Relevant bibliographies by topics / Adult educators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult educators'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Adult educators"

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Giguere, Pierre, Suzanne Allard, and Aline Roy. "Supervising Adult Educators." Adult Learning 4, no. 4 (March 1993): 11–12. http://dx.doi.org/10.1177/104515959300400406.

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Shawer, Saad. "Preparing Adult Educators." Journal of Literacy Research 45, no. 4 (October 20, 2013): 431–64. http://dx.doi.org/10.1177/1086296x13504868.

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O’Donnell, Jennifer Lee. "Quien Sabe Mas Lucha Mejor." Adult Education Quarterly 64, no. 4 (June 17, 2014): 267–84. http://dx.doi.org/10.1177/0741713614535837.

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This article looks at popular adult educators’ care of the self practices within social movements in Buenos Aires, Argentina. It answers the following questions: How is popular adult education practiced amongst educators in social movements? What can studying popular adult educators’ care of the self practices offer the field of adult education? To answer these questions, I look to adult educators’ practices of sacrifice and self-naming; remembering historical tragedies; and educator, classroom, and community support within the Union of Popular Organizations’ political formation school and popular adult education schools.
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Thomas, Alan M., and Stephen Brookfield. "Adult Educators and Academics." Curriculum Inquiry 21, no. 4 (1991): 489. http://dx.doi.org/10.2307/1180179.

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Payeur, Gaétane. "Women as Adult Educators." Adult Learning 4, no. 5 (May 1993): 12–24. http://dx.doi.org/10.1177/104515959300400507.

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Holt, Margaret E. "Adult Educators in Cyberspace." Adult Learning 8, no. 2 (November 1996): 15–25. http://dx.doi.org/10.1177/104515959600800208.

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Griffith, William S. "Advocacy and Adult Educators." Adult Learning 2, no. 3 (November 1990): 5. http://dx.doi.org/10.1177/104515959000200301.

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Wahlgren, Bjarne. "Adult educators’ core competences." International Review of Education 62, no. 3 (May 5, 2016): 343–53. http://dx.doi.org/10.1007/s11159-016-9559-4.

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Turmo, Are, Knut-Andreas Christophersen, and Eyvind Elstad. "ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 125–36. http://dx.doi.org/10.33225/pec/13.52.125.

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The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model. Key words: adult education, informal learning, job autonomy, leadership, teacher responsibility.
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Rose, Amy D. "Challenges in Training Adult Educators." Adult Learning 9, no. 3 (March 1998): 4–5. http://dx.doi.org/10.1177/104515959800900302.

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Dissertations / Theses on the topic "Adult educators"

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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment
the skills levels of these educators
the nature of support and training these educators received to enhance their assessment practices
the different assessment methods employed by the adult educators to assess learners
and the educational validity and efficacy of these practices.

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Walter, Woodrow James. "Books in Religious Adult Education Valued by Professional Religious Adult Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.

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This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author surveyed the adult religious education dissertation bibliographies for the period 1980-1995 to discover the most frequently cited adult religious education books. The author developed a listing of 312 adult religious education books published in English. Then a jury of three experts in the field choose seventy-seven books which they valued. From this list the three groups of professors choose books according to three criteria: textbooks they used in adult religious education courses, books they recommended as additional reading, and books they valued in the field.
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Arseneault, Mary Lou. "Adult educators' experiences with critical self-reflection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38357.pdf.

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Bruno, Frank Alan. "The needs maze : how adult educators assess needs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001185.

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The purpose of this descriptive study, "The Needs Maze: How Adult Educators Assess Needs," was to identify the relationship between Adult Basic Education (ABE) planners' theory (espoused) and what practitioners really did or did not do (theory-in-use) in assessing needs. The study examined the extent to which particular patterns, theories or models of needs assessment in adult education were actually used by practitioners in planning adult education programs. This study employed a predominately descriptive research design. The purpose of this study was to investigate how adult education practitioners conducted needs assessment. Among the questions that this study addressed were the following: What models of needs assessment are available for educators to consider? Do program planners use these models in planning programs? What do educators actually do in practice when they conduct a needs assessment? What can those who are facing the maze of needs learn from adult education planners who have gone through the process of conducting needs assessment for their particular programs?Since few studies have focused on how adult education planners really did needs assessment, the lack of sufficient information on what practitioners really did or did not do in the name of needs assessment left a large gap in our understanding of "theory-in-action" with respect to needs assessing. When adult educators talked about needs, they seemed to mean different things. Needs assessment appeared to have multiple meanings and modes of implementation. Needs assessments were conducted in a variety of ways. As a result of this ambiguity and diversity ofpractice, there were few studies conducted to discover ways practitioners conducted needs assessment. Since there existed a gap between what was known about needs assessment and what practitioners did, this study helped to uncover data that could narrow the gap in understanding how practitioners really used needs assessment and possibly can help practitioners chart a course between theory and practice that would make the use of needs assessment of value to them.The general methodology of this study was to survey through questionnaire, 83 Indiana Adult Basic Education (ABE) planners about the connection between their espoused theory and their "theory-in-use" (Argyis & Schon, 1974). Data was collected through the use of a questionnaire, 5 interviews, and 5 document reviews. The researcher had the ABE directors identify theories, principles, assumptions and beliefs from prominent adult education models that they might have encountered previous in doing their own assessing. They identified actual models and techniques/activities they used. The researcher then followed up with a structured interview with 5 respondents to check the validity of the survey findings and gain added clarity and motivation for why they did needs assessment in a particular way. During the interview session the researcher asked to examine a local needs assessment document to see if the methodology or techniques described by the participants were found in the documentation as evidence of their practice.A general picture which emerged from the study was that ABE directors surveyed had inadequate training in needs assessment. On the whole they understood needs assessment techniques; but there was a gap in what they perceived they were doing and what they were actually doing. As a rule, very little relationship between theory and practice existed. Respondents most frequently used techniques which were general and common to many of the models. They avoided techniques which required in-depth study of existing social systems or which put them into contact with learner populations. Respondents preferred techniques which could be done by a single person. Respondents did not generally use a single model for needs assessments, but chose different models in different situations or developed their own models. Needs assessment was found to be a maze through which educators wandered while planning programs.
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Hornsby, Eunice Ellen. "Sexual harassment of women adult educators by their students /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958847241.

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Ngoitiama, Z. M. "Adult educators and adult education training in Tanzania : a study of the development of policy and provision and its impact on the position and work of adult educators." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370516.

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Ndlovu, Mpumelelo. "The Challenges Facing Adult Educators in Reducing Illiteracy among Adults above Twenty Years of Age: An Eastern Cape Case Study." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8937_1276466677.

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This study analyses the challenges faced by adult educators in reducing illiteracy among adult above twenty years of age in the Eastern Cape. The focal point is on ascertaining why there is an increase in the percentage of illiteracy in the province despite a slight decrease in other provinces. Most importantly is the determination of the significant role played by adult educators. A qualitative approach is employed to pursue the aims of the study. Data is collected using semi-structured interviews. The study has shown that lack of monitoring and supervision by ABET administrators, lack of resources for skills development and language of instruction, all contribute to the increase in illiteracy rate in the Province. For administrators of adult learning programmes it is suggested that they become more familiar with operations at Adult Learning Centres and provide training including technical where appropriate. Designers of curriculum should select curriculum resources appropriate to adult learners. Providers of direct support to adult learners should ensure that training is provided on an ongoing basis. This training should focus on teaching methods and learning approaches (pedagogy) as well as the effective use of ABET learning and teaching guides.

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Dressler, Dennis Wayne. "In The Service of Adults: A.A. Liveright, an American Adult Educator." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331748/.

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The purpose of this study was to identify, investigate, and analyze the life and contributions of Alexander Albert Liveright (1907-1969). It was limited to selected experiences that characterized him as an adult educator. The dissertation primarily examines Liveright's speeches, books, articles, reports, research papers and correspondence; government documents; and newspaper articles located in the Archives and Manuscripts of Continuing Education at Syracuse University. From these data a synthesis and interpretation were developed.
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Ioannou, Nicoletta. "Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.

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Adult educators have been identified in the academic and policy literature as crucial to the success of national and regional strategies to deliver quality teaching to adult learners who require new knowledge and skills to meet changing social and economic needs. However, the majority of adult educators are part time practitioners who frequently lack any formal training or specialized expertise for teaching adults (Andersson, Köpsén, Larson and Milana, 2012; Jarvis, 2004). Across the world, limited attention is given to their professional development, leaving the majority of them to assume this responsibility by themselves. This is the case in Cyprus. The Cypriot adult education sector is characterised by part-time practitioners with low pay, limited professional development opportunities and uncertain career prospects. The professionalization of the sector and the development of adult education as a recognised profession has not been a priority. This study used a mixed-methods approach rooted within the pragmatic paradigm. This allowed a range of opinions to be heard, analysed and interpreted, and for some conclusions to be drawn regarding the ‘essential features’ of professional development and how these can contribute to the professionalization of the adult education sector in Cyprus. Questionnaires and group interviews were used to understand the perceptions of adult educators regarding their professional development and to identify emerging issues relevant to their professional identity and to the professionalization of the adult education field in Cyprus. Policy-makers and academics were also interviewed. The findings demonstrate the high levels of motivation that adult educators have to participate in professional development both to improve their teaching competences and to meet the needs of their learners. They reveal the personal fulfilment that adult educators gain from their work, despite their low professional status and uncertain prospects. The research shows that adult educators seek professional development focused upon classroom-based and didactical skills that can make them better teachers of adults. The establishment of a supportive environment, identification of adult learners’ needs, acknowledgment of adult educators’ prior experience, placing the learner at the centre of the teaching process, reflective practice and experiential learning, are seen as important components of professional development. The research findings have important implications for policy and practice in Cyprus. They inform recommendations for systematizing the adult education sector, defining its philosophical framework and priorities, and establishing a responsible body to monitor the professional development of adult educators and the sector in general. There are implications for practice; that the developmental needs of adult educators can be met through systematic professional development provision and that this should draw upon key stakeholders (adult educators, academic organizations and professional development providers) for its design. Finally, the research contributes to professional practice and academic discipline by providing a better understanding of adult educators working in this sector, the challenges they face, how they define their professional identity and their perceptions on how to improve their professional future. By offering insights into professional development and professionalization from the perspective of adult educators, it is hoped that the research can contribute towards positive change for adult education in Cyprus, to the advantage of educators and learners, and thereby to the advantage of Cypriot society in general.
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Waldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.

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Books on the topic "Adult educators"

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Madan, Singh. Companion to adult educators. New Delhi: National Literacy Mission, Directorate of Adult Education, 1999.

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Imel, Susan. Roles for adult educators. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1999.

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Hughes, Katherine. Teaching manual for adult educators. Oxford: Ruskin College, 1992.

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Early innovators in adult education. London: Routledge, 1991.

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Bwatwa, Josiah D. M. Adult education methods: A guide for educators. [Dar-es-Salaam]: National Adult Education Association of Tanzania, 1990.

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Chilisa, Bagele. Research methods for adult educators in Africa. Hamburg, Germany: UNESCO Institute for Education, 2005.

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Professionalisation of adult educators: International and comparative perspectives. Frankfurt am Main: Peter Lang, 2015.

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Mentoring adult learners: A guide for educators and trainers. Malabar, Fla: Krieger Pub. Co., 1995.

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Stefanson, Brenda. Adult educators in co-operative development: Agents of change. Saskatoon: Centre for the Study of Co-operatives, University of Saskatchewan, 2002.

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Massachusetts. Dept. of Education. Workplace Literacy Program. Agency and partnership based orientation program for workplace educators. Malden, Mass: The Dept., 1993.

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Book chapters on the topic "Adult educators"

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McCaffery, Juliet, Juliet Merrifield, and Juliet Millican. "11. Training and supporting literacy educators." In Developing Adult Literacy, 207–31. Oxford, United Kingdom: Oxfam Publishing, 2007. http://dx.doi.org/10.3362/9780855986865.011.

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Lewis, Rose M., and Rachel Clarke. "Re-Educating the Educators." In Adult Education, Museums and Art Galleries, 91–102. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-687-3_8.

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van Rensburg, Henriette, and Betty Adcock. "Voices from Sudan: The Use of Electronic Puzzles in an Adult Refugee Community Learning." In Empowering Educators, 155–66. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137515896_9.

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Wahlgren, Bjarne. "Training Adult Educators in Western Europe." In Teacher Education in the Global Era, 259–69. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4008-0_16.

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Jenkins, China M., Victoria Carter-Jones, and Norvella P. Carter. "Educational Development as a Vehicle for Creating Equity-Minded Adult Educators." In Global Citizenship for Adult Education, 156–65. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003050421-21.

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Lichtenberg, Thomas. "Curriculum globALE: A Global Tool for Professionalising Adult Educators." In International and Comparative Studies in Adult and Continuing Education, 213–19. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.

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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.
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Jõgi, Larissa, and Marin Gross. "Professionalization of Adult Educators in Estonia – From a Biographical Perspective." In Beruflichkeit zwischen institutionellem Wandel und biographischem Projekt, 233–48. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19623-7_12.

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Berkowitz, Drew Emanuel. "Socio-cultural Investigations of Manga’s Messages (and Their Relevance for Educators)." In Framing School Violence and Bullying in Young Adult Manga, 19–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58121-3_2.

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Kop, Rita, and Paul Bouchard. "The Role of Adult Educators in the Age of Social Media." In Digital Education, 61–80. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118003_4.

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Diez, Jorge. "Educating the Multicultural Adult Latino Community: An Augmentative Pedagogy for Religious Educators." In International Handbooks of Religion and Education, 259–75. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_19.

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Conference papers on the topic "Adult educators"

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Philipsen, Brent, Jo Tondeur, and Chang Zhu. "ADULT EDUCATORS’ ADOPTED ONLINE TEACHING ROLES IN ONLINE AND BLENDED LEARNING ENVIRONMENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1460.

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Yulianingsih, Wiwin, Dr Supriyono, Ach Rasyad, and Umi Dayati. "Adult Interest On Following English Course at BEC Kampung Inggris Pare Kediri." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.49.

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Schihalejev, Olga, Andrus Org, Marvi Remmik, and Maigi Vija. "PARTNERS IN CRIME: THE PROFESSIONAL DEVELOPMENT OF ADULT EDUCATORS DURING IN-SERVICE TRAINING FOR MASTER TEACHERS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1051.

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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.
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Barioglio, Marina, Andrea Galimberti, Maria Benedetta Gambacorti-Passerini, Tania Morgigno, and Cristina Palmieri. "MODELLING A UNIVERSITY LEARNING CONTEXT IN BLENDED LEARNING. A CASE STUDY BASED ON ADULT EDUCATORS TRAINEESHIP PROGRAM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1662.

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Gambacorti-Passerini, Maria Benedetta, Andrea Galimberti, and Cristina Palmieri. "HOW TO TRAIN ADULT EDUCATORS IN UNIVERSITY? A QUALITATIVE EMPIRICAL RESEARCH TO EXPLORE THE DEVELOPMENT OF PROFESSIONAL COMPETENCES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0080.

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Galimberti, Andrea, Maria Benedetta Gambacorti-Passerini, and Cristina Palmieri. "A UNIVERSITY LEARNING EXPERIENCE FOR ADULT EDUCATORS IN HIGHER EDUCATION: FROM A RESEARCH-BASED APPROACH TO A GUIDANCE MODEL FOCUSED ON PROFESSIONAL IDENTITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1931.

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Hájková, Petra, and Lea Květoňová. "DEVELOPMENT OF HEALTH-PROMOTING BEHAVIOUR OF A CHILD AS AN EDUCATIONAL GOAL IN FAMILIES OF HANDICAPPED MOTHERS WITH MENTAL HEALTH DISORDERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end087.

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The mental health of adult women is an important attribute of their motherhood. Weakening of mental health poses a threat to activities in the field of self-care and healthy development of their children. Even under these conditions of health disadvantage, women-mothers remain as the main mediators of health-promoting habits for their children, thus they become theirs first educators. The health literacy of these women also plays a role in this regard. For this reason, it is crucial to provide these women with sufficient special education that takes their individual needs into account. This research project is focused on finding connections between the mental health disorder of mothers, their health literacy with manifestations in the field of health-promoting behaviour, and with the need for support in the relevant area of childcare by professionals and close family members. The author will present an overview of research focused on this issue as well as her own proposal for a research solution, which received the support of the Charles University Grant Agency for the years 2021-2022.
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Aldasheva, A. А., М. Е. Zelenova, and J. N. Sivash. "Administration of a child as a regulator of activity of social teachers." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.357.367.

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The study is aimed at studying the regulatory features of the mental image of an adopted child in parents with different forms of custody of orphans. In connection with the preparation of the bill on the support of foster families and the mandatory psychological testing of foster parents, empirical research in this area has received particular relevance and significance. The sample consisted of: 1. social educators — adoptive parents who perform their functions on the basis of an employment contract on a fee and raise a different number of orphans; 2. Blood guardians — adoptive parents having kinship with pupils left without parents. A total of N = 110 people were examined. To identify the peculiarities of the image of the adopted child, a verbal version of the SOCH (I) technique was used (V. L. Sitnikova). The following results were obtained: 1. In foster parents, in the hierarchy of image components, the leading place belongs to the qualities of the child, revealing its features as the subject of social interaction — the “Social” component. It was also established that for large adoptive parents, the behavior of the child and its characteristics as a subject of activity are important, occupying the lower hierarchical positions in the form of ordinary parents. We explain this structural feature of the child’s image in the mentality of parents with many children by the presence of many problems that arise in the dyad “adopted child — adopted adult”. 2. It has been established that the blood guardians in the image structure of the adopted child do not have the component “family values”, which is an alarming fact. As you know, it is the values of the family that perform the regulatory function and form the unity of a small group that unites the concept of “we”. 3. When comparing images of a “good-bad” child, an important feature of the mentality of large social educators was revealed — the images of a “good-bad” child turned out to be weakly differentiated in their structure, which in the context of previously obtained empirical data can be interpreted as weak emotional and personal involvement in the process of education, as well as the presence of psychological distance in relations with foster children.
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Botezat, Onorina, and Ramona Mihaila. "Revisiting and Reassessing Pedagogical and Methodological Skills after the Global Pandemic - Online Teaching/ Learning Challenges." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctc.2021/ctc21.005.

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As reported by the UN, the COVID-19 pandemic has touched almost 1.5 billion students forcing school cessations in 191 countries, changing the daily-routine of over 63 million teachers. While UNESCO and partners launched the Global Educational Coalition to produce solutions to “make digital learning more inclusive,” aiming at helping countries to gather resources to implement “remote education through hi-tech, low-tech and no-tech approaches,” a lot of actors have been holding webinars on the educational challenges and dimension of the pandemic, with participants enrolled from all over the world, from East to West.The European Association for International Education, through its EAIE Community Moment and EAIE Webinar Academy organized virtual meetings on a range of subjects, COVID19 response, mobilities and international students’ recruitment, the regional Francophone center for Central and Eastern Europe organized webinars on how to teach online the Francophonie today, the Electronic Platform for Adult Learning in Europe has constantly published updates on distant learning tools or MOOCs courses.While the webinars discuss strategies to maintain education continuity, considering children and young people in need, presenting to professors and educators a wide variety of tools, there are quite a few discussing the pedagogy of online education. Although educators have been sharing debates and exchanging opinions in reference to the e-learning platforms for more than ten years now, this very situation made them found themselves obliged to embrace, at last, the distant online learning. So, from hypothetical, theoretical, or, in some happy cases, complementary mode of e-learning platform teaching and learning, we quickly moved to the reality that imposed immediate response, within modern technology tools’ use in order to make our students carry on with their studies. And here comes the real challenge! Moving to the e-learning platforms does not mean relocating your lesson from the textbook to an educational e-learning platform, but rather translating pedagogy strategy into tool-adapted, computer-assisted online education that shall surely ease our task to reach the proposed objectives, if we are opened to change! In this paper, we will address these issues based on our teaching experience through the pandemic.
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Reports on the topic "Adult educators"

1

Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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