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Skills and competences of adult educators: learning experiences with senior citizens

Patrício, Maria Raquel; Osório, António
Fonte: Universität Bielefeld, Deutsches Institut für Erwachsenenbildung Publicador: Universität Bielefeld, Deutsches Institut für Erwachsenenbildung
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
46.27%
Due to the increasing importance given to lifelong and intergenerational learning, adult educators are taking on new roles and their work is gaining greater impact, especially in a general context of financial and social crisis. Therefore it is important to respond to the educational challenge of an ageing population in Europe and to help in the provision of pathways to improve adults’ knowledge, competences, culture and education. Involving a rich assortment of actors and contexts, adult education has an heterogeneous nature, engaging people, working with adults in exploring issues of intergenerational competence. In addition, such professionals (or volunteers!) ought to identify the competences required for adult education and to find ways in which their performance may be developed. The improvement of these skills and competences will help increasing seniors access and in widening participation and motivation in adult education, thus making the learning experience of adults more relevant, enjoyable and fun. On the one hand, the recognition and feedback given by participants and the experience of working is decisive for the development of specific skills and competences for professionals in the adult learning sector; on the other hand...

Skills and competences of adult educators: learning experiences with senior citizens

Patrício, Maria Raquel; Osório, António
Fonte: German Institute for Adult Education Publicador: German Institute for Adult Education
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
56.27%
Due to the increasing importance given to lifelong and intergenerational learning, adult educators are taking on new roles and their work is gaining greater impact, especially in a general context of financial and social crisis. Therefore it is important to respond to the educational challenge of an ageing population in Europe and to help in the provision of pathways to improve adults’ knowledge, competences, culture and education. Involving a rich assortment of actors and contexts, adult education has an heterogeneous nature, engaging people, working with adults in exploring issues of intergenerational competence. In addition, such professionals (or volunteers!) ought to identify the competences required for adult education and to find ways in which their performance may be developed. The improvement of these skills and competences will help increasing seniors access and in widening participation and motivation in adult education, thus making the learning experience of adults more relevant, enjoyable and fun. On the one hand, the recognition and feedback given by participants and the experience of working is decisive for the development of specific skills and competences for professionals in the adult learning sector; on the other hand...

Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais; An exploratory study about the self-direction of learning in informal settings

Schlochauer, Conrado
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 14/06/2012 PT
Relevância na Pesquisa
46.2%
Esse trabalho teve como principal objetivo investigar o processo de aprendizagem autodirigida em aprendizes adultos com formação universitária. Destaca-se a relevância de se identificar modalidades autônomas e intencionais de aprendizagem adulta, a fim de se atingir os objetivos propostos pela UNESCO relacionados à aprendizagem ao longo da vida em um ambiente de mudanças constantes e profundas do ponto de vista social, cultural, ambiental e econômico. O trabalho procura identificar, de modo específico, a incidência de projetos de aprendizagem com características autodirigida, o perfil do aprendiz e as características do projeto, a ocorrência de aprendizagem informal e não-formal e a influência das crenças de autoeficácia e da motivação intrínseca na aprendizagem dirigida. Foram utilizados dois instrumentos: o protocolo de entrevistas para estudo de projetos de aprendizagem de Allen Tough e o Appraisal of Learner Authonomy (ALA), desenvolvido por pesquisadores da Regent University, que mensura as crenças de autoeficácia para a aprendizagem autônoma. Os resultados encontrados demonstram que todos os participantes realizaram projetos de aprendizagem nos doze meses anteriores à realização da entrevista (média = 8...

Uma experiência de ensino de física contextualizada para a educação de jovens e adultos; A contextualized physics teaching experience for youth and adult learning

Krummenauer, Wilson Leandro; Costa, Sayonara Salvador Cabral da; Silveira, Fernando Lang da
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: application/pdf
POR
Relevância na Pesquisa
66.16%
Neste artigo, apresenta-se um exemplo de como é possível ensinar conteúdos de Física, significativamente, para estudantes de Ensino Médio vinculados à Educação de Jovens e Adultos (EJA), baseando-nos nas teorias de Paulo Freire, David Ausubel e Joseph Novak. O trabalho foi desenvolvido a partir de uma inquietação quanto aos resultados obtidos com estudantes de uma escola privada de um município do Rio Grande do Sul. Um levantamento prévio entre alguns professores da região mostrou que a maioria não diferenciava o tratamento em sala de aula praticado com estudantes em idade regular de escolarização e os alunos da EJA. Resgatando a legislação sobre a EJA e os Parâmetros Curriculares Nacionais (PCN) para o Ensino Médio, propusemo-nos a trabalhar com os alunos a partir das características profissionais comuns à maioria dos estudantes daquela localidade, resultando na escolha de um tema gerador relacionado ao processo de produção do couro. O desenvolvimento desse projeto e seus resultados constituíram a base de uma dissertação de mestrado, cujas características são apresentadas aqui, com a intenção de contribuir para a atividade de outros professores, tanto na modalidade da EJA como na de cursos regulares.; This article presents an example of how we can...

The antecedents to participation in learning activities among support staff at a college in Ontario

Giguère, Dominique
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
46.2%
Les tendances de la participation à la formation des adultes au Canada n’ont pas évolué depuis des décennies, malgré les nouvelles influences économiques qui ont stimulé l’augmentation et la diversification permanente de la formation des employés et malgré les initiatives plus nombreuses en faveur de l’apprentissage des employés en milieu de travail. Il est donc nécessaire de ne plus se contenter d’étudier les prédicteurs de la formation déjà connus dans les profils des employés et des employeurs. Il est, en revanche, indispensable d’étudier les antécédents de la participation des employés à la formation, y compris les aspects et les étapes du processus qui la précède. Cette étude porte sur les antécédents de la participation des employés aux formations dans un important collège communautaire urbain en Ontario. Afin de préparer le recueil des données, un cadre théorique a été élaboré à partir du concept d’expression de la demande. Ce cadre implique l’existence d’un processus qui comporte plusieurs étapes, au cours desquelles plusieurs intervenants interagissent et dont la formation est susceptible d’être le résultat. Les résultats de l’enquête sur le profil d’apprentissage ont permis de conclure que le comportement des employés et de l’employeur est conforme aux modèles de prédicteurs existants et que les taux et les types de participation étaient similaires aux tendances nationales et internationales. L’analyse des entrevues d’un groupe d’employés atypiques...

An exploration of the adaptation of the dimensions of learning framework to promote thinking skills in a 21st century adult learning environment through the development of digital media narrative. A case study

Purcell, Vivienne
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
56.22%
non-peer-reviewed; The worlds of education and learning in the 21st century are being shaped by rapidly changing environments of digital medias and new technologies which require new learning and communication skills. The aim of this exploratory and descriptive study is to examine and foster the 21st century thinking skills of critical thinking, communication, collaboration and creativity (4Cs) through the creation of digital narrative against the backdrop of the Dimensions of Learning framework. Based on research into the cognitive process, the framework proposes that five dimensions of “thinking” (learning) are inherent in the learning process and should be considered in curriculum design, teaching and assessment:  Dimension 1: Positive attitudes and perceptions about learning.  Dimension 2: Thinking used to acquire and integrate knowledge.  Dimension 3: Thinking used to extend and refine knowledge.  Dimension 4: Thinking involved in using knowledge meaningfully.  Dimension 5: Productive habits of mind. Each dimension links to and supports the other dimensions. Learner centered instruction in a constructivist manner is promoted in which the learner takes responsibility for their own learning. The methodological approach to the research was multimodal. Adult learners on a VTOS programme participated in the research process. A pre survey was conducted to explore Adult Learner’s attitudes and perceptions to IT...

Is Formal Lifelong Learning a Profitable Investment for All of Life? How Age, Education Level, and Flexibility of Provision Affect Rates of Return to Adult Education in Colombia

Sohnesen, Thomas Pave; Blom, Andreas
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
46.21%
Lifelong learning is increasingly being recognized as a primary factor for knowledge diffusion and productivity growth. However, little economic evidence exists on the economic value of lifelong learning for the individual, especially in developing countries. This paper contributes to remedy this shortfall. It investigates one aspect of lifelong learning: returns to formal education across ages. In the absence of long-term longitudinal data, the paper estimates rates of return for simulated re-entry into the education system. The estimations use the method of internal rate of return and are based on observed education-age-earnings profiles from the Colombian national household survey. It finds that rates of return to all levels of education are only slightly smaller for 35 year olds than for young people, thus confirming the profitability of investment in adult education. Tertiary education continues to attract a positive return until late in life, 45-50 years, whereas the economic value of re-entering primary and secondary education is positive up till the age of 40-45. So, formal lifelong learning seems to remain a profitable investment for at least half of life. But lack of part-time work, high tuition fees, and prolonged study time reduce the return. The findings suggest that adult formal education initiatives should focus on the 20 to 40 year olds and be designed flexibly to allow learners to work part time.

State of Adult Education in Russia

Nellemann, Soren; Podolskiy, Oleg; Levin, Victoria
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46.22%
The aging of the Russian population and the rapid shrinking of its labor force in coming decades will make the human capital each worker contributes increasingly vital for sustaining economic output and growth. While improvements in general education are necessary to build the foundation for a productive future labor force, a broad-based and effective system of adult education can provide second-chance opportunities for current workers to enhance their productivity and lengthen their working lives and for low-skilled immigrants to be integrated into the workforce. How well the Russian Federation addresses these multiple needs at and beyond the workplace will depend on how effective its adult education system is. This study targeting policymakers outlines the problems of Russias growing skills gap, especially the shortage of higher-order cognitive and socio-emotional skills, and examines the current state of adult education.

A second chance: an investigation into adult re-entry education in the South Australian public secondary school system 1989-2005.

Lancione, Ascenzo
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2009
Relevância na Pesquisa
46.27%
Over the 1980s secondary schools and Technical and Further Education (TAFE) colleges in South Australia had increasing numbers of adults returning to formal secondary education mainly in search of better jobs or to qualify for tertiary studies. The teaching of such students required an appreciation of the difficulties they faced with the competing demands of family and work, and the anxieties they had in meeting the requirements of formalised study. In 1989 the South Australian Government made a policy decision, to transfer all the year 11 and 12 classes which TAFE colleges had specially established for adult students to the public secondary school system. Funds were allocated for the establishment of a secondary school system wide structure of nine Adult Re-entry sites, eight of which are still successfully operating within the Department of Education and Children’s Services. Whilst adult educational sites existed elsewhere, no other Australian state had a comparable systemic secondary school structure designed for adults returning to study. As a teacher of adult re-entry students, I sought to investigate the historical factors behind the policy decision to establish of adult re-entry sites within the secondary school system, to research the development of adult programs at a particular site and to study the experiences of adult students...

Adult learning in modern societies : an international comparison from a life-course perspective

Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Livro
EN
Relevância na Pesquisa
46.32%
As industrial societies increasingly evolve into knowledge-based economies, the importance of education as a lifelong process is greater than ever. This comprehensive book provides a state-of-the-art analysis of adult learning across the world and within varying institutional contexts. The expert contributors examine the structures of formal and non-formal adult learning in different countries, and investigate the levels of success those countries have experienced in encouraging participation and skill formation.; -- Preface -- Foreword -- PART I INTRODUCTION 1. Adult Learning, Labor Market Outcomes, and Social Inequalities in Modern Societies, Elina Kilpi-Jakonen, Sandra Buchholz, Johanna Dämmrich, Patricia McMullin and Hans-Peter Blossfeld -- PART II COMPARATIVE CONTRIBUTIONS 2. Participation in Adult Learning in Europe: The Impact of Country-Level and Individual Characteristics, Johanna Dämmrich, Daniela Vono de Vilhena and Elisabeth Reichart 3. Returns to Adult Learning in Comparative Perspective, Moris Triventi and Carlo Barone -- PART III COUNTRY-SPECIFIC CONTRIBUTIONS 4. Adult Educational Participation and Implications for Employment in the US Context, Cheryl Elman and Felix Weiss 5. Adult Learning in Australia: Predictors and Outcomes...

Open Education 2030: Planning the Future of Adult Learning in Europe

CASTAÑO MUÑOZ JONATAN; REDECKER CHRISTINE; VUORIKARI RIINA; PUNIE Yves
Fonte: LONGMAN Publicador: LONGMAN
Tipo: Articles in Journals Formato: Printed
ENG
Relevância na Pesquisa
46.2%
Adult Learning and Open Education have become key elements in the European Agenda. This paper presents the preliminary results of a foresight activity that aims to contribute to an understanding of how “opening up education” can improve the Adult Learning in Europe in the future. It argues that to open up Adult Learning two main challenges have to be overcome: the current lack of viable and universally accepted certification and recognition mechanisms for informal learning and learners levels of self-learning skills. On the basis of these challenges four non-exclusive scenarios are presented, that illustrate different versions and contexts for Open Adult Learning. The main conclusion of the paper is that, in order to enhance the quality of Adult Learning and avoid the risk of social exclusion, policymakers need to develop a framework which allows learners to flexibly move between different learning scenarios. Finally, a roadmap is presented outlining how to arrive at this ideal vision.; JRC.J.3-Information Society

Glucocorticoid Mechanisms Of Neonatal Separation Effects On Adult Learning And Memory

Wilber, Aaron Albert
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
46.16%
Thesis (Ph.D.) - Indiana University, Psychology, 2010; Many studies have documented the relationship between adverse early experience and the development of psychiatric disorders. Understanding the mental health consequences of perinatal stressors is crucial to preventative treatment. Neonatal maternal separation in the rat is a good model system for assessing the effects of adverse early experience, and eyeblink conditioning is a good model for studying the relationship between neonatal stress and adult learning and memory. Previously, I showed that daily neonatal maternal separation (1h/day on postnatal days 2-14) increases plasma corticosterone levels during the first and second postnatal week. Further, I showed that neonatal maternal separation impairs adult eyeblink conditioning and produces a correlated increase in glucocorticoid receptor expression in the posterior interpositus nucleus of the cerebellum. My dissertation research is focused on characterizing the role of glucocorticoids in this effect. I measured cerebellar glucocorticoid receptor expression on postnatal day 15 and 21, and found that maternal separation (1h/day on postnatal days 2-14) prevented a normal decrease in glucocorticorticoid receptor expression in the interpositus from postnatal day 15 to 21. Further...

Adult learning and naval leadership training

Hitchcock, Melanie J.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado
Relevância na Pesquisa
46.2%
Approved for public release, distribution is unlimited; Adult learning embraces andragogy, constructivism, Transformative Learning Theory, praxis, and the understanding that not all adults are prepared initially for complete learning autonomy. The concept of andragogy can be traced to the Nineteenth Century, and the volume of follow-on research has reinforced the basic tenants of adult learning. It is, therefore, valid to expect that adherence to adult learning will indicate one measure of the effectiveness of curricula that target adults. This thesis, therefore, analyzes the Center for Naval Leadership Facilitator Training course and the Center for Naval Leadership Learning Site, Coronado Advanced Officer Leadership Training Course curricula for adherence to the adult learning model. The curricula follow adult learning practices to a great extent within the parameters of the military environment and limited resources.

Adult Learners' Motivation in Self-Directed e-Learning

Kim, Kyong-Jee
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
46.23%
Thesis (PhD) - Indiana University, School of Education, 2005; As with traditional instruction, learner motivation is important in designing effective e-learning courses. However, lack of motivation has been a major concern in theory and practice for facilitating successful online learning environments. A review of literature indicated that there is little empirical knowledge on how to motivate online learners, particularly in self-directed e-learning settings (SDEL). Research questions addressed in this study included: 1) what motivates or inhibits adult learning in SDEL? 2) does adult learner motivation change as he or she goes through SDEL? 3) what factors are related to motivational change during SDEL? This study used mixed methods. A content analysis was conducted on three SDEL courses in order to better understand the learning context. Twelve qualitative interviews of typical learners were conducted to identify major motivational factors. Analysis of these interview results led to construction of a 60-item Web survey of adult learners who had taken one or more SDEL courses (n = 368). Approximately 60 percent of the respondents were from corporate settings and 40 percent from higher education. A factor analysis of 33 survey items led to identification of three strong factors: 'e-learning is not for me'; 'e-learning is right for me'; and 'I don't want to be all by myself'. Results from both qualitative and quantitative analyses indicated that learners started SDEL for personal or professional development...

Russian Federation : The Demographic Transition and Its Implications for Adult Learning and Long-Term Care Policies

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
66.19%
This report describes the demographic transition in the Russian Federation and its implications for adult learning and long-term care policies. The population of Russia is aging and declining rapidly compared to other European nations. Russia's current age structure results from decades of complex demographic trends that have created a population structure with increasingly fewer young people. Women are having fewer children and are waiting longer to have children. Russia's mortality remains higher than in other developed societies. This high mortality is due to an unusually high incidence of non-communicable diseases (NCDs) and injuries among adult men. Two key challenges face Russia. The first challenge is whether public expenditure on pensions and health care will become unsustainable as the size of the elderly population increases. The second challenge is whether declining population sizes will reduce the size of the labor force and hence reduce economic growth.

Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism

Damianoff, Danny
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.24%
This study examines the connection between leisure group participation and learning activities undertaken by participants in the Society for Creative Anachronism (SCA), a medieval recreationist group. The thesis of this connection was developed through the researcher's observations during SCA participation. The intent of this study is to understand adult learning from the self-directed learning, lifelong learning, and -transformative learning components derived from participant's SCA experiences. This qualitative study was conducted by interviewing eight active SCA participants, two in each participation theme of historical research, artistic representation, performance, and martial skills. Informants' responses demonstrated an integration of their leisure activity with learning. The contextualization of learning a s both a primary activity and a necessary support to participation, places learning a t the heart of participants' SCA related activities. The positive descriptions of learning activities, descriptive terms of ownership, and situating learning as an enjoyable activity engaged for the pleasure of the experience, provides adult educators with a fascinating glimpse of willing and engaged adult learners pursuing lifelong learning outside of the traditional educational structure. Two themes emerged during the interviews. First...

The transformation of teachers: an adult learning approach

Fernandes, Carolann.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.12%
The study focused on the teacher as an adult learner rather than an instructor. A sample of three hundred and three elementary school teachers completed a two-part Likert survey questionnaire. The instrument was developed by the researcher in an attempt to operationalize Mezirow's Theory of Perspective Transformation. The four sub-scales collected information about teachers as they perceived themselves as adult learners and the way they conceptualize critical SelfReflection, Meaning perspectives and New Insights (Mezirow, 1978, 1981, 1989, 1990) within a framework of Mezirow's concept of Transformative Learning. Survey research methodology was used. Frequency distributions, means, and standard deviation were calculated. Reliability analysis and Pearson 'r' correlations established the internal consistency of items It Cross tabulations to describe differences in responses across demographic valuables were computed. The survey results indicated that teachers perceived themselves as self-directed learners. The findings support the need for a better understanding of the teacher as an adult learner so that teacher inservice programs and teacher supervision and evaluation can provide a viable learning alternative to the existing models used in practice.

An examination of learning resulting from a transition from a directed to a self-directed work environment

Chalmers, Heather.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.06%
~ This study focuses on the process of self-directed learning that individuals go through as they adapt to new work situations. This is a study of how one critical incident, specifically the transition from a traditional office structure to a home office structure, affected employees and what their learning process was as they adapted to the new environment. This study has 3 educational foundations: adult learning, self-directed learning, and the social context from which the learning will occur. Six women and 2 men were interviewed approximately 1 year following the transition. Analysis of the data revealed 5 themes of: impacts of the self-directed environment on participants' personal lives, their roles, skill set, productivity, and the physical environment; support offered by the organization, family, and office administration; personal development, specific learning needs, and personal skills; boundaries as they relate to family and work; and skill set and orientation requirements of new home office employees. The findings revealed the learning processes of the 8 participants. The learning processes of these participants were discussed within a theoretical framework of the learners, their immediate surroundings, and the larger social environment. The results indicated that the transition from a directed work environment to a self directed work environment is a complex...

Exploring the events that engage graduate students in transformative learning /

Mindorff, Deborah.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.17%
This research explored the events that engaged graduate students in transformative learning within a graduate program in education. This context was chosen because one objective of a graduate program is to facilitate critical thinking and transformative learning. The question ofhow adult learners perceive and experience learning steered the direction ofthis study. However, the purpose ofthis research was to study critical incidents that led to profound cognitive and affective changes as perceived by the graduate students. Specifically, the questions to be answered were what critical incidents happened to graduate students while in the Master ofEducation program, how were the incidents experienced, and what transformation resulted? The research design evolved over the course of a year and was highly influenced by previous empirical studies and criticisms oftransformative learning theory. The overall design was qualitative and phenomenological. A critical and interpretive approach was made to empirical data collected through a critical incident questionnaire and in-depth interviews. Inductive analysis allowed theory to be built from the data by making comparisons. New questions emerged and attention was given to social context...

Aprendizado de adultos; Adult learning

Iglesias, Alessandro Giraldes; Pazin-Filho, Antonio
Fonte: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 03/11/2014 POR
Relevância na Pesquisa
66.04%
Gradativamente, o aprendizado de adultos tem se diferenciado da pedagogia. Isso começou com a psicologia cognitiva e atualmente já se dispõe de evidências de neuroimagem que justifiquem essas diferenças e permitam o melhor conhecimento do processo de aprendizagem e memória para embasar o desenvolvimento de novas técnicas de ensino.; Gradually, adult learning has been differentiated pedagogy. This began with the cognitive psychology and currently already have neuroimaging evidence to justify these differences and allow a better understanding of the learning and memory process to support the development of new teaching techniques.