Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from essay:
While commenting on the works of Baldwin & Ford, Detterman (Detterman & Sternberg, 1993) observed that the American enterprises were more likely to lose in case of teaching employers as they diverted lump sum of $100 billion annually to tutor employees. The loss is experienced because whatever is learned in an adult learning session is not practiced at the workplaces.
This problem is indicative of the dire need for combining knowledge with current practical work. The internships of doctors and people doing Ph. D serve as examples to show the link between learning and practical work (Lave & Wenger, 1991). The variations in practical applications and formal learning make it necessary that lifetime learners find out fresh strategies to tackle these variations. These variations comprise of the high work requirements that make the job training mandatory, unavoidable variation in an occupation, tech-literacy and the disparity created between the skilled and unskilled laborers (Som, 2003).
Constant involvement in the pursuit and application of knowledge by use of technology is what lifetime adult learning is all about. It ought to be restricted to detailed and narrow aims such as adult learning in the light of genuine cases, incentive-driven adult learning that is associated with learning, need-based adult learning's promotion, promoting workplace learning as it helps in the exchange of different ideas and lastly the creation of expertise and methods that make lifetime learning important (Som, 2003).
Furthermore, technology has also changed the role of teachers and their pedagogy styles. For instance, Som (2003) writes, "The use of information and communications technology (ICT) in education is transforming learning and teaching practices in significant ways. For instance, the integration of computer-mediated communication with multimedia courseware, electronic libraries and databases has led to the emergence of a whole new kind of educational experience, namely e-learning or networked learning. Affordances and opportunities offered by ICT are also causing educators and educational providers to rethink and reengineer the nature of their educational practices. A significant product of this reengineering includes a shift in the roles of teachers from being 'providers and deliverers of subject matter content' to becoming 'moderators and facilitators of learning' within student-centred models of learning and teaching. Some of these models of learning and teaching include 'computer-supported collaborative learning', 'computer-supported problem-based learning', and 'distributed problem-based learning'."
Involvement and approval of self-learning occurs when we are motivated to do something for ourselves rather than doing something just for the sake of it. Educational institutes should try to teach self-learning expertise to their students as this is the basic practical application in personal and practical lives. Fischer (1991) found self-study as beneficial because it serves as a driving force and enables one to get more knowledge. The instruction-based online tutoring where an instructor passes on information to the student is viewed as a form of collaborative learning (Fischer, 1998b). Hence we can say that education or adult learning is not restricted to the school and universities that we go to. Technology being used today has certainly redefined the roles of both students and teachers. Furthermore, in the today's market economy, the process of learning is never finished till one is alive. Lastly, learners need to comprehend that the knowledge acquired through formal training cannot be kept aloof from the knowledge that is acquired through practical experience.
Detterman, D.K., & Sternberg, R.J. (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex Publishing,.
Fischer, G. (1991). Supporting learning on demand with design environments. International Conference on the Learning Sciences, pp. 165-172.
Fischer, G. (1998c). Making learning a part of life-beyond the 'gift-wrapping' approach of technology. In P. Alheit & E. Kammler (Eds.), Lifelong learning and its impact on social and regional development. Donat Verlag, Bremen, pp. 435-462.
Gardner, H. (1991). The unschooled mind, New York: Basic Books.
Gery, G. (1997). Granting three wishes through performance-centered design, Communications of the ACM, 40(7), pp. 54-59.
Illich, I. (1971). Deschooling society, New York: Harper and Row.
Landauer, T.K. (1995). The trouble with Computers, Cambridge, MA: MIT Press.
Lawrence a.T. (1999). Concentration and Infusion -- Two Approaches for Teaching Technology for Lifelong Learners. Contributors: THE Journal. 26: 9.
Lave, J., & Wenger, E. (1991). Situated learning, Cambridge University Press, Cambridge, UK.
Norman, D.A. (1993). Things that make us smart. Reading, MA: AddisonWesley,.
Rifkin, J. (1995). The end of work, New York: G.P. Putnam's Sons.
Rogoff, B., & Lave, J. (1984). Everyday cognition. Cambridge, MA: Harvard University Press.
Sachs, P. (1995). Transforming work: Collaboration, learning, and design. Communications of the ACM, 38(9), pp. 36-44.
Som Naidu. (2003). Learning & Teaching with Technology: Principles and Practices. Kogan Page. London.
"Teaching Adults Using Technology How" (2008, October 28) Retrieved October 22, 2016, from http://www.paperdue.com/essay/teaching-adults-using-technology-how-27236
"Teaching Adults Using Technology How" 28 October 2008. Web.22 October. 2016. <http://www.paperdue.com/essay/teaching-adults-using-technology-how-27236>
"Teaching Adults Using Technology How", 28 October 2008, Accessed.22 October. 2016, http://www.paperdue.com/essay/teaching-adults-using-technology-how-27236
"Many of our current challenges are unprecedented," the president explained. "There are no standard remedies, or go-to fixes this time around. That is why we are going to need your help. We'll need young people like you to step up. We need your daring and your enthusiasm and your energy." I will continue to offer my enthusiasm and my energy -- and hopefully I will be daring enough to
Adult Education and the Internet Higher Education, the Internet, and the Adult Learner The concept of using the Internet in the pursuit of higher education is not exactly new. Indeed, the institution of "distance learning," has been in full swing since the heyday of late night Sally Struthers correspondence-school commercials. What has changed, however, is the increasing legitimacy and widespread use of the Internet in the pursuit of higher education -- from
Technology in the Classroom In today's society, technology has become an accepted medium for communication. From email correspondence that has taken the place of mail, to texting instead of talking, advances in technology have become integrated into our daily lives. However, the line should be drawn when it comes to technology impeding academics and being incorporated into the classroom. Although many support the notion of technology in the class, others see
It should also be noted that adults are life, task or problem-centered in their course to learning. They want to see the applicability of what they are learning to their life, a task they need to perform, or to solving a problem. Technology-based instruction will be more effective if it encompasses real-life examples or circumstances that adult learners may come across in their life or on the job. While
Description of Learning: Educational institutions are teaching subjects for a digital future but it is from a superficial manner however students need a deeper knowledge of it as a curriculum. When teaching students about math, it should be integrated in all subjects they are learning by being motivated by educators (Singhal, 1997). As shown in the examined scenario planning with an elementary school, it is apparent things became better for the
In the work they review several burgeoning adult learning sites that can be accessed via the WWW.andhow they as a group and individually are changing the outlook of adult education, on a basic and continuing education level. Learners are seeking technology-based learning to decrease time expended as well as increase the flexibility of the learning experience, so their lives as wage earners in a family are only limitedly interrupted.
Teaching disadvantaged adults could be one of the biggest challenges that an educator could face. Adults are already set in their ways. Their brains have already developed to the point where very little will be reshaped and habits are already set in. Not only can this pose difficulty when trying to teach something new to adults, it becomes an even harder task when trying to teach something novel to disadvantaged