This article explains the importance of experiential learning in all levels of education not just higher education. It explains how experiential learning has several benefits including but not limited to the following: It allows for a lot of creativity, it provides real-world experience, it gives the learner an idea of certain fields for possible career options and many more. 10/10

This article focuses on the difference between younger learners and older adult learners. Younger learners are growing up with technology and learn through technology usage more effectively and quickly than older adult learners. The article provides suggestions on how to overcome difficulties older adults may have with technology. Rating 7/10

The Chronicle of Higher Education is a website and newspaper informing students and faculty of college affairs and news.

Rating: 9/10

This blog explains educational technology in great detail and the importance of the field and how an educational technologist might be utilized in education. 10/10

Technology can beneficial for learning and using it effectively can be tricky - this website provides guidelines on how to use technology the right way and enjoy the benefits. Rating 10/10

A current and future look at technological evolution in the k-12 context over the next several years! The possibilities continue to expand! Rating 8/10

This article lists 15 types of assistive technology that can help learners with disabilities. Some examples of these technologies are tools to help the learner to better communicate with other students and instructors, proofreading software, and several math tutoring tools to name a few. 10/10

The various types of technology versions and usage are described along with the pros and cons of using technology in an educational setting. Rating: 8/10

The article, "Keys to success: Self-directed learning,' authors Fellows, Culver, and Beston discuss the components of Grow's self-directed learning (SDL) model. Learners and instructors fit into a matrix which can be used to determine optimal instructional strategies to meet the readiness of the learner. The authors discuss how SDL is implemented in multiple institutions for higher education. Instructional methods are shared to address foundational SDL skills as well as issues that arose when learners were having difficulty transitioning from one stage of readiness to another. Overall, holistic learner skills were enhanced with SDL. Rating: 9/10

In the text by Jennifer Herseim, virtual reality (VR) is identified as a tool to help with teacher training. Teachers can embark on a learning process in a secure environment with a diverse set of student avatars operated in part, by a real individual. Staff can explore their teaching methods and styles with recorded and measured skills and responses for future review and reflection. Rating 7/10

This article explains ways to use technology in your life without being overwhelmed. It provides tips such as making sure your inbox is clear to taking a break from technology all together first thing in the morning and late at night. This article is geared towards introverts but I think the tips are beneficial for anyone. 10/10

Arizona State University is one of the best university leaders nationally and around the world. They are known by providing successful online services for online learners. Educators and potential educators should explore their site for leads and their own innovation.

Rating: 10/10

This article provides tips on how to grow as a tech savvy leader in the education field. It explains that it is not easy to be a leader in technology because technology is always changing so it recommends tips such as collaborating and sharing with others, keeping yourself constantly updated, and more practice at becoming comfortable and tips on how to do this. 7/10

This article provides tips to being a successful technology leader. It is not specific to higher education but I believe a lot of these tips and traits are universal regardless of where you lead. 6/10

This is an excellent list of technology resources for instructors in any setting: K-12, higher education, business and more! They encourage the usage of technology in the classroom and have the potential to enhance student engagement along with evaluating instructional effectiveness. Rating 10/10

This blog has suggestions on how to improve academic advising through the use of technology. Some types of ways this blog suggests using technology for advisors includes: Utilizing it to gather data to improve serving students, developing a program that communicates with students when they are falling behind in a course and need immediate intervention such as tutoring, and proving videos that are readily available to all types of students. 8/10

This website provides a vast amount of information for faculty and staff working in higher education. There are sections on how to purposefully use technology in the classroom to setting proper boundaries between faculty and students just to name a few. 10/10

This blog gives five suggestions for college instructors to improve their teaching. It provides basic tips like having students put name cards on their desks so the instructor gets to know their names to having instructors pick on students even if they do not have their hands up to make all students accountable. 10/10

10 useful technology tools for adult learners or even instructors are suggested in this article. Each tool has a description of what each of the 10 technologies do. Each learner has their own preferences and more technology to work with or choose from is more accommodating to the learners' needs. Rating 9/10

The NMHE website is about providing academic, financial and policies to new mexico public higher education institutions and community.

This article explains how research has been done in Europe recently and found that a classroom that had technologies for their students did worse than classrooms that did not. It did however find that classrooms where teachers had technologies did significantly better. The study also found that classrooms where the teachers used a blended approach of learning and combined both teacher-directed learning and inquiry-based teaching did better than classrooms that just used one approach.

Technology is expanding and granting more access to higher education. It is assisting with student learning and higher education procedures for enrollment and teaching. Rating: 6/10

With society and technology always changing. Learning new technology is key to getting ahead in higher education. Rate: 3/5

This article explains the four areas that are critical in transforming higher education's technology. These four areas are: Improving student services, securing student data, modernizing IT, and transforming academics. 5/10

The future of technology in adult learning settings is explored in his article. It discusses current abilities that technology provides to adult learning, particularly in the private sector. Potential mental health benefits for keeping the brain active through game based educational technology. Additionally, technology has it's challenges as it is still difficult to accommodate all personality types. Rating 8/10

Forbes is a business website that also focuses on innovation and technology

Rating: 8/10

This articles provides 17 tips about how to motivate the adult learner. This article takes into account that the adult learner may be the one out of school for awhile and the non-traditional student when giving tips. 9/10

This article addresses how adult learners learn, the various ways of engaging them, and who they are. It highlights the importance of hands-on activities to engage the learners, making connections to life outside of the classroom, and their view of learning as a continuous process. Rating: 7/10

This article analyzes the growing trend of adult learners returning to college. Adult learners have jobs, marriages, children and other responsibilities that can make their educational pursuits more challenging. Adult learners are also compared to younger learners in a higher education context. Rating 8/10

This article addresses the needs of adult learners and who they are. Adult learners have families and other responsibilities that can also be a road block to their educational goals. It also discusses what colleges and states can do to assist their adult learning populations. Rating 5/10

It is mention in this article that Arizona State University is on the right track regarding superior online services. this article point of view is about the online challenges for colleges and universities, such as, doing live videos, online services and supplying tech devices. this website "EdTech" is a online magazine education technology resource for both K-12 and higher education.

This website is a great resource for several different learning environments especially K-12 and Higher Education. There are tabs for each learning environment that provide several articles and readings on the latest trends. There are also tabs for Technology and Online Learning.

Rating: 9/10 Website is easy to navigate and is rich with content.

This article explains the 4 ways Artificial Intelligence is impacting higher education. The 4 ways are: Student Acquisition, Learning and Instruction, Student Affairs, and Institutional Efficiency. 5/10

This website contains resources and information for educational technology in a K-12 setting. It has different sub topics pertaining to K-12 and technology usage. Rating: 8/10

This is an article about difficulties adult learners may experience with technology in a learning setting. Many adult learners struggle with a lack of experience, limited exposure to certain technologies, literacy, and preference certain technology brands over others. Rating: 8/10

This article explains the importance of higher education institutions utilizing technology to better serve their first generation students and states that studies show that doing this helps this cohort of students. Ways that technology can be used is by providing information to help the student maneuver through college since these students do not have parents to give them the information of past experience and they might be too embarrassed to ask for help. Other ways technology can be used is through augmented learning to provide real world experiences, and social media to give the students a sense of community with their peers. This article also states the importance of instructors utilizing as much technology as possible as well.

This article explains how the advances and abundance in new technologies can be a bit intimidating to the instructors and that many just do the bare minimum use of technology just to get by. The author explains that yes learning new technology and using it in the classroom is extra work but the benefits far outweigh the extra work learning the technology. The author explains that social media, simulations, and lms all help in relating to the students, engaging older learners, and help instructor gather pertinent information about his or her students. 8/10

This idea that the touch of an older adults fingers are different from that of a younger person is very interesting to me and I never would have thought that this would make a difference when touching a screen or buttons on a device.

This article explains that most older adults use technology every day and might not even notice it, for example hearing aids and gps. Yet when it comes to mobile devices such as iPads, iPhones, etc almost 77% need guidance. This article goes on to explain that many companies are taking notice of this and are making applications or adjustments to their mobile devices to make things easier for this population. 9/10

Since adult learners want to make are motivated by meaning in their learning, it is great to provide videos of successful people in their field and to hear stories of how they got their so that the students can relate.

https://lincs.ed.gov/professional-development/resource-collections/profile-1020

The article by Martha Snyder aims to inform that effective instructional design theories should be implemented to best engage and impact learners to create a "community". The research paper introduces a model that supports a sense of community; it is three theoretical frameworks: Learning communities, Adult Learning Theory, and Constructivism. The article the progresses to identify and provide examples on the components of the actual model: Design Theory Goal, Design Theory Values, and Design Theory Methods. Many different methods are reviewed that are deemed effective and can be manipulated to influence behavior. For example, establish trust and rapport, maintaining consistency, encouraging public sharing of information, and confirming member expectations are a few effective methods to include within the instructional-design theory to create a sense of "community" in an online learning environment. (Rating: 7/10)

The article expresses the design theory elements (goals, values, methods) and how it can assist with defining new tools for online learning. Rating 5/5

This research article conducted by two researchers aimed to assess the correlation between motivation and learning strategies at the higher education level among teachers. Various information outlined in the article is valuable, such as the various learning strategies commonly adopted by educators and brief descriptions of each. In addition, the concluding findings from the research showcased that high motivation came from different varying learning strategies among the 300 surveyed- reinforcing the idea that all learners learn differently. This informed is useful as various findings and elements highlighted in other research articles state declare that learner’s must identify and adopt learning strategies that work best for them. (Rating: 6/10)

The journal article by S. Farris provided a comprehensive review of the core components to include in the design of an online learning initiative- based off her experience and data collected from courses implemented earlier in her career. Farris reviewed tools to incorporate into the design such as pre-assessments for learners to determine skill levels and other tools such as troubleshooting technology-based issues. The crucial information provided in the articles was covering core strategies on how to include group collaboration that is typically associated with in-person learning. However, Farris reviewed strategies of incorporating tools, such as discussion board, VoiceThread for discussions, group project, and more. Farris reviewed effective technological tools to leverage to incorporate the group and collaborative dynamic. (Rating: 8/10)

This peer reviewed research article conducted by two University of Georgia researchers aims to assess the effectiveness of constructionist-centered “The Studio” curriculum within the Learning, Design, and Technology program. The method is used is reviewing design of the curriculum, the learning environment, theoretical concepts, and review of application methods. The research review is helpful in identifying how the constructionist-based, collaborative model is designed and implemented in contrast to the one-course/one-instructor model. In addition, the article outlines the general practices and framework for design under the constructionist learning theory. (Rating: 5/10)

The research review by D. Nord reviews the foundational elements that causes recent challenges with evaluations and potential future challenges that may be encountered. The information presented is valuable because it strives to define specifically what an online learning program is, implementation context, and how these various platforms are being utilized. The information presented is crucial as a general and very broad framework is provided for evaluators as they develop learning initiatives; seeking positive outcomes for their users. (Rating: 5/10)

This research journal was conducted by a faculty member of the University of Mysore, India. The overall purpose of the paper was to determine if the needs of students varied depending on the following: gender, scholarship, subject matter. Useful information outlined in the article pertained to defining e-learning and its components, review of needs assessment basics, and the findings and outcomes. The information and findings highlighted by Azimi provide reinforcement on the importance of having proper needs assessments to ensure quality learning programs are developed. (Rating: 4/10)

This article by Tracey Cekada is an excellent resource what defining a "needs assessments", why they are necessary, and how to properly conduct one. I found this helpful because in completing a needs assessment, a facilitator could obtain data before beginning a course as to learner needs and gaps. With the data, it could give early indicators on strategies and resources will be needed to integrate learners and technology together- especially if the learners have technological gaps or are hesitant in using the technology. The article provides a general framework for McClelland's needs assessment model that provides an 11 step process. In closing, the article reviews core effective components of a needs assessment and real-life examples for the reader to observe how it can be applied in real world scenarios. (Rating: 7/10)

The paper by Sue-Jen Chen reviews a research study where a objectivist-constructivist blended approach was applied to an intensive online course at an educational institution. This approach was adopted to ensure that valuable and quality content was not lost for the learners, but still met the time constraints of the course. The article continues by promoting that the instructor should take lead in facilitating the content, but still providing options to the learner that applies to their motivations, interest and it relevant to their past experiences. A "blended approach" framework is presented that consists of four core components: content, people, technology, and goals/learning tasks. The article concludes by providing detailed examples of how each component would look in a real life example by giving details of the study conducted. (Rating: 10/10)

The article by Dr. Steve Bada outlines the constructivism learning theory and the overall benefits to adult learners. The article starts by providing preliminary information about constructivism and how the learning theory is centered around self-directed learning (SDL). In addition, the article reviews how the theory takes into consideration that adults learn best when they incorporate their past experiences to assist in developing new knowledge- the knowledge is constructed from past knowledge; built upon. Two important notions are outlined: learners are construct new knowledge from things they already know and that the learning process is more active than passive. The article then reviews the general benefits, implications, and principals of adopting a constructivism learning theory in the classroom; both for learners and facilitators. (Rating: 9/10)

Supported and promoted by the Arizona Department of Education, the Technology Integration Matrix (TIM) is a tools to assist educators in integrating technology into the classrooms in meaningful way. This online resources provides additional information on how to leverage the matrix and even provides a short video tutorial. Within each "cell/module", two lesson plans are provided that are designed to facilitate the integration of technology in the classroom. Five main level of integration are outlined: Entry, Adoption, Adaptation, Infusion, and Transformation. (Rating: 4/10)

This article; developed over 10 medical professionals, aims to tack the best strategies and initiatives to develop faculty using adult learning strategies. In order to best keep physicians , support staff, and other medical professionals up-to-date with their learning, 5 main strategies are encouraged. First, "Use of Standardized Patients to Teach and Assess Interpersonal Communication Skills" is proposed to instruct and measure clinical skills and performance. Second, "Using Online Quizzes" are suggested because learners can best see where strengths and weakness' are present. Alternatively, instructors are able to better observe where content needs to be tailored to fit the needs of student. Third, is "Using Practice Sessions and VideoClips to Augment Significant Learning in Skills-Building Workshops" as it gives students the opportunity to apply knowledge immediately. Fourth is "Developing Complex Professionalism Skills through Vignettes and Discussion" to develop professionalism through coaching and feedback via the platforms used. Lastly, "A Model for Individualized Learner-Directed Online Learning" is suggested for learners as it give the opportunity for self-directed learning and maintaining a life-long learning commitment to the profession. (Rating: 8/10)

The article written by David Starr-Glass, who has over 10 years of experience in working with military personnel, provides a comprehensive review and research on how to engagement that group within online learning environments. The article tackles three components: the "personas" and roles that military personnel have (i.e. informal and formal); the typical stereotypes that can be adopted towards the military personnel; and the importance of adopting an andragogical approach in an online format. The article the concludes by reviewing general "rules of engagement" to impact the military learners, such as developing awareness, cultivating empathetic approaches of appreciation, and ensuring inclusiveness and diversity. (Rating: 9/10)

This webpage sponsored by Portland Community College provides a six question "True or False" assessment. After completing, the article states that if you answered True to most of the statements, then the assumptions align with Malcolm's Adult Learning theory. The article reviews in detail on how most adults need to know why they need the information; most learners need to have the ability to incorporate their past experiences in their learning; learners are motivated by different elements and factors; and that all learners are diverse (i.e. ages, learning styles) and efforts should be made to be aware of the difference/similarities. The article concludes by reaffirming that facilitators should be aware of the diversity of the learners using different strategies and make an attempt to become aware of what motivates them. (Rating: 6/10)

The fact sheet provided by TEAL Center reviews three core adult leaning theories, including andragogy, self-directed learning (SDL), and transformational learning. In terms of andragogy, the fact sheet informs that, in contrast to pedaggogy, the learning theory caters to adults by leveraging a set of 5 assumptions. In terms of SDL, this learning theory strives to have learners take the lead in directing their own learning and use their past experience to direct what is important to them. SDL assist user in identifying what goals to accomplish, how to evaluate content, and what to accept and reject. Lastly, transformational learning theory is the learning that the learners have a change of perspective (i.e. about themselves or their environment) after the learning has occurred. (Rating: 10/10)

The article constructed by three higher education researchers; whose details of background and credentials were not disclosed, aimed to review and define quantum perspective of learning, review seven questions to align the learning theory and instructional design together, and provide examples to showcase how to facilitate the theory. The quantum learning theory has a foundational ideology that learners are connected to all facets of our every world- more of a fluid process and focuses much on the learner’s environment. Core elements that are addressed and reviewed are factors such as: culture, sociality, behavior, cognition, spirituality, and others. The core element outlined throughout the article, but emphasized and highlighted in the Implications, is truly about helping learners to discover the various connections that exist to assist in learning in online environments. (Rating: 5/10)

This article strives to explore the psychological science and interactions between older adults and different advance technologies (i.e. digital learning environments, home-based technology systems). The article provides preliminary information on the various capacities as older adults may encounter technology in their every day life and some of the common perceptions. The article then clarifies that the purpose of the research is to identify the source of the age-related differences and variables. The CREATE Model of Aging and Technology is reviewed to provide a framework on how to best design technological systems to ensure older adult compatibility. The article closes by confirming that older adults do have a higher rate and probability of being slower to adapt to advanced technologies, but frustrations can occur with all ages- not just older adults alone. (Rating: 9/10)

The online content provided by Portland State University provides an in-depth explanation of what culturally responsive and inclusive is and how to incorporate it into the classroom. In the closing of the content, the educational institution highlights the top five essentials for the framework. In addition, the source provides additional references in the bibliography for additional resources regarding the subject matter that can be leveraged for future reference. (Rating: 6/10)

This source materials reviews and defines typically what assistive technology is and how it can be leveraged to assist learners. The most significant and insightful information provided in this material is clarifying that assistive technology does not apply to just learners with disabilities. Instead, assistive technologies can assist and support all learners- it is not restrictive. (Rating: 8/10)

The document developed by the Office of Educational Technology provides various instructional tips for educators and facilitators in managing different tools for online learning environments. The text also provides example of how the tools can be implemented and provides general case studies of agencies that have implemented. The content outline is useful to know as it provides context on how to implement within the digital classroom. (Rating: 8/10)

At a conference in Santa Barbara; representing University of Los Angeles, Barbara Son delivered a segment on three core strategies to include in e-learning environments; environments with a rich amount of technology. The three main things included tools that were flexible, pedagogical techniques that innovative, and integrated collaborative learning. The three broad strategies covered were referenced in other annotated sources; serving as validation due to re-occurring discussions and findings. The information outlined in this source if highly valuable due to many different examples of tools to be used are provided. (Rating: 7/10)

The text documents a year-long research project into experiential learning in teacher professional development. Teachers participated in experiential learning themselves to then begin to implement it into their own classrooms to serve their students. By and large, teachers were receptive, had misconceptions addressed, changed their practices with their colleagues and students to develop more engaging and active classrooms. Essentially, a shift from teacher-centered learning to student-centered learning was achieved in small increments by using experiential learning and reflection to facilitate teacher growth thereby creating new pathways for student learning. Given the nature of the traditional methods predominantly used, this study seems to reflect some elements of transformative learning in which teacher conventions and ideas were challenged and adjusted through heterogenous groups and personal reflection. Rating: 9/10

Problem-based learning (PBL) in a growing trend in approaching adult learning, particularly in ESL/ELL classrooms. In this text, the basic principles and methods of PBL for ELL/ESL classes are covered for instructors to implement. Key aspects of PBL include relevance to student lives and the opportunity to practice English in a heterogenous group with the end goal being application to another area of life. Multiple resources are helpful for implementation of PBL including technology. A review of the benefits of PBL is summarized as well as drawbacks with embedded suggestions to resolve possible difficulties. Rating: 8/10

Author Jeff Cobb features guest Celisa to discuss trends in the field of lifelong learning. The speakers note twelve existing trends such as MOOCs, micro-credentials, neuroscience, and self-directed learning. Both private and public sectors or contributing to existing and emerging trends. Life-long learning is transforming as services explore free and paid services to extend learning to more populations.

In this text, authors Kit Kacirek and Michael Miller explore adult learning for mature adults, or those identified as senior citizens. Research into mature adult learning programs centered around leisure activities, reveals situational pedagogy in which some traditional adult learning theory may need to be adapted to suit the cognitive changes in adults with advanced age. A brief description of the research methods reveals that adults in advanced age prefer lecture, use of media, and field trips. The implications for such a study are useful as the population of mature adults grows due to advancements in medicine and thus the demand for learning opportunities increases as well.

The text "Adult Learners Come to Campus With Unique Technology Needs" illustrates the barriers to learning that surround a learner's experience with technology. Author David Hutchins suggests having inclusive discussions with diverse sets of technology users to best determine their needs, issues, and reasonable solutions for support. Multi-level support for multiple generations of learners includes the instructors, administration, and IT teams that work together to improve education via technology. Embedding links throughout the text re-direct the reader to valuable resources for further review. Rating: 7/10

Hutchins addresses the need for institutions of higher education to meet the growing population of adult learners who are returning to school to gain relevant professional skills. The three recommendations are solutions-focused and practical.

7/10

Section 508 compliance is discussed to support instructors knowledge of section 508 and how to begin the process of ensuring instructional content is 508 compliant. Section 508 of the federal Rehabilitation Act governs access of media to all persons whether they have a disability or not. Including captions, audio description, and accessible video players are vital to compliance. Compliance with 508 is necessary given that data that illustrates the percent of employees that have need for accommodations to support their learning. This brief article seems highly related to Universal Design of Learning. Rating: 10/10

Author Douglas Lieberman provides insights into how to use text to improve learning. Suggestions for type of text, volume of text, animations, and graphics are discussed to maximize their usefulness and convey information to learners and/or facilitate discussion among learners. Rating: 6/10

The Northwest Center of Public Health Practice's toolkit title "Effective Adult Learning: A toolkit for teaching adults," is . a highly comprehensive resource for instructional design for adult learning instructors. Sections include course or training design, objectives of adult learning, various tools to help in the process of course design, and brief overviews of adult learning methods and theory. The embedded section review charts make it easier for quick references. Rating: 10/10

This website discusses the importance of engaging adult learners from various backgrounds through technology and diverse settings. Specific examples and strategies are mentioned to assist instructors with their instructional designing.

This article expresses how learning can be taught using the internet and one does not have to be in class to learn.

Universal design for learning (UDL) is the topic of focus for this webinar hosted by Digital Promise. Multiple experts discuss UDL for adult learners and strategies for UDL. Rating: 6/10

Author Mary Burns discusses the key elements of computer adaptive testing (CAT). CAT is defined as assessments that use algorithms to progressively adjust test difficulty based upon learner's correct or incorrect responses. The benefits of CAT include more immediate data and are often more reliable. Types of test items are also covered to illustrate how the test can meet various levels of cognition and measure expertise. An issue related to CAT is the intensive time needed to develop multiple test items at multiple levels of cognition. Rating: 8/10

Cathy Moore discusses the love-hate relationship with learning objectives. Objectives can be a critical tool to guide instruction however, we can miss the boat when it comes to meaningful, applicable, and relevant learning. In the text, Moore is critical of objectives that merely are used to ensure a learner knows content. It is preferential, and superior instruction, to ensure a learner can exercise the knowledge with observable actions in context. Rating: 9/10

The Council for Adult and Experiential Learning (CAEL) provides opportunities for professional development for adult learning instructors and organizations that serve adult learners. CAEL has launched its first live stream of the conference to allow people to attend remotely. While the conference has since passed, this resource could be useful to calendar for the coming year. Included on the is a blog, newsletter sign up, and resources for higher education, employers and workforce development. Rating 8/10

The Office of Educational Technology website that is featured on Section 4: Measuring of Learning, discusses pedagogical implications of assessment shifts and how technology is part of enhancing assessment. The site places emphasis on using assessment as a real-time measurement of learning for real-life skills. The infographic that displays traditional models of assessment next to next-generation assessments is a quick reference for shifting ideology and practices. Ultimately, increased personalized learning serves the learner more efficiently and promotes increased achievement and mastery. Rating: 8/10

The lesson plan template provided is a helpful tool for designing a basic lesson with adult learning concepts. Some of the lesson plan template is also a part of pedagogy, but some key elements reflect adult learning theory. For example, the section on Practice and Application encourages activities to transfer skills to new situations and concluded by a reflection activity. Given adult learners may have various goals for their learning, the segment addresses adult learning theory. The template could be used or adapted to begin designing around technological tools used for instruction as well. The template does seem to reflect a model of synchronous, face-to-face learning given it suggests the instructor move around the room to monitor progress and assist learners. Rating: 6/10

The article was written to help the reader understand how adult learners comprehend lessons and their learning styles. The type of learning method that is used in this article is the andragogical process model (eight element process). The article is an interesting view of how the andragogical process model can be used to explore how the adult mind understands how to use online learning to educate themselves. Rating 3/5

This article emphasizes on the topic of how adult learning is hindered by technology and how to teach an adult learner. Using five theories; 1) Shared experience 2) Problem-solving scenarios 3) Reflection on experience 4) Own their learning 5) Have an ah-ha moment. Adults all differently and all want that opportunity to have a new learning moment. Rating 5/5

The article focuses on the topic of how some adults are being challenged by new technology. Although the new technology has some exciting new features to assist teachers these days. Technology today is different and adult learners are faced with difficulty in trying to use it. The author expresses the four cognitive levels of knowledge (unconscious not knowing, conscious no knowing, conscious knowing, and unconscious not knowing). Not only is it difficult for the learners but it is difficult for the teacher to implement technology into curriculum. In this article, different types of technology has been researched to determine what type is good for adult students. Rating: 4/5

This articles explains adult learning (styles) and what is instructional design, ISD model (analysis, design, development, Implementation, and Evaluation). Then followed by the learning outcome, the best way to organize, and create useful instruction. Rating: 3/5

The topics of this article is technology and adult students. The author writes about the challenges the adult learner faces with technology, what adult learners have in common, Andragogy information/challenges, Technology in the classroom and how it challenging integration issues, and how technology and andragogy is used. The article is great way to view how adult students utilize technology whether it be positive or negative. Rating: 4/5

This author of this article discusses the topic of how some teachers are comfortable with their form of teaching with no technology in their curriculum or their classroom. The author expresses that technology promotes changes in behavior and grasping teaching skills. The use of technology in the classroom is a good tool for the students. Rating: 4/5

The article was great resource for the topic for technology and how it is being used in the classroom, specifically in basic skills (reading, writing, math, and communication) that assist the student to take the GED exam. The article expresses on the topics of the impact of technology, technology integration, technology barriers/anxiety, the need for the study, and the research results. Rating: 4/5

The article expressed the topic of technology in adult learning. The author described on the topics and provided the benefits and limitations of the following five topics: Technology as Curriculum, Technology as Delivery Mechanism, Technology as a Complement to Instruction, Technology as an Instructional Tool, Choosing and Using the Different Approaches. Rate 4/5

This article focused on how K-8 and K-5 classrooms fail to use the technology in their classrooms. In the first section of this article, the author defines the problem and provides a conceptual framework for the problem. In the second section of this article, the author presents the research, data that was collected during the study, and the participants that were involved. In section three, the project description and the projected goal was shared. Along with the literature that was reviewed, obstacles that were encountered, evaluation, and changes that were made to change the predicted outcome. The last section, section four concluded with the strengths, limitations, other approaches that were encountered during the project. The project closed out with the analysis, changes that effected the project/social change, and future research. Rate: 4/5

This article reflects on how technology is incorporated into adult learning (Androgogy). Which is explained by using the six assumptions and their implications for technology-based instruction (The Learners Need to Know, The Learner’s Self-concept, The Role of the Learner’s Experience, A Student’s Readiness to Learn, The Student’s Orientation to Learning, Students’ Motivation to Learn. Rate: 3/5

Pappas breaks down Knowles theory of andragogy and provides practical application to computer training that is easily applied to implementing new technology.

8/10

Designed to be used in a workshop setting, the content provides an understanding of adult learning theory and it's application of best practices in both face to face and e-learning environments. Participants are provided a list of web tools to facilitate learning.

6/10: the format is bit difficult to access out of context

Drawing from constructivist principles, the authors address how emotions affect motivation and learning for adults. They then provide practical application for instructors to implement to create productive learning environments where adult learners feel safe to explore new knowledge and learn from their experiences.

9/10: while most of the application is to learning in general, the strategies are still applicable to technology in the classroom

Transformative learning theory and methods to support it are discussed in this text. Andragogy is initially reviewed in order for the reader to become acclimated to basic principles of adult learning. Transformative learning segments emphasize the methods and environments needed to achieve such deep and challenging learning. Due to the intensive personal nature of transformative learning, one must understand the readiness of the learner. The text notes that learners in transition are more apt to engage in transformative learning if given an opportunity to develop self-awareness, and a willingness to be in discomfort in open, non-hierarchical environments.

In this text, instructional designers are given brief synopses of three adult learning theories including andragogy, transformational learning, and experiential learning in order to understand how adults best learn and apply learning. The structure of the text is brief paragraphs with numerated descriptors and/or bullet points for reader convenience. Suggestions for learning activities are also provided for the instructional designer to consider in their course design. In the segment for transformative learning, a link is provided to provide the instructional designer more specific methods to incorporate. At the end of the text, diagrams are provided to visual core aspects and flow of each learning theories process. Rating: 7/10

The Digital Promise article presents four major factors to consider when implementing technology for adult learning purposes. The factors include flexibility and benefits of blended learning, data use to support development of instruction, environments with diverse technology available support various learners, and allow the instructor's role to change to meet learner needs. Issues related to each factor are shared and suggestions for resolutions are provided. Rating: 7/10-a good resource for introduction to factors and issues in adult learning via technology.

The article emphasizes the term technology and pedagogy. The author explains learning environments, learning styles, how technology impacts pedagogy, and how technology is good for students. Rating: 5/5

This article focuses on school technology integration and how they took steps to increase technology access, global technology awareness, technology implementation. Rating 4/5

The author of this article articulates the instrumental learning theories in the healthcare industry. The information provided is more like a speedy way for students and healthcare providers to understand the learning theories. Rating: 4/5

This article helps the reader understand the major theories that are related to technology using the leaning theories, theoretical frameworks, and models. Rate: 4/5

5) This article defines the importance of having technology in the classroom and how it is used to improve the skills/minds of students. It includes activities and other resources to assist the reader.

Problem based learning is an instructional method in which students learn through facilitated problem solving. Problem based curricula provide students with guided experience in learning through solving complex, real-world problems. Rating: 9/10

adult learning theories including andragogy, experiential learning

what technology should do in an online course to reach adults

form, provider, payer, purpose, duration, design, delivery, instructor quality, credential

Adult learning types including Foundational, higher education, workplace, personal, social. Includes a list of examples of the types of learning this includes in each category.