scholarly journals ◾ Cloud Computing and Adult Literacy: How Cloud Computing Can Sustain the Promise of Adult Learning?

2014 ◽  
pp. 381-415
Keyword(s):  
Cloud Computing ◽  
Adult Learning ◽  
Adult Literacy

Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators

2018 ◽  
Vol 68 (3) ◽  
pp. 197-214 ◽  
Author(s):  
Suzanne Smythe
Keyword(s):  
Adult Learning ◽  
Adult Literacy ◽  
Adult Educators ◽  
Digital Government ◽  
New Literacy ◽  
Digital Era ◽  
Control Society ◽  
Computing Center ◽  
Literacy Educators

This article reports on a study of adult literacy and learning in a public computing center where people contend with the new literacy demands of online government and other automated technologies. The study asks, (1) What literacy and learning practices are associated with digital governance? (2) What pedagogies support people to navigate digital government and automated technologies? (3) What are the broader implications of digital government for the work of adult educators? Bringing together sociomaterial theories of learning and methodologies of ethnographic case study, the study maps the literacies and pedagogies of digital government in the context of Deleuze’s society of control, arguing that digital-era governance spurs new forms of cognitive labor, new digital literacies and new pedagogies that are reshaping adult learning and the work of adult literacy educators. The article considers potential openings to “more than human” research and pedagogies that reconfigure adult literacy research and practice as sites of resistance to the control society.

scholarly journals The CABES (Clare Adult Basic Education Service) framework as a tool for teaching and learning

2017 ◽  
pp. 15-34
Author(s):  
Moira Greene
Keyword(s):  
Adult Learning ◽  
Adult Literacy ◽  
Social Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Adult Basic Education ◽  
Constructivist Learning ◽  
Theory And Practice ◽  
Education Service ◽  
Social Constructivist Learning

This article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, social- constructivist learning theory and principles of adult learning. The Framework shows how ve key factors can be utilised to establish existing learner knowledge onto which new learning can be built, identify relevant and effective learning objectives, and provide a means of evaluating learning. Keywords: Assessment. Constructivist learning. Learning difference. Social practice.   O modelo CABES (Clare Adult Basic Education Service) como um instrumento para o ensino e a aprendizagem Resumo O artigo descreve um modelo que pode ser usado para ajudar a transpor a distância entre a teoria e a prática na educação de adultos. O modelo encoraja a prática, informada por três constituintes importantes no trabalho de letramento com o adulto: as teorias sociais do letramento, a teoria social-construtivista da aprendizagem e os princípios da aprendizagem do adulto. O modelo aponta como cinco fatores-chave podem ser empregados para estabelecer o conhecimento já existente do aprendente, a partir do qual novas aprendizagens podem ser construídas; a identificar objetivos de aprendizagem relevantes e efetivos, e como prover um meio de avaliar a aprendizagem. Palavras-chave: Avaliação. Aprendizagem construtivista. Aprendizagem da diferença. Prática social.   El marco CABES (Clare Adult Basic Education Service) como herramienta para la enseñanza y el aprendizaje Resumen Este artículo describe un marco que se puede utilizar para ayudar a cerrar la brecha entre la teoría y la práctica en el aprendizaje de adultos. El marco promueve la práctica informada por tres líneas importantes para el trabajo de alfabetización de adultos: las teorías sociales de la alfabetización, la teoría del aprendizaje social-constructivista y los principios del aprendizaje de adultos. El marco muestra cómo se pueden utilizar factores clave para establecer el conocimiento previo del alumno sobre el que se puede construir un nuevo aprendizaje, identificar objetivos de aprendizaje relevantes y efectivos, y proporcionar un medio para evaluar el aprendizaje. Palabras clave: Evaluación. Aprendizaje constructivista. Diferencia de aprendizaje. Práctica social.

scholarly journals Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria

2020 ◽  
Vol 12 (12) ◽  
pp. 70
Author(s):  
Dorida Nneka Oyigbo ◽  
K. Chukwuemeka Obetta ◽  
Chinasa M. Ugwunnadi ◽  
J. O. Acha ◽  
Onyinyechi E. Okoye ◽  
...  
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Learning Styles ◽  
Education Program ◽  
Adult Literacy ◽  
Formal Education ◽  
Survey Design ◽  
Literacy Education ◽  
Synthetic Methods ◽  
State Agency

Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learners. Data were presented through the use of mean, standard deviation and ANOVA. The results of the study revealed that integrating analytic and synthetic methods to a moderate extent facilitated the learning of adults in an adult basic literacy education program. The study recommended that state agency for mass literacy, adult and non-formal education should encourage adult literacy facilitators to create personalized programs of instruction and lesson plans that are based on the adult learners’ skill level and learning styles.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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