8 Matching Annotations
  1. Nov 2019
  2. Mar 2019
  3. 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 Rating 7/10 material is interesting and relevant but slightly outdated.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. 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. 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. 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.

  4. Nov 2018
  5. 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. A number of authors argue that professional development requires adual focus on both knowledge of subject matter content and an understand-ing of how children learn specific content.

      This article addresses what makes professional development effective and why. It reviews study results to show what works in a national sample of teachers. This article has good information on professional development.

      9/10

    1. The New Learning Environment and AdultDevelopmental Needs

      Identifies adult developmental learning needs. For many years, since 1911, Training at a machining company had been directed to specific tasks. After the company was sold to a new company, the education of employees changed from siloed task training to a atmosphere of learning and integrated team work. This shift in training also changed the culture of the company and built an atmosphere of one team, even across shifts and departments. This article points out how the change from task training to education that included theory of the task improved the decision making process of the employees that resulted in company improvements. Rating: 9/10

    1. Adults have a deep need to be self-directing. The psychological definition of "adult" is one who has achieved a self-concept of being in charge of his or her own life, of being responsible for making his or her own decisionsand living with the consequences. Adults develop a deep need to be seen by others as being capable of taking responsibility for themselves. Too often as trainers we design training situations that place adultsback in their childhood where they are told what where and when and how to learn. Self-directed is not the same as self-paced. Self-paced means that the learner is only in charge of when to experience what the trainer has produced. Self-directed learning puts the learner in charge of much more. Incorporate as much "search and discovery" into the training as possible for experienced learners. Present training with as many options for learning as possible.

      This article is a quick guide to adult learning with additional information on how to apply the principles to professional training.