Adult Learning and Development Goals for Female Veterans’ Career Transitions Amid Cultural Adaptation and Identity Formation

2020 ◽  
Vol 2020 (166) ◽  
pp. 151-162
Author(s):  
Tomika W. Greer
Keyword(s):  
Adult Learning ◽  
Identity Formation ◽  
Cultural Adaptation ◽  
Female Veterans ◽  
Career Transitions ◽  
Learning And Development ◽  
Development Goals ◽  
Adult Learning And Development

Lights, Camera, Andragogy! Adult Learning and Development in Film

2019 ◽  
Vol 30 (4) ◽  
pp. 150-159
Author(s):  
Adam McClain
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Growth And Development ◽  
Life Experiences ◽  
Real Life ◽  
Emotional Reactions ◽  
Adult Educators ◽  
Learning And Development ◽  
Social Phenomena ◽  
Adult Learning And Development

This article will examine specific films that portray events or phenomena of adult learning and development, and how adult learning and development can be explored by studying the lives of the fictional characters in film. It will demonstrate how the use of contemporary film by adult educators and adult learners can enhance insights about people, about life’s dilemmas, and about the growth and development in adulthood. To teach adults successfully, methods and techniques must be adapted to their skills and environments. Despite genre or popularity, film has the opportunity to tell a story and/or be a real-life recording. Film provides another strategy of telling stories to help adult educators and adult learners have further reflection, insights, emotional reactions, and enhance various life experiences and stages of development. Learners can use film to better understand narratives outside of their own and develop alternative interpretations, and film can also be used to observe social phenomena in a noninvasive way. The films discussed in the article were chosen by the author to draw the attention to examples of various aspects of adult learning and development.

scholarly journals Identifying the Underlying Assumptions of an Interdisciplinary Collaboration on Curriculum Development

2018 ◽  
Vol 5 (2) ◽  
pp. 2
Author(s):  
Catherine Nameth ◽  
Korin Wheeler
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Curriculum Development ◽  
Interdisciplinary Research ◽  
Interdisciplinary Collaboration ◽  
Ways Of Knowing ◽  
Development Project ◽  
Learning And Development ◽  
Research Partnerships ◽  
Adult Learning And Development

This reflective analysis focuses on a successful interdisciplinary collaboration between two academics from two different areas of expertise, chemistry and education, who worked together on a curriculum development project. The authors identify three underlying assumptions integral to their successful partnership (being ready for learning, having a commitment to collaborative learning, and seeing each other as peers) and state that their partnership led to new ways of knowing and learning. This article is framed within the field of adult learning and development, and views the authors as learners, thus offering insights into understanding the value of interdisciplinary research partnerships in higher education. 

Assessing Adult Learning and Learning Styles

2011 ◽  
pp. 143-153
Author(s):  
E. Paulette Isaac
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Adult Educators ◽  
Learning And Development ◽  
Know How ◽  
Education Literature ◽  
Learning Assessments ◽  
Adult Learning And Development

Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of assessing adult learning and the diversity of learning styles. Adult education literature is replete with discussions on characteristics of adult learners and adult learning and development. But how do we actually know if adults gained the knowledge they set out to learn? We know that there are several factors that should be taken into consideration when facilitating adult learning, but as adult educators and practitioners of the field, it is equally important that we learn and/or know how to deploy various approaches in assessing adult learning. In this chapter are brief discussions on adult learning, learning styles, and learning assessments.

Assessing Adult Learning and Learning Styles

2011 ◽  
pp. 140-159
Author(s):  
Gregory C. Petty
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Adult Educators ◽  
Learning And Development ◽  
Know How ◽  
Education Literature ◽  
Learning Assessments ◽  
Adult Learning And Development

Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of assessing adult learning and the diversity of learning styles. Adult education literature is replete with discussions on characteristics of adult learners and adult learning and development. But how do we actually know if adults gained the knowledge they set out to learn? We know that there are several factors that should be taken into consideration when facilitating adult learning, but as adult educators and practitioners of the field, it is equally important that we learn and/or know how to deploy various approaches in assessing adult learning. In this chapter are brief discussions on adult learning, learning styles, and learning assessments.

New Mindsets

2014 ◽  
pp. 195-217 ◽  
Author(s):  
Ellie Drago-Severson ◽  
Patricia Maslin-Ostrowski
Keyword(s):  
Adult Learning ◽  
Curriculum Design ◽  
Learning Centers ◽  
Learning Spaces ◽  
Learning And Development ◽  
Accountability Measures ◽  
Educational Challenges ◽  
Developmental Theories ◽  
Adaptive Challenges ◽  
Adult Learning And Development

The authors situate this chapter within the context of contemporary educational leadership where leaders face technical and adaptive challenges that are increasing in complexity and quantity. In many cases, these are challenges for which they could not have been prepared (e.g., new accountability measures). While adult learning and adult developmental theories have been employed widely to support adults' learning and development in other sectors, they are only recently being employed to inform the practice and preparation of school leaders. Therefore, the authors describe seminal theories of adult learning and development as a promising foundation to improve curriculum and learning spaces for aspiring and practicing leaders. These theoretical lenses are helpful for curriculum design and content in Pre-K-20 learning centers and also higher education. Put simply, research establishes that employing these will more fully equip leaders to support other adults' learning and development in their communities in order to meet complex educational challenges.

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