517 Matching Annotations
  1. Apr 2019
    1. PBL) isan instructional method in which students lear

      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

    1. There are many different theories of adult learning, including: andragogy, neuroscience, experiential learning, self-directed learning, and transformational learning. All these theories have one goal: they help you create effective learning experiences for the adult corporate learner. 

      adult learning theories including andragogy, experiential learning

  2. learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
    1. emphasis on understanding subject matter, means that teachers must learnmore about the subjects they teach, and how students learn these subjects.
    1. Emotional learning involves meddling with deeply personal, private aspectsof workers’ lives in an effort to influence and shape their emotions, some-times with constructive and sometimes with destructive results. Two aspectsof emotion have particular relevance in the workplace: emotional intelli-gence and emotion labor.
  3. learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
    1. Articulate what they know; 2. reflect on what they have learned; 3. support the internal negotiation of meaning making; 4. construct personal representations of meaning; and 5. support intentional, mindful thinking

      what technology should do in an online course to reach adults

    2. Since online learning has a different setting from the conventional classroom,online educators need to use some special techniques and perceptions to leadto success. Moreover, adults have special needs and requirements as learnerscompared with children and adolescents, thus online educators should knowhow adults can learn best because of their special characteristics. Philosophicaland methodological shifts also affect instruction. Many researchers havesuggested that constructivism should be applied in distance education. Thus,this paper attempts to examine the impact of constructivism in online learningenvironments when focusing on adult learners. The author develops the con-nection between constructivism and adult learning theory. In addition, thepaper proposes instructional guidelines using the constructivist approach inonline learning for adults.
  4. learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
    1. The tips center on five concepts: building relationships, positive focus, communication, partnership, and support. Working to improve these elementshelps create an emotionallyintelligent work environment where all employees feel they are valued and their opinions are respected. When leaders identify strengths-based strategies to build relationships, approach interactions with a positive perspective, develop positive communication strategies to support teachers, and identify additional ways to support them, they empower the teachers they work with tothrive, not just survive,in the earlychildhood setting.
  5. s3.us-east-1.amazonaws.com s3.us-east-1.amazonaws.com
    1. Workplace-relatedlearningis learning that is related to the firm in which the learner is employed and that is supported at least to some extent by their employer, but that is notfoundationalor higher education. Individuals may engage in this type of learning for the purposeof learning a new job, improving their job performance, for professional development, as an employee benefit or because it is required by legislation.
    2. Key dimensions of adult learning activities

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

    3. Fivebroad types of adult learning

      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.

    1. The  Use  of  Mobile  Devices  for  Academic  Purposes  at  the  University  of  Washington:  Current  State  and  Future  Prospects

      Professional development opportunities and incentives for faculty to integrate mobile devices and as a teaching and learning tool.

    1. Can Tablet Computers Enhance Faculty Teaching?

      Studies faculty provided with tablet computers and peer mentoring workshops to help increase understanding and use of mobile devices in pedogogical approaches

    1. Faculty Alert: You Can't Put the Mobile Genie Back in the Bottle

      Use of mobile devices in academic environments remains low despite the fact students demand it. However laptops are relatively common and accepted. There is growth in acceptance that mobile devices can contribute to student learning, however faculty adoption is slow.

    1. The ITL department at The Ohio State University at Mansfield has six primary themes: (a) developmentally appropriate practice, (b) integrated curriculum, (c) literature-based instruction, (d) classroom-based inquiry, (e) diversity and equity issues, and (f) technology integration. The goal for technology integration, like the other themes in the program, is to integrate the theme into each course of the program, when appropriate. For example, instructors find ways to integrate children’s literature into each of the methods courses, whether it is a mathematics, science, or social studies methods course. The goal is to integrate the common themes of the program throughout the methods courses and the other graduate courses leading up to student teaching.
    1. Elizabeth Evans Getzel is the Director for Transition Innovations at Virginia Commonwealth University and has a long history of working with students with disabilities in higher education. The article focuses on how the integration of support for students with disabilities is extremely important to their persistence and this includes technology integration and requires buy-in from the faculty.

    1. Dirk Schneckenberg is an Associate Professor of Strategy and Innovation and through this article looks at the use of technology environments as used by European professors.

      Rating: 5/10. The European higher education market is very different than the U.S.

    1. Sean Cavanagh, Associate Editor for Education Week, writes about the use of technology to benefit the career development of students. This article focuses on the K-12 sector, but this implementation at this level is important because it will influence these students when they pursue their career choices, often in Higher Education. This article outlines specific technologies and partnerships that schools are utilizing and shows the investment that students show when given these career opportunities to guide themselves toward.

      Rating: 8/10

    1. Author Melissa A. Venable, Ph.D. has spent her career working in career development, technology and instructional design. The article outlines technology options for career professionals to use with distance learners and how to conduct an assessment to ensure needs are being met.

      Rating: 5/10

    1. Author Catherine C. Schifter has had a long background in Educational Psychology and this article from 1999 shows her dedication to the field and provides an analysis of educators in distance learning and the evaluation that Dr. Schifter did of these programs and the motivation of faculty members who were teaching these courses at the time.

      Rating: 6/10

    1. D. Christopher Brooks, Director of Research, and Mark McCormack, Senior Director of Analytics & Research, at EDUCAUSE bring together this comprehensive report that outlines Higher Education trends for 2019. This report does feel more technical in nature, but they bring it together in a way that is laid out to be reader friendly. The 20-year technology predictions are valuable and there is a focus on using the report to plan for the future.

      Rating: 10/10

    1. This article is authored by Farouk Dey, formerly of Stanford University and currently the Vice Provost for Integrative Learning and Life Design at Johns Hopkins. Dey offers an overview of the transformation that college career services have gone through over the past 100 years and showcases 10 areas where career services will continue to change in the future, including the scope of how technology will allow for a wider reach.

      Rating: 8/10

    1. This article brings together several higher education professional who all work for Georgia Tech. They are able to touch on different areas of how technology has shaped their work and the reach it has allowed their university.

      Rating: 6/10

    1. Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.

      Rating: 9/10.

    1. This report is a supplemental piece specifically for Higher Education in response to the National Education Technology plan. The report is a lengthy read but offers a combination of data, examples, case studies and additional resources. The report focuses on the changing landscape of higher education and the changing qualities of what a student in college looks like (i.e. not the traditionally known 18 year old, fresh out of high school). The report also acknowledges the history fo traditional learning (i.e. paper and pencil) and how higher educational not only needs to embrace technology for the classroom use but also for the analytics implications that can help with topics such as retention.

      Rating: 10/10. Very in depth article, packed with examples and recommendations.

    1. Author Tom Vander Ark, also author of Getting Smart: How Digital Learning is Changing the World, brings a reflection of what ends up being 10 trends and 10 suggestions on how to develop impact in relation to the trends. The article is straight forward in the trends, but also does offer platform and educational examples to enhance the content.

      Rating: 8/10

    1. The article, published in Cornell University's React publication, is an overview of technology that is currently being used in the classroom. There is an overview of interactive abilities using these technologies and a conclusion that technology should always be used to enhance and not replace.

      Rating: 6/10. Short.

    1. This article is a breakdown from the U.S. Department of Education around the types of learning environments that exist in the technology arena. It provides examples of schools fulfilling these different environments and offers a collection fo additional resources.

      Rating: 9/10

    1. Author Ted Mitchell is the President of the American Council on Education. The article outlines solid numbers of Higher Education demographics and the changes that have occurred over the years and what that means for the future of students, especially those who have lived their entire lives in a digital era. The article is a great approach to reflecting on the future of technology and questions we can answer in this area and is not so much a focus on certain technologies.

      Rating: 9/10

    1. Scott L. Howell is the Assistant to the Dean of Continuing Education at Brigham Young University and has a long career track record in the area of instructional design and online learning. The article is a bit ambitious in tackling 32 trends, but provides a good review of additional literature during each addressed trend.

      Rating: 9/10. The article itself is interesting, but its best use is the direction towards additional readings that it offers.

    1. The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.

      Rating: 9/10.

    1. This article discusses adult learners who connected with industry professionals in a career exploration course that focused around technology and coding. The program is hoping to show other places that focus on adult learning a model that would work for adult learners to gain access to industry.

      Rating: 6/10. Interesting article, but not really a focus on how they effectively engaged the adult learns in the program or their approach to actually developing the course and curriculum.

    1. This article is a study of both in-person and online courses and the affect of internet usage on the student's engaged int those courses. The article notes how saturated the learning environment has become and their approach to using student self-reported data to measure engagement. The authors provide an extensive review of prior literature on both technology and student engagement topics. The data should be reviewed with caution, as it is outlined by the authors that the questions have not been thoroughly vetted for validity and reliability.

      Rating: 6/10. The article had positive results, but the data questions being untested is a bit concerning. The article is also from 2009, and the landscape has changed much since then.

    1. This journal article, written by Amaury Nora, who is currently the Dean for Research at the University of Texas San Antonio and Blanca Plazas Snyder who was pursuing a degree in educational psychology at the time this article as written. The author's bring an honest review of technology and include the benefits, the downfalls and they identify areas where more research needs to be conducted (especially around student persistence).

      Rating: 9/10. The article is informative and takes many perspectives. The only flaw is that when discussing technology in Higher Education, this article is from 2008, but it was also helpful to get the perspective from 10 years ago.

    1. This article provides a review of a video based career exploration tool that was tested in a community college setting. While the article is essentially an ad for the resource, it does a great job of outlining the types of users in Higher Education who would benefit from this virtual access to career services, including access to employers, mentors, resume help, etc. The article shows how this type of technology can have a great impact on populations such as low-income adults and technical workforce programs.

      Rating: 9/10. Even though this article is for a specific product, I felt that it outlined the benefits in a way that could be applied to other products or technologies.

  6. Mar 2019
    1. The world’s largest selection of courses

      Udemy is an online platform where experts in various fields can create paid courses. You can learn languages, web design, photography, musical instruments all in your own time. The platform also allows for extensive ranking and reviews to be put on instructors and courses to keep the quality high. Instruction is inexpensive and self-paced. it is larger aimed at teenagers and adult learners and focuses on skills. Rating 10/10

    1. Designing Technology for Adult Learners: Applying Adult Learning Theory

      Discusses how adult learning theory can be applied for digital learning for adults. It suggests making sure interactions are built on real world and relevant situations, that learners and go at their own pace, they are allowed to reflect on their learning, and interact with each other and different points of view. Rating 10/10

    1. This article discusses that technology rich classroom research is lacking in the research world. This paper created a scale in which it could evaluate classroom environments. The authors tested this scale and determined it was a good starting framework for how to improve classroom environments. This scale could be useful later in class when evaluating technologies.Rating 9/10 for help assessment techniques

    1. This paper addresses the question about how today’s modern schools can prepare learners for the future in the age of technology. The response to this question is discussion around innovative learning environments that involve the use of technology. Technology has been a concern for the rapid change in the educational landscape and this paper aims to highlight transformation and innovation in relation to technology for teaching and learning. 9/10 for helpful diagrams and tables.

    1. The eZoomBook Tool: A Blended and Eclectic Approach to Digital Pedagogy

      Discusses the use of the eZoomBook Tool which has the ability to allow learners to navigate back through subject matter they need to refresh on as they learn new material. It allows peer to peer teaching and working which is it's most successful feature for adult learners. the eZB template is open-format and can be adapted to a variety of learning situations. Results from their initial experiments show high use of intrinsic motivation for adult learners once they got a handle on the platform.

    1. This paper discusses the idea that design is responsible for developing learning and teaching in technology rich environments. This paper argues Cultural Historical Activity Theory. This paper uses this perspective to discuss their ideas of design in connection with the digital age. This paper is written from the perspective German, Nordic, Russian and Vygotskyan concepts that seek to define the relationship between learning and teaching in relation to design. Rating 9/10 for mixing design with digital learning

  7. eds.a.ebscohost.com.libproxy.nau.edu eds.a.ebscohost.com.libproxy.nau.edu
    1. The purpose of this book is to help learners plan ,develop and deliver online training programs for adults in the workplace. This book can be understood as a guide for training managers, instructional designers, course developers and educators who are looking to transition from classroom material to self-paced instructional programs.The main purpose of this book is for people who deliver training programs to be able to design programs for online. Most importantly, the learners needs are addressed in development. Rating 7/10 material is interesting and relevant but slightly outdated.

    1. Beyond the Click: Rethinking Assessment of an Adult Professional Development MOOC

      Examines the design and implementation of a MOOC about flipped teaching. It used digital surveys and the LMS system to gauge participant experiences and expectations. A unique aspect of this MOOC is that it asked participants to set what level of activity they expected to have in the program: active, passive, drop-in, observer. And it found that 60% of people engaged directly at that level. This is useful for designing online education experience and connecting participants with each other and in the classroom based upon their learning goals.

    1. This article is about technology integration in the classroom and how to support teachers and schools during the process. It provides recommendations on how to handle distractions and the level of engagement that should be happening between peers. This article takes a deep dive into learning in general and how it prepares students for the real world. Rating: 7/10

    1. Can an Evidence-Based Blended Learning Model Serve Healthcare Patients and Adult Education Students?

      Discusses the use of blended-learning incorporating technology especially for adult education programs that reduce education gaps and help the under-employed with career readiness. This also focuses in on adults with chronic disease and how online education might better support their needs. It uses constructivist leanings placing education in the context of activity and environment and recreating the correct environments online.

    1. At a recent keynote speech (2016), Richard Culatta, former director of the Office of Educational Technology for the US Department of Education, noted that more than half of higher education enrollments for 2016 are nontraditional students.

      Reinventing higher education is essential for diverse learners. A study in 2016 found that more than half of higher education students are "nontraditional students." Meaning they need special accommodations. One essential accommodation of online learning is that students can watch or reread content multiple times if needed. This is in contrast to a traditional classroom where the lecture can only be heard once. Also, while text only information is not for everyone, it is still essential to blind students. But, alternatives such as slide shows must also be present. To add in more technology one must involve administration, staff and faculty before jumping in too quickly.

      Rating 6/10

    2. Adult students have a higher incidence of disability and are less likely to seek accommodations than the general student population, so it is critical that institutions of higher education anticipate their needs, especially in online classes.

      This article provides statistics about the number of adult learners who learn online with a disability and how these numbers need to be addressed. The author observes that adult learning are least likely to ask for help and it's the designers job to assess their work to make it more accessible. This article provides recommendations on how to become more familiar with technology and what guidelines people should be following. Rating: 10/10 for addressing accessibility among adult learners and providing recommendations.

    1. The Career Curriculum Continuum

      Discusses the place of universities in lifelong learning, especially with the advancement of technology in education in the workforce. The career curriculum continuum, includes free and self-paced options such as MOOCs, educational video on Youtube, and Wikis, but also suggests more structured learning placed in context. Universities can offer this as short courses that are cheaper and offer more options for pathways to a full degree program. It also suggests professional certificates for expanding the skills of those already working. Digital institutions will be the most widely used methods for consuming knew knowledge and advancing skills. Rating 10/10

    1. Q&A: How to Develop ‘Program Architecture’

      Discusses they ways in which Kacey Thorne of WGU, outlines plans for developing underlying competencies for online programs. Program architecture refers to the connect of skills and competencies for specific industries linking back to a network of what students will learn in school through offered programs. This is necessary for creating relevant programs that teach translatable skills for the real world after college. Rating 10/10

    1. Using Web 2.0 to teach Web 2.0: A case study in aligningteaching, learning and assessment with professionalpractice

      Research article. Discussed the use of web 2.0 including blogs, wikis, and social media as a method of information sharing that is impacting education through teaching and learning management. The work suggests that learning outcomes, activities, and assessment have to be in alignment to create effective learning experiences and uses a case study within an information management program in which students use various web 2.0 tools and document their use .

    1. This article is for teachers and contains multiple resources about how to integrate technology into the classroom and the different types of technology integration. This article is full of examples and ideas teachers can use to facilitate technology in the classroom. Rating: 9/10 for use of examples and practical application.

    1. The use of digital technologies across the adult life span in distance education.

      Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.

    1. Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

      This article discusses the effect of a metacognitive scaffolding on self-efficacy, metacognition and achievement in e-learning environments. This is a study of 67 higher education students. Half of the group participated in learning through e-learning with scaffolding while the other group did not have the scaffolding. Not surprisingly, the results show that scaffolding is essential to learning and these individuals preformed better than the group without scaffolding.

      Rating 8/10

    2. Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

      Research paper. This work highlights how scaffolding, meaning students work through their learning in stages with support from digital technology, making adjustments to their learning environment as needed as they progress through material. Self-evaluations are a critical component of this to help reflect on the content learned. Scaffolding helps students determine not only what to do but how to do it until they are ready to learn more fully on their own. Rating 6/10

    1. What Makes for Effective Adult Learning

      This article provides a short overview or strategies and techniques to make adult learning effective. This article quotes adult learning researches like Knowles to provide information about meaningful learning experiences. This article provides idea for activities that fit in the category of affective adult learning.

    1. Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges

      From Springer Link, this is an abstract from a book titled, Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges. While the entire content is not here, if purchased, this book/download could offer a large amount of useful information about this topic. It covers learning typically associated with technology such as social networking, game-based learning and digital making.

      Rating 7/10

    2. bridging formal and informal learning through technology in the twenty first century: issues and challenges This article is in a fully online journal. It relates to schools but the learning is by students, not teachers. However, professional development is called for. The article addresses the desired topic in that it refers to social networking and other technology enabled forms of learning; however, it does not seem to be substantive enough to be tremendously helpful. rating 1/1

    1. Technology Infused Professional Development: A Framework for Development and Analysis

      Technology Infused Professional Development by Contemporary Issues in Technology and Teacher Education relays information about the best practices for technology to be a large part of professional development. Knowledge base consists of three major domains. They are knowledge of learner, knowledge of content and knowledge of best ways and means to help students learn. Learning is considered both an active and social process. True, deep learning must be applied to new situation and this is not easy with new learning. "If we don't change the direction we are going, we're likely to end up where we are heading"

      Rating 10/10

    1. ample Professional Development (PD) Activity Collection

      Iris Center has put together a sample professional development activity collection. This is for educators and others creating professional development in other work areas. A link on this page called PD Facilitator's Guide Template accesses a template for any professional development leader to follow. It is broken down into time frames. For example, introduction five minutes, information session ten minutes. The other nice feature it has is that it already incorporates hands on activities and group work. Both of which are essential to a quality learning session. However, technology and how to use technology to better professional development is not incorporated. Rating 6/10

    1. Educational technology professional development as transformative learning opportunities

      Educational technology professional development can transform learning opportunities. This article focuses on adult learning theory as technology can be "intimidating and frustrating." All of this spiked my interest and I was excited to read more. However, to read more you must purchase the content of the entire article. So, in all this left me disappointed. Rating 2/10

    2. As one understands professional development in educational technology as potential transformational learning experiences, one can begin to reconceptualize its outcomes.

      This article provides an in-depth view from the teachers perspective about how to prepare for technology in their learning environments. Through professional development training, teachers and instructors can gain new knowledge about how to incorporate new technologies into their practice. This article focuses on one study and concludes that new technology needs to be introduced slowly for best practices.

    1. 1Engaging Adults Learners with TechnologyThrough hands-on experience and reviewing the literature, two instruction librarians explore and model best practice

      This article comes from the Twin Cities Campus Library and discusses how to engage adult learners with technology. First, it looks at Kolb's learning model of instructional design which includes that adults must have applying, awakening, practicing and observing. It is also imperative to have hands on learning when it comes to technology. Rating 7/10

    1. 4Vision: Preparing Learning Communities to succeed in College and Careers in a global society through technology.Vision and Goals

      This proposal outlines a draft for a technology plan for Arizona regarding adult education. This plan outlines the goals of the plan and how Arizona can address them moving forward. This plan outlines trends for the future in technology and acknowledges challenges that might come up later down the line. This plan also reviews teaching standards and instruction, as well as operations for the future. Rating 6/10 for being a draft, but with good ideas!

    1. Technology Starts with Professional Development and Training

      This EdTech article focuses on the fact that integration of technology MUST start with an emphasis on coaching and teaching teachers first. One district, Calcasieu Parish Public Schools has found that you must, "select technology that supports our learning goals rather than building curriculum around technology." and "We don't put technology into the classroom without first giving hands-on trainings to teachers." Because of the need to train teachers first, there is an entire section of this article devoted to how adults learn! However, this article simply talks about adult learning for educators and how professional development is best during the day to minimize stresses for teachers. Rating 6/10

    1. AMR in 120 Seconds

      This YouTube video is a quick overview of the SAMR model of instruction essential for universal design. "S" stands for substitution - New tech replaces old material but does not change text. "A" stands for augmentation - students work to complete a task such as on google docs. "M" stands for modification - tech is used to redesign part of task and transform learning. Ex. google docs comment feature provides instant feedback. "R" stands for redefinition - design and create new tasks. Ex. communicating across world through google docs, discussing it through google voice and recording it all as presentation. Rating 10/10

    1. The Accessibility Guide

      Arizona State University has a public webpage i nregards to accessibility and instructional design. The web page links to multiple online resources that outline accessibility standards across the United States. Additionally, this webpage provides an accessibility guide for anyone to download for instructional design related projects. Rating 9/10 for being a helpful resource that is easily accessible.

    1. Online is clearly where the growth is, especially when it comes to enrolling adults.

      This article is based around the idea that online education increases access for learners but lacks in completion data. This article provides data around the United States from a study conducted over a few years. Generally speaking this article encourages blended learning rather than all online to obtain better outcomes for adult learners. Rating 7/10 for use of graphs and evidence from data.

    1. Reading on the web is a critical skill for engaging content online. They can be viewed as “exploring,” or “navigating the web.” Just as traditional reading requires knowledge of the text and concepts of print, reading online requires a basic understanding of web mechanics. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.1 The web literacy skills and competencies identified under reading on the web are as follows. Search

      Web Literacy 2.0 discusses how people use web literacy in their everyday lives. For example, "navigating the web" needs to be taught just as the concepts of print do. Quality online readers know where to look, what to ignore, and how to locate information. Writing on the web is also a skill that needs to be explicitly taught. A writer must be able to learn through making and creating. They must be able to communicate their ideas in written word, through presentations as well as through well organized and chosen aesthetics. Rating 10/10

    1. Learning Technologies that Increase the Impact of Classroom Training

      Learning Technologies the Increase the Impact of Classroom Training stresses that with technology the classroom is no longer teacher-centered but rather a more active learning approach that meets the needs of more learners. Technology driven activities to include in teaching are create a blog or wiki, create a podcast or publish students work. All of these offer a great way to engage learners but have changed the environment for the learner significantly. Rating 8/10

    2. Learning Technologies that Increase the Impact of Classroom Training

      Training Industry published this article about some learning technologies that increase the impact of classroom training. These can include class-oriented webpages, multimedia presentations, and activities, as well as web-based scoring systems and supplements. For instance, learners could collectively create a blog or a webcast and use those tools to communicate with each other to help facilitate learning. This is helpful when teaching a technology-fluent group that is excited to do hands-on activities. 6/10

    1. “In the USA, EdTech product catalogues are either too complex for many teachers to use, not objective or comprehensive enough, or not based on credible user reviews (which often have more

      In this article, the author argues that the US can learn something about technology from the rest of the world. Chile, for example, has more cellular phones than the US but is considered a third world country. What can the US learn from this? The ed tech catalogues are too complex and too challenging for teachers to use. The article states, “In the USA, EdTech product catalogues are either too complex for many teachers to use, not objective or comprehensive enough, or not based on credible user reviews (which often have more weight than experimental evidence or product marketing),” states the report, crafted from over 100 interviews with educators, policymakers and entrepreneurs, conducted from September to December 2018." The US also needs to extend access to technology out of the schools and into the homes. There needs to be more groundwork from the US to create a better system. Rating 7/10

    1. This article contains the following sections:Getting Started Integrating Technology Across the Access Spectrum Getting to "Seamless" Integration Tips for Shared Hardware Creating a Professional-Development Plan Hardware and Equipment Using Technology for Feedback and Assessment The Role of Digital Citizenship

      Edutopia presents multiple ways to integrate technology into the classroom efficiently and effectively. The article begins with how to get started. This will help the average teacher create a seamless integration of technology. Then, it moves on to how to use technology across the curriculum, how the school can provide effective professional development to aid in teacher success and how the role of digital citizenship can make or break the effectiveness of the integration.

      Rating 10/10

    1. A Pedagogical Framework for Technology Integration in ESL Classrooms 191is that in an online reading environment designed with embedded compre-hension strategy supports, ELLs’ comprehension gains were significantly associated with their frequency of using coaching avatars that provided sup-port for effective use of reading comprehension strategies (Proctor et al., 2007). Ubiquitous technology environments can arouse student interest in us-ing the technologies (Huang, Huang, Huang, & Lin, 2012; Sandberg, Maris, & de Geus, 2011) and promote better learning outcomes in listening, speak-ing and vocabulary acquisition (Gromik, 2012; Liu & Chu, 2010; Sandberg et al., 2011). Sandberg et al. (2011) observed that when students took home a smartphone to learn English about zoo animals, they were motivated to use it in their spare time, which enabled them to outperform those who did not take the mobile applications home. Technologies designed to adapt to individual learners’ needs have also demonstrated positive effects in promoting learning (Lo, Wang, & Yeh, 2004; Chen & Chung, 2008; Hsu, Hwang, & Chang, 2010; Jia, Chen, Ding, & Ruan, 2012; Wible, Kuo, Chien, Liu, & Tsao, 2001). Lo et al. (2004) used a hypermedia-based English prepositions learning system2 to diagnose students’ errors and provide adaptive remedial instructions, which signifi-cantly improved students’ confidence and learning outcomes. Challenges. The degree of freedom that teachers should give students when students use technology for language learning deserves exploration. Experiments have shown that, when students were free to choose how and when to use CALL, their choices could lead to poor learning and wasted time (Sciarone & Meijer, 1993). Another challenge is that, although learning tools provide easy access to resources, learners may feel overwhelmed by large amounts of information and become passive receivers of knowledge (Schmid, 2008). Easy access to resources can encourage laziness and pas-sivity of learners when it comes to checking materials and exploring knowl-edge themselves.

      This paper exemplifies the technology integration into an ESL classroom. The author has found many great things about using technology to teach her students as well as many challenges associated with it. Some of the positive ways technology has helped her teaching is the student interest in technology, the scaffolds it can provide for these students and how it can adapt to students individual needs. On the flip side, some of the challenges technology presents for this ESL classroom are the initial engagement with technology is short lived, teachers are not trained adequately and there are few guidelines to provide a framework for ESL teachers. Rating 8/10

    1. nontraditional students. The education department at OSU-M is housed within the School of Teaching and Learning and the Integrated Teaching and Learning (ITL) section. The Integrated Teaching and Learning section of the College of Education serves those preservice teachers who are studying to be teachers of children age 3 to Grade 8. The Ohio State University Master of Education degree, the degree that offers course requirements for licensure in elementary and middle childhood, is a five-quarter, graduate licensure program. Students enter the program with a B.A. in Elementary Education or a similar field. We license approximately 24 teachers per year. Class size ranges from 12 through 24 students. During the bachelor’s program, student studies are focused on theories of child development and learning, primary reading and language courses, general liberal arts courses, content courses, and two beginning field courses. At least one field placement during the undergraduate coursework takes place in an urban school. Following admission to the graduate program in education, students begin their coursework in general pedagogy and specific methods: social studies, mathematics, language arts, reading, and science. During this year and a half of studies, students are in the field each week for 4-10 hours and have a 12- to15-day period toward the end of the two methods block quarters when they create and implement lessons in their field classroom. All students complete two separate placements in teams of two. Field placements are primarily in suburban and rural schools. Following these field placements, students have one quarter of student teaching and one quarter for a master’s project, including a comprehensive portfolio and a research paper. Experiences With Technology During the undergraduate program students take one technology course. This course is intended to provide students with exposure to the basic knowledge of computer hardware and an introduction to traditional educational software. During this course, students are required to complete an “All About Me,” project (see Powerpoint 1) for which students familiarize themselves with tools such as the scanner, digital camera, clipart, and presentation software. Figure 1. The technology teaching lab After students are admitted to the master’s licensure program, they take one basic technology course that covers other technologies available to elementary education teachers (e.g., Ellison cutters, laminating machines, filmstrip projectors, video projectors, enlargers), and they continue their development of computer knowledge. The two courses, one in the undergraduate program and the other in the graduate program, are the only two stand-alone courses on technology. After students have completed the basic technology course in the graduate program, they begin their methods courses. Throughout the methods coursework, students are asked to use technology when appropriate to enhance their teaching. In addition to this expectation, instructors of the methods courses integrate technology into their teaching to serve as a model of ways in which technology can enhance learning in the particular subject areas. During the two methods course quarters, students attend a lab course entitled the Technology Teaching Lab (TTL). The goal for this course is to increase the use of technology in students’ lessons in ways that will enhance their teaching. The TTL is a series of 2-hour labs that runs concurrently with our methods blocks. The purpose of this lab is to provide the preservice teachers in our elementary education program opportunities to create, with assistance, technology-enhanced lessons for their field placements. The lab course provides the students with instruction, opportunities, and equipment to take their technology-enhanced lessons directly to the field.

      The Ohio State University is now integrating technology into their Education Master's program. Students are expected as undergraduates to take an introductory technology course. As part of the master's program, students are required to take another technology course. Students are also expected to integrate technology into their two methods courses. To help with this they have a "lab" (which is traditionally thought to parallel science courses) with technology instructors to help them with their methods courses.<br> Instructors are expected to model the technology integration and help students plan a curriculum that integrates technology to aid in the learning of most students.

      Rating 9/10

    1. ommunities using technology in ambitious and innovative ways to support adult learners. Our Beacons’ stories of how they address common challenges show what it takes to develop and scale effective adult learning across multiple partnerships. Through their work at the leading edge of integrating technology into adult learning, we can understand and amplify new models and practices.

      The Beacon Project focuses on ways in which multiple companies have taken to using technology to train adult learners. One example is a company called Access Green. This successful company was started by a wealthy enturpeanur that had been trained at one of the best business schools in the country. He believes that he can provide the same training to the underprivileged through technology. This is his way of giving back and not just helping these people by giving them a job, but rather an education. Rating 7/10

    1. This article reviews three learning styles and gives examples of how they fit into the three learning domains. Additionally this article reviews assumptions about adult learning and what it might actually mean. Lastly, this article reviews the instructional system design model and breaks down it's components. Rating 7/10 for lack of discussion but helpful tables

    1. Adult enrollment in higher education grew by more than 50 percent between 1991 and 2011, according to U.S. News & World Report. This trend shows that today’s educators and corporate trainers must adapt to the different needs, learning styles and challenges presented by teaching adult students. By understanding adult students, you can become a better educator or trainer. Here are six key teaching strategies for making lessons more applicable for adult learners. Keep It Relevant Adult students truly latch onto lessons they feel are relevant. They have to understand how the skills they learn will improve their daily lives. If they believe a lesson will have a measurable impact, they will be far more likely to be engaged and internalize the lesson. How can this be achieved? Education resource eLearning Industry recommends considering the “real value in the educational experience you’re providing.” While teaching adults, educators and trainers should consider the real-world impact on how a person works or interacts with  family. Remind adult students that a math lesson can help them better understand what they do every day or that the course will give them the experience they need to advance in their careers. Real-world outcomes will inspire an adult student to put forth more effort in a course. Remember Student Backgrounds One of the many differences between adult learners and their younger counterparts is experience. Adult education has to draw on the fact that stu

      Adults going back to further their education has grown by 50 percent between 1991 and 2011! With these staggering numbers, educators must remember 6 effective strategies for teaching adults. The 6 strategies are:

      1. Keep it Relevant
      2. Remember Student Background - adult learners have far more experience and more background.
      3. Integrate Emotion into Lessons - helps students to connect.
      4. Encourage Exploration - didactic teaching - allowing activities and assignments to stay static but topic to be explored.
      5. Make Assignments Convenient - With more people working, assignments need to be broken into smaller more manageable parts.
      6. Always Offer Feedback- The quicker feedback the better! Rating 8/10
    2. 6 Effective Strategies for Teaching Adults

      This article from Point Park University provides several methods one can use to help educate adults. Ideas presented include ensuring content is relevant, knowing the audience, igniting emotion in the audience, ensuring assignments are attainable, and providing constructive feedback. I find these especially helpful because of my work, which often involves teaching adults who are busy and sometimes uninterested in my content. The section that will help me most is "Encourage Exploration." Because I'm training on a software tool, I want learners to go into the software and make mistakes and learn from them. I want them to poke around! It can be difficult to convince a class of disgruntled 60-year-old men who are mad that things are changing to go play with a complex software tool like children. 7/10

    1. This fact sheet provides an overview of adult learning theories in a digestible format with citations throughout the sheet. The citations are from various experts on adult learning theory and examples are provided as well. Rating: 8/10 Clear and concise overview of adult learning theories.

    1. This article focuses on the adult learning environment from the teachers perspective. This article explains that there are many types of environments an adult learner experiences and why each of them are important. After reviewing the environments, the author provides recommendations from a professional perspective. Rating: 8/10 for providing an in-depth overview of different learning environments and how they apply to adult learners.

    1. This page is free resource to download a book about how people learn. This selected chapter provides recommendations for assessments and feedback in learning environments in general which also applies to adult learning. In addition to these examples, this chapter provides a section on theory and framework to better understand the overall topics. Rating: 10/10 Great free, open source resource with reputable information about learning.

    1. Active learning approaches

      This website is a blog hosted on an official EU platform that discusses what quality learning environments look like for adults. This webpage reviews traditional learning approaches versus active learning approaches how they contribute to a quality learning environment. Rating: 6/10 for including an easy to read comparison table but lacking in discussion.

    1. The “silver surfer” discourse reinforces the notion that older adults stand to benefit from ICTs in various ways, and that the ability to make use of new technology is a ready means through which to “bridge the generation gap”

      This article refers to an older generation of adults and how the intend to adopt technologies or why they choose not too. The author discusses how researchers know very little about the outcomes of older adults using technology and how it impacts their lives. Additionally, this article provides recommendations for how to accommodate older generations through the use of information and communications technologies. Rating: 8/10 for focus on a different class of adults

    1. The purpose of this paper is to propose an in-structional-design theory that supports a sense of community.

      This article addresses the fact that new instructional design theories and methods are needed to keep up with new technologies and ways of learning. This article reviews instructional design tools for creating a sense of community online for learners. Additionally, this article discusses the differences between design theory and descriptive theory as it pertains to instructional design. 6/10 This article is very specific and might only be relevant for a specific study or topic

    1. Learning House offered recommendations based on the study's findings. They include: mandatory or incentivized training for instructors who have not taught online. a regular feedback cycle for continuous professional development. a regular feedback cycle for instructor evaluation, including peer feedback. a uniform learning experience for standard components of an online course.

      This article discusses whether or not online professors are assessed and by whom. Nearly 60% of online teachers are never evaluated! Because of this Learning House recommends incentivized trainings, regular feedback/evaluation, professional development and a uniform learning experience with standard components for all online classes. Rating 6/10

    1. Effective Classroom Practices To Transform Education DOI:https://dx.doi.org/10.1787/9789264293243-en Teachers are the most important school-related factor influencing student learning. Teachers can help level the playing field and provide opportunities for success to all their students. They can inspire students to innovate; to think and reflect and to work in collaboration with others.

      This 116 page document includes everything from how to effectively use technology in the classroom to alternative education methods as a lever for teaching innovation. The section I found most helpful was how to effectively use technology in the classroom starting on page 75. Rating 8/10

    1. A New Report: Reimagining the Role of Technology in Higher Education The U.S. Department of Education Office of Educational Technology recently released Reimagining the Role of Technology in Higher Education, a supplement to the 2016 National Education Technology Plan (NETP). The NETP calls for technology-supported, transformational learning in higher education. This vision emphasizes everywhere, all-the-time learning, improved access to learning opportunities, and a level playing field for students with diverse backgrounds. Below is a high-level summary of the report. The first step to achieving this vision is to recognize that higher education is comprised of students of all ages, races, socioeconomic backgrounds and learning abilities. More than 18-year-old high school graduates, new students include returning veterans and single moms. Forty-three percent of students attend part-time and 62 percent work either full-time or part-time. Two-thirds transfer before completing their degree. The student body, and the needs and goals of the student body, have never been so diverse, and higher education has never been more important to those who seek it. Supporting diverse needs and goals requires a student-centered higher education ecosystem that is flexible, integrated and efficient. The NETP believes this new ecosystem must support transformative learning through technology, teaching with technology and assessments enabled by technology. Educators, institutions and educational technology developers should collaborate across institutions to determine the best way to use technology to improve learning outcomes and create new learning experiences and delivery systems. Use data to study how students learn and identify the causes of success and failure. Develop new, standardized tools that enable real-time data analysis. Use digital learning materials to improve access to collaborative and project-based learning, and adopt learning resource design standards for evaluating learning resources. In addition to enhancing student learning experiences, technology and data should be used to improve instructional approaches, develop and implement new, research-based teaching models, and provide academic and non-academic support. Such initiatives must be promoted at the institutional level and include the sharing of information and best practices for various applications. Institutions must also provide training, technical support and professional development opportunities for educators. Assessments enabled by technology should allow for personalization and provide frequent feedback to improve student performance. This will also help faculty better understand and measure student progress. Technology-enabled assessment systems should be open, transparent and auditable, making them less susceptible to fraud and waste. They should create assessment activities that replicate real-world experiences to better prepare students for their careers. Implementing new learning and instructional models and modern assessments requires a robust IT infrastructure. However, this infrastructure must integrate formal, informal, workplace and mobile learning environments to support success for a diverse student body. Student learning and outcome data should be integrated across the higher education ecosystem while meeting security and privacy requirements. Investment decisions should be the result of collaboration between senior administrators, academic leadership and IT. Student feedback should be considered as well. Of course, technological change in higher education requires strong leadership and a culture that promotes collaboration and innovation. A strategic plan should welcome input from educators, students, technology providers, other institutions, and community and economic development organizations. An expanded strategic network can only improve system operability, transparency, innovatio

      Technology is allowing more people of different ages and different cultures to access education. For technology in education to be effective administration needs to offer support and collaboration. Rating 5/10

    1. The project reported here aimed to highlight the advantages and weaknesses of web‐based learning for adults with learning disability, and to suggest improvements.

      This article reviews challenges faced by adult learners with learning disabilities as it related to online learning. This article discusses how adults with learning disabilities might not adopt new technologies in a productive way and highlights positive and negative aspects of this scenario. Additionally the author provides solutions to identify advantages and disadvantages of online learning for adults. Rating: 9/10 for addressing accessibility and disability concerns among adult learners.

    1. After a full day of teaching at Boston College, Karen Arnold had to find time to read her students’ contributions to an online discussion board. Each was required to write at least one post, and, as usual, they seemed to have waited to do it until the night before the deadline. “They would just blather something,” said Arnold, who teaches higher education and educational administration. “They didn’t have a conversation. It was more like a hoop-jumping exercise.” That was around 2008, and Arnold has avoided assigning online discussions ever since. Student and instructor at Bronx Community College (Photo by Ryan Brenizer) Like other faculty with memories of failed experiments such as these, she’s pushing back against the widespread notion that technology can necessarily improve teaching and cut costs. “We are fooling ourselves that we’re getting more efficient,” she said. Related: MOOC bandwagon shows signs of slowing down It’s been a high-stakes bet. Universities and colleges are marketing themselves to tech-savvy teenagers while promising higher productivity and financial savings. They will pour $10.4 billion into education technology this year, according to the Center for Digital Education, from computers to in-class gadgets such as digital projectors and wireless “clickers” that let students answer questions electronically. “We are fooling ourselves that we’re getting more efficient.” Karen Arnold, Boston College But professors say they don’t have enough help to use this technology effectively, haven’t seen results from it, and fear that the cost savings administrators keep insisting that technology will bring could mean their own careers are on the line. That’s left many in the university ranks rolling their eyes when the next “innovation” pops up. “We’ve been hearing over the last four or five years that technology is going to reduce costs, increase quality and increase access,” said Diane Harley, director of the Higher Education in the Digital Age project at University of California, Berkeley. She doesn’t think it can do all three of those things. “I always say, pick two.” Not that professors have completely resisted the trend. Nearly 75 percent have tried a new technology in their classes in the past year, according to a survey of 1,600 of them by Faculty Focus, a newsletter that shares effective teaching practices. Yet 34 percent said keeping up with technology was either “moderately” or “very” problematic. Related: As online courses expand, so do questions about ownership One of the most common complaints from faculty is that much of this technology creates more work, not less, a survey of 42 professors by David R. Johnson, a sociology researcher at Rice University, found. One of the reasons for this inefficiency is that professors adopt educational technology from companies that market it to them directly, even when their universities aren’t equipped to troubleshoot or upgrade it, said Gary W. Matkin, dean of continuing education, distance learning, and summer session at the University of California, Irvine. Then, when something even better comes along, faculty and universities chase after that. “It produces this technology war,” said Matkin. He thinks more universities will eventually switch to the model used by many corporations in which only certain technology is allowed. That way they’ll be better able to manage it — and track the results. Related: Want higher-ed reform? You may be surprised where you’ll find it Many schools have used this model to adopt the wireless clickers — or “student response systems” — in large classrooms. Allowing students to use the TV remote-style clickers to collectively answer questions can keep them engaged in lecture classes, according to a study at Canisius College, which found that student grades increased by 4.7 percent in classes that used clickers. But the technology’s impact goes only so far. In another study released this year, by Butler University professor Juan Pablo Rodriquez Prieto, language students who took clicker-based quizzes performed about 4.5 percent worse than classmates who used pencil and paper. Clare O’Connor, a Boston College biology professor who teaches several large classes and uses clickers regularly, agrees that they have limitations. She doesn’t use them for quizzes or tests, she said. “I like students to have the opportunities to change their answers,” she said. “If students have to answer when a question appears on the screen, you eliminate the possibility of more reflective answers.” One way schools have tried to lower the cost of education is by using another kind of technology: online courses. Yet even after teaching English online for 15 years, Wright State University-Lake Campus’ Martin Kich believes in-person courses offer students far more. Related: Colleges take cues from private business to improve their customer service He said he has to assign what he calls “busy work” to online classes simply to check that students are completing assignments, since there’s no opportunity to gather and discuss. “Academically, they are very suspect,” Kich said of online courses. Instead of lectures, online courses often use PowerPoint to present material. But studies have found that students, when given the ability to see lectures via PowerPoint — both online and in person — slack on doing their own assigned reading. “Students perceive the teachers will highlight all of the material worth considering in the textbook,” University of Central Missouri professor Thomas M. Mitchell wrote in a study of the use of PowerPoint in classes. “Unfortunately, students accept this efficient and time-saving system as a normal way of learning and disregard reading as an effective method of acquiring information.” As for Arnold, she abandoned discussion boards until her university upgraded to Canvas — an online learning management system — and encouraged professors to use it starting this year. After getting student feedback, she assigned two students to moderate the discussion board each week, filling it with questions that would drive conversation. At the start of class, the two students recap the results, saving Arnold the need to keep daily tabs on the board. “The good and bad thing about technology is it will do anything,” she said. But “you have to have time at the expense of other things you could be doing to figure it out.”   This story was produced by The Hechinger Report, a nonprofit, independent news website focused on inequality and innovation in education. This article was originally published on The Heching Report and authored by Ryan Derousseau. Read the original article. Spread the love

      Technology has been found to be more of a hindrance in higher education that a help. Professors claim that students are simply doing the minimal amount of work to get by and online discussions are inefficient. This is making our education system less engaging and with less learning.

    1. Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES) before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

      In this peer-reviewed study, two tenth-grade classes were analyzed as they used either a virtual or a real laboratory to accomplish learning tasks. The question raised was whether a real or a virtual laboratory was more conducive to constructivist learning. The study concluded that a real lab is better than a virtual one to trigger constructivist learning. This is of importance to me because I teach adults about software in both virtual and real laboratories, and when I develop content, I try to use the constructivist theory as much as possible as I find it works best for my audience, in addition to making novel content more relatable. Please note: I could not put the annotation on the text because the paper opened in a popup page that does not work with Hypothes.is. 7/10

    1. Teaching Adults:What Every Trainer Needs to Know About Adult Learning Styles

      This paper, a project o the PACER Center, discusses learning styles specifically as they pertain to adult learners. From the nitty-gritty podagogy vs. andragogy to the best ways to train for adults, this is a good tool for those who don't know much or need a refresher on adult learning theory and training adults. I love that it is set up in a textbook style, so it's friendly but has a considerable amount of information in a variety of formats. The section, "Tips for Teaching Adults" is helpful to me as it's a series of quick reminders about how to present my information best. 8/10

    1. How to Design Education for Adults

      This wonderful how-to by Southern New Hampshire University provided several well explained tips about what adults need in their learning environments, including their own learning theory, goals, relevant instruction, treatment by the teacher, and participation. These are important things to keep in mind when training working adults because it may have an impact on what information is offered and how it is presented. I will use the information in this article later to help me present content in a meaningful way for my working adult learners. I want the content to be as relevant and inviting to them as possible. 9/10

    1. Adults & Learning: How to Provide for Working Professionals

      The Digital Marketing Institute published this article to help those who provide training for professional adults. It echoes a lot of what I've read in other articles about teaching adults: The goals are different, and they have different needs from the instructor than children do. I liked that this article mentioned that many professional adults find technology to be a barrier, but I wish there were more information about it. The article discussed several of the biggest challenges for adult learners, which was a nice change from the quintessential adult learner article that focuses on what learners need. I also want to know what they don't need. Some of the barriers to learning include a lack of time, responsibilities, financial stressors, fear of technology, and trouble identifying the ideal learning path. 8/10

    1. Training Older Adults To Use New Technology

      This article, published in the Journals of Gerontology, discusses a study that focused on teaching older adults to use technology. This is often discussed in a practical sense, with many how-to's. This article, however, discusses the theory behind gerontological learning. Older adults don't generally learn the same way younger adults do. Therefore, it is important to provide them with practice that shows tasks have continuity, to ensure the important task components are focused on strongly, and to consider whether the learning goals are appropriate for the learner. Representative design is addressed here. This is the first time I've heard of representative design. I teach many people over the age of 60 to use technology, so it is important for me to know the theory that will help them learn best. Interestingly,this article mentioned that performance should be assessed based on a comparison of the older adult's environment. I wish I could use that more in my work, but it's a young person's world now. 9/10

    1. Engaging  Adult  Learners

      This article discusses some attributes that are unique to adult learners, such as that their learning is selective, self-directed, and often focused on solving problems. Therefore, it is important that instructors enable students to be autonomous and show them why it is important. Often in my instructional design, I start with the WIIFM (What's In It For Me?). This article supports my idea that my adult learners will choose to learn when it can solve a problem for them. This article also discusses active learning from an adult perspective, such as Socratic teaching. 9/10

    1. What the Research Says About Teaching Adults

      Colorado Community Colleges published this article to discuss research about teaching adults, focusing strongly on Knowles's six principles of andragogy. The main idea behind Knowles's principles is that adults learn because they decided to--because the information is relevant to them and they can benefit from attaining that knowledge. Therefore, the article states, activities that ask adult learners to discuss problems with each other will help them learn. This can be useful as I design instruction. 7/10

    1. Behaviorism

      Learning-Theories.com published a very handy few pages that describe various learning theories. This is a quick, straightforward, simple way to access information on the different theories. This article, Behaviorism, explains that the theory assumes learners learn by responding to external stimuli in their environment. Learning under behaviorism is characterized by a change in the learner's behavior. I use this in my horse training as I use both positive reinforcement (clicker training) and negative reinforcement (pressure-release) to structure my horse's behaviors. Behaviorism can be translated to human work, too. I've used TAG teaching (clicker training for humans) to teach people to get on and off horses with ease and also to trim horses' hooves. I also use it to clicker train my cats! 6/10

    1. Cognitivism

      Cognitivism challenge behaviorism by positing that humans are more complex than simple lumps that respond to external stimuli. Cognitivism claims that people must involve themselves in their learning and take an active role. In short, when information enters the mind, it must be processed before it becomes a change in behavior. 6/10

    1. Constructivism

      Constructivism is my favorite learning theory. It states that in order to learn, learners must experience something, then reconcile that experience with their previous experiences. The learner will create and test hypotheses based on all experiences, and prove those hypotheses right or wrong based on future experiences. They will then use what they learned from those hypotheses to create new ones. I frequently use this in my instructional design. 6/10

    1. Design-Based Research Methods (DBR)

      Design-based research (DBR) tries to connect learning theory and practice. It puts theories to the test and is an important part of siting through which parts of theories work well, contradict each other, or contradict themselves. This page provides several of the characteristics of design-based studies, as well as the needs and issues important to studying learning. 7/10

    1. Adult Learning Theory

      This article by the University of Utah discusses Lindeman's and Knowles's theories on adult learning. Andragogy uses the teacher differently from pedagogy: the teacher in an adult learning environment becomes a facilitator instead of the knower. I think this is an important distinction to make for people who go from teaching children to teaching adults. There are two of these people on my team at work. One taught third grade and one taught sixth grade, and both of them tend to try to put the instructor in the knower's position instead of the facilitator's position. They have to catch themselves often and rework some instruction to be more student-focused instead of content-focused. 8/10

  8. gsi.berkeley.edu