adult educators is not well-defined or explicit. To gain clarity in how ALE providers can facilitate learners’ understanding of how social/political, economic, and natural systems intersect to create and perpetuate the oppression, marginalization, and destruction of humans and the world upon which we depend, a close review of global guidance documents is warranted. This article analyzes key documents, such as the Marrakech Framework for Action (MFA), Education for Sustainable Development: A roadmap (ESD for 2030), and the International Council for Adult Education Spotlight Report for CONFINTEA VII. This process resulted in clarification of the definition of climate education from an ALE perspective and suggestions of explicit roles for ALE providers in the realm of climate education.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582912","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}

引用次数: 0

Developing and Sustaining Future Workforces: Focusing on Work and Learning 发展和维持未来的劳动力队伍：关注工作与学习

IF 1.3

Adult Learning Pub Date : 2024-04-03 DOI: 10.1177/10451595231211910

Linda E. Morris

{"title":"Developing and Sustaining Future Workforces: Focusing on Work and Learning","authors":"Linda E. Morris","doi":"10.1177/10451595231211910","DOIUrl":"https://doi.org/10.1177/10451595231211910","url":null,"abstract":"During CONFINTEA VII’s Panel 4: “Preparing adults for the future of work” and throughout the conference, participants grappled with crafting a transformative agenda, where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable development is a global imperative. CONFINTEA VII presentations and dialogue ( https://www.uil.unesco.org/en/seventh-international-conference-adult-education ) underscore challenges faced and factors impacting society and shaping work, for example, digital transformation, industry 4.0, transition to a green economy and the constant need to acquire new skills. This article conveys conferees’ shared perspectives on emerging strategies, policies, and practices to support transformation and sustainable development, implications for practice, and collaborative action. Among recurring themes: (a) emerging technologies generating dynamic future workplaces, (b) abundant new opportunities for work and growth, (c) intensifying emphasis on access, inclusion, and tackling global problems, and (d) workplaces harnessed as learning places where learning to learn and continuous learning skills are de rigueur.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"26 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582987","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}

引用次数: 0

Evaluating Digital Learning Platforms: The Role of LearningExpress Library in Adult Learning 评估数字化学习平台：LearningExpress 图书馆在成人学习中的作用

IF 1.3

Adult Learning Pub Date : 2024-03-14 DOI: 10.1177/10451595241235693

Michael Chambers

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Exploring Roots of Profound Moments: An Empirical Study 探索深刻时刻的根源：实证研究

IF 1.3

Adult Learning Pub Date : 2024-03-08 DOI: 10.1177/10451595241237784

Laura B. Holyoke, Elise Kokenge, Nanci Jenkins, Jonathon A. Ball, Heather Heward, Shannon Wilson

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Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education 光明与快乐作为成人教育思想和方法的游戏式学习

IF 1.3

Adult Learning Pub Date : 2024-03-08 DOI: 10.1177/10451595241237554

Mohammad Ali Heidari-Shahreza

{"title":"Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education","authors":"Mohammad Ali Heidari-Shahreza","doi":"10.1177/10451595241237554","DOIUrl":"https://doi.org/10.1177/10451595241237554","url":null,"abstract":"This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140128921","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}

引用次数: 0

Reflective Case Study of a Literacy Instructor Teaching English to Refugee Adult Learners 一位向难民成人学习者教授英语的扫盲教师的反思性案例研究

IF 1.3

Adult Learning Pub Date : 2024-02-26 DOI: 10.1177/10451595241235699

Clarena Larrotta, Shannon D. Ture

{"title":"Reflective Case Study of a Literacy Instructor Teaching English to Refugee Adult Learners","authors":"Clarena Larrotta, Shannon D. Ture","doi":"10.1177/10451595241235699","DOIUrl":"https://doi.org/10.1177/10451595241235699","url":null,"abstract":"The United States has been the global leader resettling refugees since the 1970s; its resettlement program is the largest in the world. The state of Texas has a high number of admissions and longstanding refugee programs which makes it a strategic site for research. This article reports findings of a reflective case study within an open enrollment literacy program in Central Texas. It describes the experiences of a literacy instructor teaching English to refugee adult learners for six years. The research questions guiding the study are: (1) what are the experiences of a literacy instructor teaching English to refugee adult learners? and (2) what can other English language instructors transfer from this reflective case study to their classroom settings when teaching refugee learners? To document the case study, it was important to keep a systematic account of facts and reflection. Thus, the instructor kept a reflective journal for a semester and participated in a series of conversational storytelling interviews to generate data for the study. Thematic analysis procedures guided the data analysis process and allowed for identifying five major themes to report study findings. These are: (1) traumatic stress, (2) classroom dynamics, (3) active listening, (4) flexibility for teaching and learning, and (5) curriculum challenges. Study findings provide examples and narratives that can be useful to practitioners interested in this topic. This article is an invitation to instructors of adult refugee language learners to engage in reflection and become more aware of their teaching practices.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"15 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978663","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}

引用次数: 0