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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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Program Effectiveness; Student Motivation; Elementary Schools; Constructivism (Learning); Holistic Approach; Preservice Teachers; Case Studies; Learner Engagement; Interdisciplinary Approach; Context Effect; Instructional Effectiveness; Cohort Analysis; Public Schools; Foreign Countries; Inquiry; Educational Legislation; Federal Legislation; Learning Theories; Learning Processes; Educational Environment

Abstract:
This article examines whether models of cross-curricular, context-based learning are more effective in engaging learners through generating conditions which interest, motivate, engage and inspire pupils through a variety of effective pedagogies. This article reports on a case study of two cohorts of primary PGCE trainee teachers (292) over two years who participated in a model of context-based learning. Trainee teachers commented on the models with regard to their impact on engagement and motivation. Analyses of their responses were made during the period of the course. Experiences of trainees thus far had been predominantly a discrete subject model of teacher training, developing subject and pedagogical skills and knowledge within the core subjects, closely aligned to the focus on the core subjects in English state primary schools. In contrast, the holistic approach to the context-based learning model predominantly encompassed constructivist and enquiry-based pedagogies with learning placed within a context, also known as situated learning. (Contains 10 tables.) 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:
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:
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:
Instructional Design; Design Requirements; Learning Processes; Learning Theories; Educational Technology; Educational Strategies; Context Effect

Abstract:
Conceptual clarification is essential if we are to establish a stable and deep discipline of technology enhanced learning. The technology is alluring; this can distract from deep design in a surface rush to exploit the affordances of the new technology. We need a basis for design, and a conceptual unit of organization, that are applicable across constant technological change. These are the issues addressed in this article. The article first explores the nature of "deep learning design" where the aim is to shape the possibilities of the technology to most effectively enhance learning. These design insights need to be applied to a unit of organization that is not dependent on any particular technology. They should interact with and shape technology possibilities rather than be narrowly defined by them. The key unit of organization proposed is that of context. At a theoretical level, the article explores context as a shared interpretation of situation. The implications of the nested nature of contextual interpretation on design, implementation and evaluation are explored in depth. The internal dynamics of learning contexts are then discussed initially in terms of principles, heuristics and scripts. The contribution of this article is to present a coherent argument for context as the central unit for deep learning design, and to articulate the incisive theoretical and practical consequences of this position. (Contains 3 figures.) 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:
Learning Theories; Relevance (Education); Experiential Learning; Electronic Learning; Multimedia Materials; Electronic Publishing; Internet; Theory Practice Relationship; Education Work Relationship; Educational Environment; Influence of Technology; Context Effect

Abstract:
Contextual learning starts from the premise that learning cannot take place in a vacuum, but should somehow be connected with real world attributes to make sense to learners. Today, digital media tend to bring about new dimensions of context: internet connections and mobile devices enable learners to overcome restrictions of time and location, and neglect the physical boundaries and limitations of the learning environment. This calls for reconsidering contextual learning. This paper takes a theoretical stand by conceptualising the notion of learning context in the light of its virtualised extensions. It explains the historical and pedagogical backgrounds of contextual learning and reviews existing models that deal with context parameters. The paper identifies and discusses the constituting components of context for learning and it demonstrates how attributes of virtual representations affect the nature of context. The overall purpose of the paper is re-establishing the notion of contextual learning in the light of emerging digital media and making explicit the various dimensions involved. (Contains 1 table and 3 figures.) 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:
Asynchronous Communication; Synchronous Communication; Educational Environment; Constructivism (Learning); Web 2.0 Technologies; Learning Theories; Cooperative Learning; Group Activities; Teacher Role; Cognitive Style; Facilitators (Individuals); Computer Assisted Instruction; Teaching Methods

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This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the relationship between these two terms. However, evidence will be presented in this paper to support the idea of why the wiki may be the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication: synchronous and asynchronous. (Contains 4 figures.) 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:
Transformative Learning; Learning Theories; Adult Education; Problems; Learning; Outcomes of Education; Learning Processes; Educational Environment

Abstract:
This article presents the authors' response to Michael Newman's "Calling Transformative Learning into Question: Some Mutinous Thoughts". The authors begin by noting their appreciation of Michael Newman's challenge to transformative learning theory. In their response, the authors review and comment on the fatal flaws presented by Newman and then explore his nine kinds of learning. They discuss and distinguish between the process, outcomes, and context of transformative learning, and finally, they comment on the limitations of Newman relying primarily on Mezirow's conceptualization of transformative learning. 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:
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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Descriptors:
Adult Learning; Adult Students; Learning Processes; Learning Experience; Foreign Countries; Student Needs; Teaching Methods; Expectation; On the Job Training; Classroom Environment; Computer Uses in Education; Computer Software; Adult Educators; Teacher Qualifications

Abstract:
When we separate the process of learning that is experienced by adults and children from the methods, systems and settings that are used, a clear case can be made for a very distinct, andragogical model. This concept exists separately from the notion that there is undoubtedly a common pedagogy or "art of teaching" that is shared by the best educators, regardless of whether their audience comprises children or adults. The key to improving the adult learning experience is to acknowledge that adults do have very different needs, expectations and limitations in what they want and need to know, and how they are prepared to experience it. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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