1,186 Matching Annotations
  1. Nov 2022
    1. https://hypothes.is/search?q=tag%3A%27etc556+etcnau%27

      Randomly ran across a great tag full of education resources...

      Seems to be related to this class:<br /> ETC 556 - Contexts And Methods Of Technology In Adult Education

      Description: This course is designed for adult educators in the various contexts, including: higher education, military, non-profit, health and business settings. Through research, readings and collaborative activities, students will gain an understanding of various adult learning methods that include, but are not limited to, training, professional development, performance improvement, online and mobile learning. Letter grade only.

      https://catalog.nau.edu/Courses/course?courseId=011553&catalogYear=2223

    1. chrome-extension://bjfhmglciegochdpefhhlphglcehbmek/pdfjs/web/viewer.html?file=https%3A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FED611609.pdf 4/10

    1. Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

      -I will download the full article in EBSCO

      -This article will give me insight into how the self-determination theory helped with student engagement during the online learning they received during covid pandemic.

      -rating 7/10

      Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.

    1. Leading and Teaching with Technology: School Principals' Perspective

      This article will provide me with insight into how the use of technology has changed in the grade school education system based on principals' perspectives.

      rating 8/10

      Ugur, N. G., & Koç, T. (2019). Leading and Teaching with Technology: School Principals' Perspective. International Journal of Educational Leadership and Management, 7(1), 42-71.

    1. Teachers’ Use of Technology in Elementary Reading Lessons

      -I will download this full article through EBSCO

      -This article will provide me with teaching strategies that use technology in elementary reading lessons.

      -rating 8/10

      McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37(1), 121-146.

    1. Elementary Teachers’ Views about Teaching Design, Engineering, and Technology

      This article will provide me with insight on the views elementary teachers have on design, engineering and technology.

      rating 8/10

      Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 5.

    1. Elementary School Teachers and Teaching with Technology

      This article will provide me insight into teaching with technology at the elementary school level.

      rating 6/10

      Varol, F. (2013). Elementary School Teachers and Teaching with Technology. Turkish Online Journal of Educational Technology-TOJET, 12(3), 85-90.

    1. Putting transformative learning theory into practice
      • I will download the full article through EBSCO.

      -This article will provide me with examples of how transformative learning theory can be put into practice in higher education settings and its limitations.

      -rating 7/10

      Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian journal of adult learning, 55(1), 9-30.

    1. Experiential Learning Theory as a Guide for Experiential Educators in Higher Education

      This article will provide me with an overview of the experiential learning theory and how it can be applied to higher education settings.

      -rating 8/10

      Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.

    1. Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

      -I will download the full article through EBSCO.

      -This article will give me perspective on the limitations of current research on teaching and learning with technology in higher education settings.

      -rating 8/10

      Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education. British Journal of Educational Technology, 44(4), 536-543.

    1. The integration of information technology in higher education: a study of faculty's attitude towards IT adoption in the teaching process

      -This article will provide me with insight as to faculty's attitudes towards adopting new technologies and incorporating them in higher education settings.

      -rating 7/10

      John, S. P. (2015). The integration of information technology in higher education: A study of faculty's attitude towards IT adoption in the teaching process. Contaduría y administración, 60, 230-252.

    1. Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

      -I will download the full article through EBSCO.

      -This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

      -rating 7/10

      Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.

    2. Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

      -I will download the full article through EBSCO.

      -This article provides an overview of how midwestern university professors use technology and teaching pedagogies to teach online courses.

      -rating 7/10

    1. Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice

      -I will download the full article in EBSCO.

      -This article will provide me with insight into whether the use of technology in higher education classrooms is effective.

      -rating 6/10

      Price, L., & Kirkwood, A. (2014). Using technology for teaching and learning in higher education: A critical review of the role of evidence in informing practice. Higher Education Research & Development, 33(3), 549-564.

    1. Teaching and technology in higher education: student perceptions and personal reflections

      -I will download the full article through EBSCO.

      -This article provides insight to students perspectives of how they learned with technology in their higher education classrooms.

      -rating 7/10

      Milliken, J., & Barnes, L. P. (2002). Teaching and technology in higher education: student perceptions and personal reflections. Computers & Education, 39(3), 223-235.

    1. Teaching with technology in higher education: understanding conceptual change and development in practice
      • I will download the full article through EBSCO.

      -This article will provide me with insight on how to use technology to teach in higher education settings. This presents what conceptual change means and how it has been used in higher education settings.

      -rating 6/10

      Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87.

    1. Teaching excellence in higher education: critical perspectives

      -This article will provide me insight on what excellent teaching looks like in higher education settings.

      -rating 6/10

      Gourlay, L., & Stevenson, J. (2017). Teaching excellence in higher education: Critical perspectives. Teaching in Higher Education, 22(4), 391-395.

  2. chawkinson.pbworks.com chawkinson.pbworks.com
    1. Student Involvement: A Developmental Theoryfor Higher Education

      -This article will provide me with an overview of the learning theory known as student involvement and how it can be used in higher education settings.

      -rating 7/10

      Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.

    1. Evaluation of competence-based teaching in higher education: From theory to practice

      -I will download full article through EBSCO.

      -This article will provide me with insight on the evaluation of competence-based teaching theory in higher education and how it is put into practice.

      -rating 8/10

      Bergsmann, E., Schultes, M. T., Winter, P., Schober, B., & Spiel, C. (2015). Evaluation of competence-based teaching in higher education: From theory to practice. Evaluation and program planning, 52, 1-9.

    1. How should the higher education workforce adapt to advancements in technology for teaching and learning?

      -I will download the full article through EBSCO.

      -This article will provide me with insight into how to use technology for teaching and learning in higher education settings.

      -rating 8/10

      Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning?. The Internet and Higher Education, 15(4), 247-254.

    1. Peer-to-peer Teaching in Higher Education: A Critical Literature Review

      -I will download the full article in EBSCO.

      -This article will provide me with information on the popular learning theory of social constructivism and its benefits.

      -rating 7/10

      Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136.

    1. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

      -I will download full article in EBSCO.

      -This article will give me some insight on what technology- enhanced learning means and how it has been incorporated in higher education settings.

      rating 7/10

      Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36.

  3. Mar 2021
    1. Coaching increases the likelihood that teachersadopt new teaching practices. Manyforms of coaching in education are newly developed approaches. These approaches begin with the creation of theories and practices.

      This resource discusses a framework for coaching that can support teacher development. The paper goes into how coaching pertains to education and teaching, the description of the framework and how to use the model. Rating: 7/10

    1. Instructional coaching is among the fastest-growing forms of support for teachers’ professional learning (Darling-Hammond et al., 2009), and for good reason. When compared to other common forms of teacher professional development, such as one-day workshops, coaching is an exciting possibility because it embodies two essential aspects of effective professional development: It is ongoing and located in the context of teachers’ daily work (Hawley & Valli, 1999).

      This resource discusses how instructional coaching can be beneficial for teachers professional learning. This provides how coaching can work for teachers and how it can be done effectively. Rating: 7/10

    1. 1Effective Coaching: Improving Teacher Practice and Outcomes for All Learners

      This resource discusses how to effectively coach teachers to improve their practice. It provides a framework for effective coaching practices. Rating: 8/10

    1. Here are some tips on how you can apply your knowledge of adult learning theory to inspire your learners.

      This resource discusses six different learning theories for adult learning and how to use them in your practice. This can be used for professional development and help you find a solution on which theory you can use that will fit your learning environment. Rating: 8/10

    1. Instructional coaching can be a supplement to professional development in that it involves a sustained collaborative relationship between coach and teacher, is ideally tailored to the teacher’s individual needs, and is provided by a coach, who typically has years of practical teaching experience

      This resource discusses instructional coaching for professional development for teachers. It discusses the frameworks and what it is important. Rating: 7/10

    1.  Social constructivist, connectivism, and transformative learning theories all have components of building communities through dialoguing, discussing, and reflecting to allow learners to develop deeper understandings and gain knowledge.

      This resource discusses the emerging theories and online learning environments for adult learning. It discusses how to create online learning environments for adults, the students roles and how the instructors should be trained. Rating: 8/10

    1. Though not universally adopted, pedagogical principles for online learning as presented by Anderson and McCormick (2005), can be used as a framework to inform quality online course design and promote online learner success

      This resource discusses how online learning can be utilized for designing online courses for adult learners. It discusses Malcolm Knowles' theory of andragogy and discusses each principle. Rating: 8/10

    1. Technology and Innovation in Adult Learning

      This book discusses technology and innovation in adult learning. The different chapters go more in depth on how technology is a new foundation for learning, how scaffolding is an essential skill, discusses andragogy and different e-Learning models. Rating: 8/10

    1. Since online learning has a different setting from the conventional classroom, online educators need to use some special techniques and perceptions to lead to success. Moreover, adults have special needs and requirements as learners compared with children and adolescents, thus online educators should know how adults can learn best because of their special characteristics.

      This resource is a research article about how constructivism can be used for adult learners in online learning environments. It also provides guidelines for using the constructivist approach in online learning for adults. Rating: 10/10

    1. The purpose of this review was to address the central theme of technology-enhanced learning (TEL) in coaching. “Technology-enhanced learning” (TEL), has become a widely-accepted term for describing the interface between digital technology and teaching.

      This resource discusses how to use technology-enhanced learning in coaching. This is a great resource for educators who want to develop professional developments for teachers to use technology to aid in learning. Rating: 7/10

    1. The adult learning theories of andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience point to five principles for designing instructional activities for adult learners.

      This resource discusses how developers can create digital learning opportunities for adult leaners. It discusses andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience. Rating: 9/10

    1. The phrase “adult learning theory” is much bandied about in corporate training circles. Do you know what it means?

      This resource describes how instructional designers can use different adult learning theories to enhance learning experiences. Rating: 6/10

    1. In doing so, it demonstrates the learning value inherent within the coaching framework and challenges educators to consider its potential as a model for active, collaborative, authentic and engaging learning.

      This resource discusses personal coaching and how it can help educators create a model for active, collaborative, authentic, and engaging learning. It describes what personal coaching is and how to use it in educational settings. Rating: 6/10

    1. Technologies with the potential to support literacy development in adults and adolescents are rapidly emerging and becoming more affordable.

      The chapter in this book discusses technologies that support adult literacy. Using technology in adult education and using new approaches will have its benefits when it is better understood and can enhance instructional approaches. Rating: 7/10

    1. Instructors and programs in adult education and literacy classrooms face challenges with technology integration due to minimal internet and mobile phone service availability,and limited financial support for professional development.

      This article discusses the challenges that instructors can face in adult education due to minimal internet and limited professional development. Rating: 5/10

    1. This resource gives factors on how to use teach adults to incorporate technology to enhance learning experiences. There are 4 factors: implementation models, how to use data, supporting a rich technology infrastructure, and supporting the evolving role of the instructor. This resource gives best practices for technology integration. Rating: 10/10

    1. In this section, we provide ideas on how you can use the technology you have more effectively in the teaching and learning environment. We recognize the challenges adult education settings have with uneven technology infrastructure (to say the least); however, there are ways to be creative, and we hope to inspire you to try out some of these ideas.

      This resource helps adults use technology more effectively in a learning environment. This provides strategies on how to use technology and make it enjoyable. Rating: 10/10

    1. Utilizing different types of technology in the classroom, including a virtual classroom, creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate.

      This resource will help with my coaching/professional development on how teachers can effectively use technology in their classroom. It discusses how to integrate technology, the importance, and how to use it. Rating: 6/10

    1. But, innovative, technologically advanced learning environments still benefit from a solid foundation in adult learning theory, instrumental theories like John B. Watson's Behaviorism, Lev Vygotsky's Social Development Theory, Jack Mezirow's Critical Reflection and John M. Dirkx's Nurturing Soul in Adult Learning. These theories should serve as the foundation for an enriched online learning experience.

      This resource gives a description of foundations in adult learning theory, discusses behaviorism, social development theory, and critical reflection. Knowledge in these theories can help set a foundation for an enriched online learning experience. Rating: 7/10

    1. The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies.

      Study that describes learning strategies for adults to use and to engage in an online auction process. The findings can be great for researching learning strategies for adults.

  4. Nov 2020
    1. Self-Directed Learning: A Core Concept in Adult Education

      Svein Loeng. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, 2020. https://doi.org/10.1155/2020/3816132

    1. E-learning within the Field of Andragogy.

      Galustyan, O. V., Borovikova, Y. V., Polivaeva, N. P., Kodirov, B. R., & Zhirkova, G. P. (2019). E-learning within the Field of Andragogy. International Journal of Emerging Technologies in Learning, 14(9), 148–156. https://doi.org/10.3991/ijet.v14i09.10020

    1. A Comparative Study of Two Organisational Change Models

      Bradutanu, D. (2012). A Comparative Study of Two Organisational Change Models. Cross-Cultural Management Journal, 14(1), 28–33. https://doi.org/http://cmj.bxb.ro

    1. Scrum-Based Learning Environment: Fostering Self-Regulated Learning.

      Linden, T. (2018). Scrum-Based Learning Environment: Fostering Self-Regulated Learning. Journal of Information Systems Education, 29(2), 65–74.

    1. An Agile Framework for Teaching with Scrum in the IT Project Management Classroom

      Rush, D. E., & Connolly, A. J. (2020). An Agile Framework for Teaching with Scrum in the IT Project Management Classroom. Journal of Information Systems Education, 3, 196.

  5. Oct 2020
    1. E-LEARNING IMPLICATIONS FOR ADULT LEARNING

      The authors spend time noting and comparing new perspectives between andragogy and pedagogy. The authors compare teaching strategies and personality types. They conclude by defining several rules observed for e-learning in adult education.

      Rating: 7/10

      Note: https://eric.ed.gov/?id=EJ1013743

    1. Description: The authors discuss the usage of blogs in political science classrooms at a university level. There are five skills (critical thinking, political awareness, background research, essay writing, and reflection) which are improved through the use of blogging and the article dedicates a segment to each skill. The last section of the article discusses two types of blogging students can attempt: response to news clippings or experiential blogging. The first kind is available to all students and requires learners to find and respond to news articles. The second is more reflective of a current opportunity students might have such as studying abroad or an internship.

      Rating: 7/10

      Reason for the rating: The article gives detailed explanations for the impact blogging has on student achievement. It gives examples of each type of blogging to help the reader fully understand the writers ideas. Yet, the article focuses only on political science students while blogs-- and four out of the five skills mentioned above-- can be applies to the majority of university classes.

    1. Tips from the Pros: Using Technology to Scaffold Conceptual Development

      Technology can be used in adult learning environments to support concrete representation abstract (CRA) progression. This site gives an example of what that might look like. In the concrete stage students have to learn by doing and virtual environments can give them the experience of doing. Online simulations can also provide that experience. Tools for creating concept maps or infographics help students in the representational stage. When students need to apply knowledge in the abstract stage they can use technology to create videos, conduct interviews, or record podcasts. This was a different view of technology integration than I had read about from other sources and it is something I found helpful when thinking about integrating technology. The author researches online pedagogy and technology and teaches future teachers. 10/10

    1. self-efficacy, and computer self-efficacy to predict their self-directed learning with technology. The data were analysed using sequential multiple regression and mediation analyses.

      Self-directed learning Self-efficacy

    1. 480Gabriela Grosseck / Procedia Social and Behavioral Sciences 1 (2009) 478–482 2. Web 2.0 – Opportunities and Challenges for Higher

      Great perspectives considering you're making an investment...you would want to know the advantages.

    1. Great resource 10 out of 10

    2. Google Classroom is Google Apps version of a learning management system (LMS).  An LMS can often be daunting, or a foreign language, to teachers.  Many do not have the time to develop their own website, but are interested in working digitally in

      I selected this resources to support different views on what is a LMS.

    1. The data indicate that teachers in this study place tremendous value on research skills, with most reporting assigning a research paper to their students in the 2011-2012 academic year and spending class time teaching various research skills to their students. These lessons are aimed at addressing deficits they see in today’s students. Most notable among these is the inability to judge the quality of information, a skill the vast majority of teachers deem “essential” for their students’ future success.

      AP and National Writing Project teachers emphasize the importance of students' learning research skills, and discuss how they do so. They are most concerned with students learning to judge the quality of information found, but also in coaching students through the process, and dealing with online use restrictions at many schools. Aimed at Middle/ High School students. 8/10

    1. Takentogether,theresultsofthissystematicreviewsuggestthatgamificationcanincreaseengagementinonlineprograms,andenhancerelatedoutcomes,suchaslearningandpossiblyhealthbehaviour.Mostresearchtodatehasevaluatedtheimpactofmultiplegamificationfea-turesusedincombination.Preliminaryevidencesuggeststhatleaderboardsmaybea particu-larlyusefulformofgamificationtoincreaseengagement.It appearsthattheefficacyofgamificationforincreasingengagementmayhavea timeeffect,witha clearpositiveimpactinstudiesconductingactivitiesina singlesitting,withresultsmoremixedforstudiesexamininggamificationandengagementovera sustainedperiod

      Gamification, that is, adding game features to an otherwise dry college course, helped get students engaged. Leaderboards were more effective than badges and points and for a longer time. People did seem to lose interest in the game after a while. 8/10

    1. It is essential to help students develop research abilities in the classroom and through faceted assignments.  What are faceted assignments?  After providing guidance in class, the professor assigns each aspect of a research assignment – development of a research problem statement, location of relevant resources, evaluation of resources, and so on – as its own mini-assignment, which is graded promptly, with sufficient comments to enable students to revise and resubmit.  By the time the final research assignment is complete, it carries the benefit of a significant amount professorial mentoring.

      Research skills involve complex, higher order tasks, and they take long-term efforts to learn well. Adult students are better able to do research than younger students do. They need to learn how to understand the different sources available, formulate good questions, learn more advanced database searching skills, and hone their critical thinking skills. Instead of assigning a research paper, instructors should assign each step of the paper so that they can help students properly master the whole process. 8/10

    1. Many of the professors who assign research papers would disagree that they are encouraging students to think conventionally, and point out that the essay has its own limitations. If research papers -- or dissertations, for that matter -- were to become a thing of the past, what would we lose in our pursuit of knowledge? Is there a better way to assess knowledge?

      This is the introduction to short pieces written by two professors, an editor, a librarian, and a Harvard student, 4 of whom support research papers, and the fifth grudgingly accepts its inevitability. It contains links to the contrary opinions against continuing to assign research papers. 7/10

    1. Older adults are not newcomers to computer and Internet technologies. According to Hilt and Lipschultz ([16]), they use the Internet to communicate with family, friends, and business associates and research personal interests. In 2003, Heineman and Kim stated that older adults were the fastest growing group of Internet users in the United States (followed closely by individuals between the ages of 55–64). Communication via the Internet helps older adults remain informed of situations involving family and friends, stay

      Adult Learners do represent a mixed age group. For that reason, I am learning more about the population by reading this article about ages over 65.

    1. This would be another great source for support. The information so far will provide insight on my mixed group of adult learners. It would be helpful in revealing a sort of hidden factor in the learning process.

    2. While individuals use these tools in the hope that their training will improve their performance, this relationship is not a given. This paper proposes that an individual's level of digital literacy affects her performance through its impact on her performance and effort expectations. To explain the influence of digital li

      This is the very reason I selected this paper. Digital literacy is also a factor in determining one's technological acumen.

    1. “Outdoor adult learning can be an antidote and complement to the digital world . . . offering holistic, mentally and physically challenging learning experiences.”

      Adult Learning often takes place within walls or in front of a computer screen this can lead to health problems. This article offers reasons and methods for getting adults outdoors and using Universal Design. Outdoor learning can be used to complement digital learning.

    1. Adults as Learners:Effective Teaching Strategies

      Give practical information and tips for teaching adults.

    1. As an English teacher and school librarian, I am passionate about teaching students how to access information, how to evaluate their information and how to correctly source their information when researching.  Here are five of my top tips for helping students write a research paper or complete a research project.

      This has good suggestions about 5 steps in writing a research paper: choosing a research question, brainstorming, finding sources, note taking, and citations. The tips are aimed at children, but are still good. She skipped the step of actually writing the paper, though. 8/10.

    1. According to Comings, Perella, and Soricone (1999), learners who have specific goals in mind are more likely to persist in their studies. The primary incentive for learner persistence is the learner’s ability to set a goal and see progress in reaching that goal.

      Yes, I have to agree with this. Other research read corroborated this finding.

    1. This website provides visitors with needed solutions if you are ready to move forward with using Self-directed learning strategies with your students. I made several comments as I read through this short but useful article. I rate the info 9/10😀

    2. there are several methods teachers and parents can use to increase ownership and responsibility in learners,

      Ascertaining that SDL can be used with K-12 students.

    1. Using Socratic questioning in distance learning help students show more critical thinking skills and they maintained them. This article streangthens that idea that Socratic qwuestions makes better learners.

      9/10

    1. An in depth read that has plenty of sources and data to back its findings that peer evaluation has many positive impacts on learning when done the correct way.

      8/10

    1. Activity Thoery: who is doing what, why and how, looks at how people carry out tasks. The theory is mainly used in research, it can also be used when doing a needs assessment to figure design purposeful training.

      8/10

    1. Good article about the importance of Universal Design when designing learning opportunities. The authors use plenty of strong sources to back their findings and keep the information concise.

      9/10

    1. The application and integration of video into the community of inquiry (CoI) framework can humanize instructor, social and cognitive presence for effective online learning. The concept of affordances and universal design for learning principles can be applied to design decisions when video is applied to support the CoI model. Knowing that video includes a variety of formats and options beyond the lecture-capture model is essential. Understanding a pedagogy of video – code breaking, meaning making, using, applying, and identifying persona – will ensure that video assets support critical and digital learning outcomes. Design with video can activate deeper reflective practice when applying location, integration, creation, annotation, collaboration, and curation of video assets. Issues when considering video integration into online learning spaces include quality/quantity, open/closed, actor/teacher, asynchronous/synchronous, or live/recorded video.

      Using video is more than content delivery. When employing universal design to the video content the asset will support critical and digital learning outcomes.

    1. The Golden Question: What Motivates Adult Learners?  You have to persuade adult learners to rearrange their busy schedule and make time to take your eLearning courses. But it is easier said than done. Motivating adult learners can be quite a challenge unless you know what makes them tick and what compels them to prioritize and take action. Below are some clues.

      Engaging adult learners requires an understanding of their motives. Tapping the motivation of the individual learner is the key to fostering high engagement levels. This article offers four key areas to consider and take action on. Rating 8/10

    1. According to The Center for Educational Policy Research at Harvard University (2015), “[The] structural separation, in which teachers develop their skills primarily through individual trial and error rather than through observation and collaboration with others, has been a major barrier to improving instruction.” Video-based coaching serves as a structure to foster personal reflection and growth by allowing teachers the opportunity to see their practice, and share it with others, in a safe, supported way.

      Video Based Coaching is a high-leverage learning practice used by instructors to engage conversation. Observation and collaboration is a structure to scaffold personal reflection into personal growth and shared understanding. Used as a component of a professional development plan, VBC enhances participant exchange during coaching and feedback sessions. Rating 8/10

    1. 1. The Omniscience Flaw:Reflection in practice requires teachers to effectively address whatever provokes them in the moment, yet sometimes the challenges that require action are not the ones teachers see or hear. For example, while working with a small group or helping an individual student, teachers may miss off-task students in other corners of the classroom. To maximize reflection in practice, teachers need extraordinary, all-knowing powers. While many teachers have superhero-like qualities, omniscience is not one of them.2. The Symptom-Treatment Flaw:Another inadequacy of situational thinking is that it does not provide time for the consideration of root causes. Because teachers must react in the moment, the critical pause required to conduct an “act of search or investigation” is not possible (Dewey, 1910).3. The Recollection Flaw:Reflection on practice relies on the accuracy of memory. Educators must recall the details of prior lessons to maximize their diagnosis, but those details often fade in memory. Reflection is best when specific, yet memory can only deliver an adumbrated version of what happened in any given hour.

      Structured self-reflection play an important role in self reflection. The three common flaws in self-reflection allow instructors to analyze specific challenges. Using this method of analysis offers teachers the opportunity for self-reflection and correction. Rating: 8/10

    1. The process of onboarding employees often presents unique challenges for sales organizations. Sales reps are often remotely located, so in-person live training for new sales employees can take a heavy toll on already-strained department budgets — particularly if training needs to be delivered small audiences and tailored to specific roles or regions. Video helps to address the specific problems associated with training sales reps by enabling organizations to create a training video library with up-to-date product information, best practices, scenario examples, role-play sales demonstrations, and more for everyone from entry-level sales reps to the most experienced executives. Sales training videos can also improve your new hires’ ability to retain the information that they’ve learned. According to recent research, the retention rate for visual information is about 65%, while the same rate for text-based information is just 10%. Researchers credit interactive video content and the ability to learn at one’s own pace for the increased information retention.

      Training and onboarding new employees in a remote environment is essential. Video training improves retention from 10 to 65%. Improving retention for new employees provides quicker ramp up time and lowers defection rates. Rating 7/10

    1. It is necessary to improve self-awareness and personal development among individuals when they are in a group. The ‘Johari’ window model is a convenient method used to achieve this task of understanding and enhancing communication between the members in a group. American psychologists Joseph Luft and Harry Ingham developed this model in 1955. The idea was derived as the upshot of the group dynamics in University of California and was later improved by Joseph Luft. The name ‘Johari’ came from joining their first two names. This model is also denoted as feedback/disclosure model of self-awareness.

      Viewing group interactions through Johari's Window offer individuals personal awareness by understanding the perception of others. A better understanding of what is known and unknown to others can increase opportunities for positive social interactions. Positive social interactions lead to better outcomes in life, education, and business. Rating 6/10

    1. There is NO one adult learning theory. There are several prevalent theories that all explain— from different perspectives—how adults learn. In this article specifically we will address: 1) andragogy, 2) experiential learning, 3) transformational learning. There are many other theories though! However, all of them have one main goal: they help you create effective learning experiences for the adult corporate learner.

      There are many ideas regarding adult learning theory. Understanding andragogy, experiential learning, and transformational learning will help course creators provide better outcomes for adult learners. Rating 7/10

    1. While there are multiple methodologies to make this happen, there is a model proposed by Lila Davachi, Associate Professor of Psychology at New York University that is known to be effective. Known as AGES (Attention-Generation-Emotion-Spacing), this model highlights four key elements that are essential for effective adult learning to happen. 

      Accommodating adult learners expectations, demands, and challenges in eLearning design will foster better engagement. Utilizing the four step method known as AGES provides a model effective adult learning. Rating 8/10

    1. The theory of Transactional Distance states that as the level of interaction between teacher and learner decreases, learner autonomy must increase.

      Transactional distance theory states that when less interaction with the instructor is present, then more autonomy is needed. This article offers a high level overview of the the theory. Unfortunately the link to the full paper is broken. Rating 3/10

  6. www.c3l.uni-oldenburg.de www.c3l.uni-oldenburg.de
    1. There is greater potential for individual self-directed implementation, and more self-evaluation. Above all, there is great potential for peer support and for peergeneration of knowledge. Therefore it can be hypothesized that in the hands of progressive teachers,teleconferencing gives opportunity not only to reduce distance but also to increase the autonomy of learners.

      Transactional distance theory applied to video and pc offer learners opportunities for self reflection and autonomy. This paper presents the pedagogical concept and offers an instructional guide to support the theory. Rating 8/10

    1. The transactional distance theory helps the Instructional Designer make decisions about the degree of structure, autonomy and dialog that the eLearning course will provide. Simply stated, based on the transactional distance theory, the less the instructor directly interacts with the online learner, the more learner autonomy should be allowed, and therefore, the more structured the eLearning course should be.

      Transactional distance theory help instructional designers build structure, create autonomy, and foster dialog in eLearning coursework. This article offers 8 tips to better online learning by minimizing transactional distance. Rating 8/10

    1. The flipped meeting — pioneered by innovative companies like Amazon and LinkedIn, and built on the model of the flipped classroom that has been rolled out in universities across the country and around the world.  Flipping your meetings can help you win back time wasted in meetings, ensure that every meeting you attend is productive, and empower your teams to collaboratively make smarter, timelier decisions. See how, in our complete guide to flipping your meetings.
    1. By some measures distance education students are somewhat less prepared (e.g. fewer of them attended private high schools) but still have a better chance of graduating college than students who do not take distance education courses. Put simply, at a national level, even potentially less prepared students who participated in distance education early in their college careers were more likely to attain a degree than students who had not done so.

      A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10

    1. But there is an alternative. The “flipped meeting” approach is revolutionary in its simplicity: Share the informational presentation before the meeting so participants are fully informed up front Focus the meeting on making decisions, opening discussion, and getting work done in the meeting, not afterwards This handbook includes a guide to developing a flipped meeting culture in your organization, including: Pre-meeting communication and information sharing needs In-meeting group management and best practices Ideas for using video to make flipped meetings more efficient Flipping your meetings can help you win back time wasted in meetings, ensure that every meeting you attend is productive, and empower your teams to collaboratively make smarter, timelier decisions.

      Flipped meeting solves for the unengaging long lecture.

    1. Synchronous learning occurs in real time and can help students feel connected even if their learning experience takes place primarily online. Synchronous teaching should not be the only way to deliver a lecture—asynchronous elements are also essential. Real-time learning gives students an opportunity to connect with peers and instructors face to face. Live teaching—via video stream—can also replicate the feel of an in-class environment, where instructors and students are present in the same place at the same time.

      Video can be used in synchronous and asynchronous learning in the class and online. This article shares 4 tools for online learning. Rating 6/10

    1. Online education has grown in popularity and accessibility, attracting students with its schedule-friendly format options. These formats can be grouped broadly into two categories: synchronous and asynchronous. Synchronous learning is online or distance education that happens in real time, often with a set class schedule and required login times. Asynchronous learning does not require real-time interaction; instead, content is available online for students to access when it best suits their schedules, and assignments are completed to deadlines. Programs can also use a hybrid learning model, which includes a blend of both formats.

      Synchronous and asynchronous learning can be used interchangeably in class and online. This article explores the advantages and disadvantages of both formats to help students select the program that is most suitable. Rating 10/10

    1. While scholars have applied the assumptions of andragogy to inform quality online course design, this work proposes that an online course designed using sound pedagogical principles can exhibit a learning experience beneficial to adult learners.

      This short article links Anderson and McCormick's pedagogical principles for online learning with Knowles' andragogical assumptions about adult learning. 8/10

    1. Accordingly, our results strongly suggest thatonlineinstructionin keyintroductorycollege-level courses, at least as currently practiced, maynot be aseffectiveasface-to-faceinstructionat2-yearcommunitycolleges.

      According to a study done across all Virginia Community Colleges, students who signed up for gatekeeper courses (basic English and Math) online did less well in those courses than did their peers who took the same classes in person. There was a higher attrition rate in the online classes as well. Students who came in with good GPAs tended to do well in online courses, but those who were struggling with academics did worse than they probably would have in person. Many statistics are included. 9/10

    1. Adult learning theories are not just a collection of jargons, concepts, and ideas about how adults learn. These theories help you plan your course during conception, development, and execution, in a way that will facilitate the learning process.

      Outlines adult learning "theories": Andragogy, Transformational Learning, and Experiential Learning, and states that they are important to educational designers, but doesn't really connect them to instructional design, let alone e-design. 3/10

    1. In an interview, he described how these emerging support systems engage students and evaluate their strengths and weaknesses, even when they’re not in the classroom. The systems are not an online course, but rather an online tutor, driven by artificial intelligence, that can assess a student’s strengths and weaknesses and deliver personalized individual instruction.

      An interview with Zachary Pardos, a professor at UC Berkeley who is creating adaptive tutoring software. He describes how he thinks technology and the pandemic will change education over the next several years. He expects greater accessibility to wireless provided like school buses, greater use and development of adaptive tutoring software, and more online learning. I'd need more information on how the system deals with students who don't get it - do they have multiple explanations for math, or just one? 5/10

    1. Higher education institutions need to address these challenges, and technological tools — even some surprisingly simple ones — can go a long way toward enhancing the college experience for older students, says Brian Fleming, executive director of the Sandbox ColLABorative at Southern New Hampshire University.

      Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10

    2. Technology Can Help Adult Learners Get the Most Out of Higher Ed

      (Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10

    1. While our program still faces some challenges around engaging our students and keeping them enrolled in programs long enough to complete their goals, technology has allowed us to make some remarkable strides.

      A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10

    1. We eventually hope to create affect-sensitive learning environments that respond constructively and effectively to boredom and confusion. When we do, we will have made significant progress towards improving students’ learning experiences, reducing problem behaviors such as gaming the system, managing students’ frustration and confusion in the face of impasses, and ultimately improving students’ learning.

      Researchers studied students cognitive-affective states doing online learning in 3 separate, very different studies, among different student populations, ranging from 12-year-olds to college students. They found that, contrary to prior assumptions, frustration did not necessarily have negative learning outcomes. Boredom tended to last longest of the cognitive-affective states covered, led to the greatest attempts to game the system, and had the least successful learning outcomes. Confusion was sometimes beneficial and sometimes harmful. Therefore, online learning environments should be developed that guard against boredom and perhaps confusion, rather than frustration. 8/10

    1. Therefore, practitioners need to be cognisant of the important role they play in influenc-ing learner motivation when designing learning activities. Most importantly, the relevance and value of the task (e.g., online discussions) need to be clearly identified and linked to learning objectives to help learners understand how the activity can aid in the realisation of personal goals, aspirations, and interests, both in the short and longer term.

      Based on research and two small scale case studies, some students in online learning are intrinsically motivated, but others need to be motivated by the teacher and material. External influences such as deadlines and grades also influenced student motivation. Identified regulation, that is, knowing why the activity is valuable and important, make a very big difference in student motivation. This brings us back to the andragogical idea that the assignments should involve real-world situations and be applicable to students' lives. 9/10

    1. Online learning environments have a promising future for researchers, practitioners, and learners. However designing and developing more effective and efficient online learning environments is possible with ongoing research and development. This paper offers four research goals and matches four existing methodologies to improve student outcomes in online learning environments defined as learner achievement, engagement, and retention.

      The authors outline four general research goals, and then go into detail on some of the questions that should be researched within those areas. They then suggest four methodologies to use in designing students to research those questions: formative, developmental, and experimental research and activity theory. All of these could help include online learning in terms of learner achievement, engagement, and retention. 9/10

    1. Technology integration has also been shown to help create more authentic learning environments where the students are more motivated to attend, have a greater chance of communication and collaboration and have more opportunities to use higher order thinking and problem solving skills connected to real world applications (Fouts, 2000) This has led some to believe that new theories in learning needed to be developed that would help to support the creation of such learning environments. The three emerging theories discussed in this paper all possess the ability to support the creation of such learning environments.  They all support the idea that learning is through action.  They all support that cognition happens through communication and collaboration with others.  They all support the use of technology to help in the creation of such learning environments. It is through these new theories that learning environments, which support the development of these higher-level learning skills, can be created.  

      This appears to be a paper written by an upper-level undergraduate (based on the writing), describing the importance of technology in 21st century education and describing three cognitive theories, all requiring collaborative learning, The author highlights the importance of student engagement through technology, which students like, and assumes its importance in the workplace. 5/10

    1. Research about adults as learners can inform the design of effective digital learning experiences. Although there is no one principle that can be applied to all adults, the design principles outlined here are based on five of the prevailing theories about how adults learn: andragogy, experiential learning, self-directed learning, transformational learning, and neuroscience.

      This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10

    1. Faculty need to focus on learning theory in the design of instructional technology so that they can create lessons that are not only technology-effective but that are meaningful from the learner’s standpoint.

      Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10

    1. JVER v29n1 - Analysis of Technology Integration in the Teaching-Learning Process in Selected Career and Technical Education Programs

      This looks at the application of technology in career and technical education programs for adults. It looks at how and how often technology is used in these programs. 8/10, interesting and focused on technical education unlike most articles.

    1. Technology planning: A roadmap to successful technology integration in schools

      This article talks about why, when institutions have prioritized and invested a lot of money in teaching adults to utilize technology in the classroom, there are very little successful instances of integration of technology in classrooms. 5/10, not particularly interesting to me and targeted towards a specific group of adult learners.

    1. TECHNOLOGY ADOPTION IN HIGHER EDUCATION: OVERCOMING ANXIETY THROUGH FACULTY BOOTCAMP

      This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.

    1. DEVELOPMENT ARTICLEA systems-based approach to technology integrationusing mentoring and communities of practice

      This article presents a model of technology integration at the system level formed around mentoring. It focuses on effective methods of teacher professional development in the area of technology integration and discusses overcoming various obstacle teachers face during adult learning/ education. 6/10, very narrow focus of adult learners.

    1. TECHNOLOGY INTEGRATIONTHROUGH PROFESSIONAL LEARNING COMMUNITY

      This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.

    1. Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

      This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.