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Adults seek out learning for very different reasons in different contexts, and this book is intended to support adult educators' development in responding to this rich array.
Adults seek out learning for very different reasons in different contexts, and this book is intended to support adult educators' development in responding to this rich array.
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Autorenporträt
Alisa Belzer is a Professor at the Rutgers University Graduate School of Education and program coordinator for the online EdM in Adult and Continuing Education. Her research focuses on adult literacy education policy, professional development, and adult learner experiences. Funded by the Dollar General Foundation, she is currently developing a mobile app for adult developing readers called URead. Brian Dashew is currently Head of Learning & Development for North America for GroupM, a leading media investment company. Previously, he was an assistant professor of practice in adult and continuing education at Rutgers University, and prior to that, he was an assistant dean at Columbia University for over seven years.
Inhaltsangabe
Foreword -Part I: Setting the Stage 1 Foundational Concepts and Commitments for Adult Learning 2 Creating Inclusive Learning Spaces for a Diverse World: The Womanist Perspective 3 The Democratic Impulse in Adult Education Part II: Internal Influences and the Learner 4 Motivating Adult Learners5 Minding the Brain: The Emotional Foundations of Adult Learning 6 The Role of Emotion-Laden Experiences in Self-Formation 7 Adult Development: Robert Kegan's Constructive Development Theory Part III: Adult Learning Processes and Approaches 8 Structured Silences in Adult Learning Theory 9 Andragogy: The Philosophy Behind the Practice 10 Self-Directed learning: A 21st Century Imperative 11 Experiential Learning: Defining Parameters, Contextual Foundations, and Influential Contributions 12 Transformative Learning: Evolving Theory for Understanding Change 13 Digital Learning and the Promise of Connectivism for Adult Education Part IV: Conclusions 14 Instructional Design 15 Next Steps: Interrogating and Using Theory, About the Authors. IndexAdults seek out learning for very different reasons in different contexts, and this book is intended to support adult educators' development in responding to this rich array. There is no single way to be an adult learner, and so it should not be surprising that there is no single way to be an adult educator. However, the authors believe that all educators must demonstrate a commitment to meeting adult learners where they are. Adult educators should help learners move forward not only with new content knowledge, information, and skills, but also with new ways of making meaning and seeing themselves, their role, and the world. This volume introduces many theories and concepts that can help adult educators do this effectively.
Foreword -Part I: Setting the Stage 1 Foundational Concepts and Commitments for Adult Learning 2 Creating Inclusive Learning Spaces for a Diverse World: The Womanist Perspective 3 The Democratic Impulse in Adult Education Part II: Internal Influences and the Learner 4 Motivating Adult Learners5 Minding the Brain: The Emotional Foundations of Adult Learning 6 The Role of Emotion-Laden Experiences in Self-Formation 7 Adult Development: Robert Kegan's Constructive Development Theory Part III: Adult Learning Processes and Approaches 8 Structured Silences in Adult Learning Theory 9 Andragogy: The Philosophy Behind the Practice 10 Self-Directed learning: A 21st Century Imperative 11 Experiential Learning: Defining Parameters, Contextual Foundations, and Influential Contributions 12 Transformative Learning: Evolving Theory for Understanding Change 13 Digital Learning and the Promise of Connectivism for Adult Education Part IV: Conclusions 14 Instructional Design 15 Next Steps: Interrogating and Using Theory, About the Authors. IndexAdults seek out learning for very different reasons in different contexts, and this book is intended to support adult educators' development in responding to this rich array. There is no single way to be an adult learner, and so it should not be surprising that there is no single way to be an adult educator. However, the authors believe that all educators must demonstrate a commitment to meeting adult learners where they are. Adult educators should help learners move forward not only with new content knowledge, information, and skills, but also with new ways of making meaning and seeing themselves, their role, and the world. This volume introduces many theories and concepts that can help adult educators do this effectively.
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