Use our essay title generator to get ideas and recommendations instantly
axter and Tight (1994) noted in their research that in many countries, people are being encouraged to be "lifelong learners," people who return to school again and again throughout their lives, rather than looking at education as something that ends with graduation from high school or college (axter & Tight, 1994). The "Lifelong Learning" movement believes that education should be an important part of people's lives throughout their lives instead of restricting it to childhood and adolescence.
The authors interviewed people who had returned to education later in life to see what factors supported or interfered with that choice. One of the observations they made was that for many older students, especially women, returning to school represented a real juggling act with their time management. This trend was so strong that a significant number of people asked to participate felt that they could not spare the hour the…
Author not given. 2000. "Golf Bags to Book Bags: Seniors Going Back to School; Del Webb's Active Adult Communities Support Lifelong Learning Programs." PR Newswire, July 24.
Baxter, Loraine, and Tight, Malcolm. 1994. "Juggling with time: How adults manage their time for lifelong education." Studies in the Education of Adults 26:2, October.
Palwac, Jim. 1999. "To Update Archaic Job Skills, Commit to "lifelong Learning." The Palm Beach Post, July 18.
Lifelong Learning for Teachers
Teaching is often described as one of the noblest of all professions. What is less often acknowledged is how difficult a profession it is. Part of this difficulty arises from the fact that the standards by which teachers are judged shift from year to year. These standards, while purporting to arise from concern for providing the nation's children with the best possible education, are in fact often more reflective of political changes in concept about pedagogy. In the scenery of shifting political winds and the true complexity about what constitutes the most effective ways of teaching, it is difficult for teachers to make the most informed decisions about how to engage in lifelong learning activities that will truly benefit their students as well as helping them pursue their own personal career goals. This paper examines some of the key issues in this complex topic.
Clow, R. (2001) Further education teachers' constructions of professionalism. Journal of Vocational Education & Training 53 (3): 407-420.
Hager, P., Gonczi, A. & Athanasou, J. (1994) General Issues about Assessment of Competence. Assessment & Evaluation in Higher Education 19: 3-16.
Hargreaves, A. (1994) Changing Teachers, Changing Times. London: Cassell.
Randle, K. & Brady, N. (1997) Managerialism and Professionalism in the 'Cinderella Service'. Journal of Vocational Education and Training 49: 121-139.
Lifelong Learning for Professional Development
How these habits are and can be incorporated into your lifelong learning as a nursing professional
Kotter (2012) delineates different habits that support lifelong learning for continued growth and development. In particular, these habits are and can be integrated into my lifelong learning as a nursing professional. To begin with, as a nursing professional, I should be able to solicit information from other medical professionals such as general practitioners, doctors and even medical interns. As a professional, it is imperative that I should not make suppositions that I know it all or that majority of the other individuals have little or nothing to contribute. Most importantly, it should open myself to understand that I can learn from just about anyone and from just about any situation (Kotter, 2012). Another habit is that significantly more than the average individual, as a lifelong learner, I ought to…
Kotter, J. P. (2012). Kotter on Accelerating Change. Boston: Harvard Business Review Press.
Kotter, J. P. (2012). Leading Change. Boston: Harvard Business Review Press.
Yoder-Wise, P. S. (2011). Leading and Managing in Nursing. St. Louis, MI: Elsevier.
Passing PTLLS Assessments (Lifelong Learning Sector Series) Ann Gravells. Preparing Teach Lifelong Learning Sector: The New Award Inclusive Learning assignment.
Inclusive Learning: How to incorporate it into a classroom of adult learners
"Inclusive learning is about involving all of your students, treating them equally and fairly, without indirectly or directly excluding anyone" (Gravells 2012: 56). For an instructor of adults, the principles of inclusive learning are particularly important. Even an instructor of elementary school-aged children is aware of the fact that children may come into the classroom with different levels of preparation and learning orientations. However, a class of adults will be even more diverse. Not only will there be students who are visual as opposed to verbal learners or students with learning differences, but there will be a mixed bag in terms of levels of preparation. Some students may not have been subjected to the rigors of a classroom…
Creating an inclusive learning environment. 2010. University of Pittsburgh.
Available at: http://www.cidde.pitt.edu/ta-handbook/course-delivery/creating-inclusive-learning-environment
Gravells, Ann. 2012. Passing PTLLS Assessments (Lifelong Learning Sector Series). Learning
Knowledge Through Lifelong Learning
Nursing is a field that is constantly evolving because of several factors, especially the ever changing needs of patient populations. As a result, lifelong learning is one of the most important elements of nursing education because of the nature of the nursing profession. Professionals in the nursing field are considered as lifelong learners because of the evolving nature of nursing and the ever changing needs of patient populations. According to Davis, Taylor & eyes (2014), lifelong learning in nursing is a dynamic procedure since it includes personal and professional aspects of life and takes place within the formal and informal setting. Through lifelong learning, nurses are engaged in a process of looking for and identifying new ideas and perspectives relating to the nursing profession. This paper focuses on examining two major aspects of lifelong learning in nursing i.e. how the nursing process enhances critical thinking and…
Waddell, J. (2010, June). Nursing Process Overview. Retrieved from Northeast Mississippi Community College website: http://www.nemcc.edu/wp-content/uploads/2012/06/Microsoft-PowerPoint-Nursing-Process-Overview.pdf
Yildirim, B. & Ozkahraman, S. (2011, September). Critical Thinking in Nursing Process and Education. International Journal of Humanities and Social Science, 1(13), 257-262.
All in all, adult education is a good thing but it might take a while for the old ways to catch up with the new. One thing is certain - once the forward step is made, it is almost impossible to go back.
2. hat views about the impact of capitalism on adult education activities are represented in the readings?
In "From Training to Education," Kai-Ming explains how adult education became an integral part of manpower planning. In a socialist world, adult education was "not meant to be a second route for individuals' upgrading and upward mobility" (Kai-Ming). An individual's interest did not extend beyond the state's interest and there was "no room for personal mobility beyond the state plans" (Kai-Ming). The influence of the market has caused changes in the system and the way it used to work. Around 1980, the state began to allow private enterprises to become…
Kai-Ming, Cheng, et al. "From Training to Education: Lifelong Learning in China."
Competing in the Nursing Job Market
Increasing my level of education will positively impact my ability to compete in the current job market, as IOM Future of Nursing recommendations clearly state that it wants to see more nurses engaging in lifelong learning, double the number of nurses with a doctorate by 2020, and to increase the proportion of nurses with a baccalaureate degree to 80% by 2020. All in all, the nursing field wants more nurses with more education, which means that in order for me to compete with others, I need to show a commitment to furthering my education and even so far as to go the distance and earn a doctorate, which would place me in a good position to compete in the market.
By increasing my level of education, I can boost my role in the future of nursing by being more knowledgeable of the field, which…
Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1): 4-11.
Davis, L., Taylor, H., Reyes, H. (2014). Lifelong learning in nursing: A Deplhi study.
Nurse Education Today, 34(3): 441-445.
Terzioglu, F. et al. (2013). Use of simulation in Nursing Education. Journal of Curriculum and Teaching, 2(1): 34-41.
In discussing the strategies outlined in several of Malcolm Knowles books, one can clearly recognize adult learning theory as separate from traditional theories in education. In his book, Andragogy in Action, Knowles accurately predicted that by the end of the last century, education would become almost mobile as adults require educational resources that do not uniformly take place in buildings and on campuses but in places, at times and paces convenient to them. With the onset of the internet and the use of personal computers, education can be delivered electronically to service lifestyle choices associated with child rearing and the demands of full or part time employment.
Knowles believed that the greatest challenge was maintaining "the human touch as we learn to use the media in new ways." His findings resulted in the development of a self-directed, "andragogical model" of learning based upon the ideal of community learning…
popularized social and cultural trends are merging, intentionally or not, toward laying the foundation for generating a new narrative about what it means to learn across a lifespan in an environment conducive to healthy living. It seeks to examine the coalescing of what is called lifelong learning side-by-side with the theories and practices related to the evolution of ecological thinking and environmental awareness. The idea that life can be as meaningful at its end as it is in the beginning seems to be counter to normative philosophies that instead isolate and compartmentalize schooling and work. Yet when examined together, it becomes clear that both lifelong learning and ecological thinking are simpatico and thus supportive of the greater acceptance of the other.
Lifelong learning like a mindset for environmental awareness share many philosophical and pragmatic elements. They each approach their subjects from a long-term perspective. Developed and developing nations, including America,…
Adner, R. (2006). Match your innovation strategy to your innovation ecosystem. Harvard Business Review.
Attfield, R. (2010). Global Warming, Equity and Future Generations. Human Ecology Review. Vol. 17. No. 2.
Aspin, D. & Chapman, J. (2001). Towards a philosophy of lifelong learning. In D.Aspin, J. Chapman, M. Hatton and Y. Sawano (Eds), International handbook of lifelong learning, Part 1. London: Kluwer Academic Publishers.
Aspin. D. & Chapman, J. (2007). Values Education and Lifelong Learning: Principles, Policies, Programmes. Springer.
The ability to learn is one of man's most important talents, and, in order for one to improve this capacity, the respective person needs to focus on enriching his personal experience through any means available. Similarly, the respective person has to acknowledge that learning should be something that one longs for, regardless of the fact that many individuals tend to end their education after they finish high school. Learning should not be considered as being something exclusively connected to education, as people can gain important information from a series of environments other than educational institutes. Teachers are mainly responsible for the way that learners amass information, thus meaning that they have to develop methods of having students learn individually and on account of their personal values. Moreover, students need to be influenced in seeing learning as something positive and as something that they should gladly take on. In…
2. True learning organizations allocate the time and resources that are required to develop a competitive advantage based on the lifelong learning and training opportunities that are provided to everyone in the organization.
3. A learning organization not only develops the opportunities for learning but it also provides a corporate culture that encourage all of its members to become self-actualized, thereby contributing to the advancement of the larger society in which the organization competes. .
4. The leadership of true learning organizations ensure that the corporate vision is communicated to all members and provides a framework in which their feedback is welcomed and acted upon, as well as ensuring that an environment exists in which there "are no bad questions" concerning the direction in which the enterprise is headed.
5. Learning organizations make it possible to consolidate work and learning as well as encouraging all members of the enterprise to…
Albert, M. 1998 "Shaping a Learning Organization through the Linkage of Action Research
Interventions." Organization Development Journal, vol. 16, no. 3, pp. 29-31.
Avolio, B.J., & Bass, B.M. 2002 Developing potential across a full range of leadership:
Cases on transactional and transformational leadership. Mahwah, NJ: Lawrence
Most significantly, too, the library runs a free service and a book mobile to reach those who are unable for various reasons (such as being handicapped, ill, or elderly) to use the library. The book mobile has its own selection of books, toys, and a teacher who is available to instruct those who desire instruction and those who need help with their homework.
The library's vision statement is that it seeks to help people pursue lifelong leaning and discovery, as well as enjoyment of popular culture and the arts. It also seeks to help residents become well informed, to engage each other in dialogue and respectful discourse, and to actively participate in the life of the community. All of this makes it an organization that disseminates learning in the fullest sense of the word.
In a practical way -- and as per its mission statement -- it does this by…
Brown, J.S. & Duguid, P. (1991). Organizational learning and communities-of-practice: Towards a unified view of working, learning and innovation. Organization Science. 2(1): 40-57.
Cohen, W.M. & Levinthal, D.A. (2000). Absorptive Capacity: A new perspective on learning and innovation. In R. Cross and S. Israelit (eds) Strategic learning in the knowledge economy. (pp. 39-68) Boston: Butterworth Heinemann.
Comley, L., Arandez, L., Holden, S & Kuriata, E. (2000). Are TAFE organisations learning organisations? Do they 'walk the talk'? The Centre for Curriculum Innovation and Development. Melbourne: Victoria University
Cross, R. And Israelit, S. (2000) Strategic learning in the knowledge economy. Boston: Heinemann.
PESONAL OBJECTIVES FO TEACHING
My personal objectives for teaching are to inspire students to continue to pursue learning. I do not believe that my goal as a teacher of nursing is to simply impart insight related to whatever module or learning objectives that I have at that particular moment in time in which I am working with students. Instead, my true aim is to impart such insight so well and in such an accessible, interactive way that it actually fosters a passion for learning about nursing in general for my students. I want them to learn from me, but I also want them to see that what I am teaching them is only part of a larger, evolving truth related to this profession. I desire for them to understand that they too, can conduct research and attain a status within this profession in which they can learn more…
De Jesus, Olga. (2012). Differentiated instruction: can differentiated instruction provide success for all learners? National Teacher Education Journal. 5(3) 5-11.
Helding, L. (2009). Howard Gardner's theory of multiple intelligences. Journal of Singing. 66(2), 193-199.
Mattila, L-R, Rekola, L., Koponen, L., Eriksson, E. (2013). Journal club interventions in promoting evidence-based nursing: Perceptions of nursing students. Nurse Education in Practice. 13, 423-428.
Moreno-Fergusson, M.E., Alvarado-Garcia, A.M. (2009). Application of Callista Roy's adaptation model in Latin America: A review of the literature. Aquichan. 9(1), 62-72.
Learning that is imparted through an educational institution or training company within the workplace setting in known as Work-based learning (WL). WL is administered by an external teacher in professional capacity and supervised by an employee of the company where WL is imparted. An exhaustive literature review indicates that it was only after Moser report's shocking revelations, regarding lack of literacy, language, and numeracy skills in one out every five adults in ritain that U.K took expedited policy actions to introduce WL. WL is relevant for all adult and young learners and more pertinent for instruction of English as a second language (ESL). Since medium of interaction and business transactions in U.K is English, instruction of ESL is essential for empowering vast percentage of population that does not have requisite skills to compete in labor market due to lack of language skills. Increased use of computers and multimedia in teaching…
Anderson, RC & Freebody, P 1981. 'Vocabulary knowledge'. In J.T. Guthrie (Ed.),
Beck, IL, McKeown, MG & Kucan, L 2002. 'Bringing words to life: Robust vocabulary instruction'. New York: Guilford.
Becker, HJ 2000. 'Pedagogical motivations for student computer use that lead to student engagement'. Educational Technology, Vol. 40, no. 5, pp. 5-17. Viewed on 6 Mar 2013, [http://www.crito.uci.edu/tlc/findings/spec_rpt_pedagogical/ped_mot_pdf.pdf]
Brown, HD 2001. 'Teaching by principles: An interactive approach to language pedagogy'. (2nd ed.). White Plains, NY: Longman.
This program experience, concurrent with my faith-based experience developing an additional residential treatment program provided the core of my personal and professional learning of both direct patient care and cemented my belief in the need for such programs to exists and grow to better meet the needs of the growing drug problem in my community and many others.
Upon completion of the position of Director of Residential Programs for the Jefferson County Council on Alcohol and Drug Abuse, I sought out in 2006 another position that would further my learning as a community service provider. My new task would be based around not the management of one county facility but the development of regional programming needs in the are as a member of the Southeast Texas Regional Planning Commission -- Quality Management-Substance Abuse Division. I currently hold this position which includes a variety of tasks and learning opportunities: Conducting organizational…
Biological and Psychological Basis of Learning and Memory:
The human brain is the core of each function of the body that controls operational learning and memory and the interdependence of each of the concepts. The way with which the brain functions is basically referred to as neural processes that are linked to learning and memory. The link between learning and memory is evident through the fact that learning takes place when memory is stirred while memory is stimulated after the learning process has occurred. Notably, every process that characterizes human activity originates from the brain because it's the center of each functioning part of the body. Actually, Wickens (2005) stated that learning cannot take place without memory though some memories can be inborn such as indispensable reflexes and intuitions (p.260). This implies that the learning process is intricately intertwined with memory through a procedure that is continually transformed and updated…
Cherry, K. (n.d.). Memory -- An Overview of Memory. Retrieved February 11, 2013, from http://psychology.about.com/od/cognitivepsychology/a/memory.htm
Okano, H., Hirano, T. & Balaban, E. (2000, November 7). Learning and Memory. Proceeding of the National Academy of Sciences of the United States of America, 97(23), 12403-12404. Retrieved from http://www.pnas.org/content/97/23/12403.full
Wickens, A.P. (2005). Foundations of biopsychology (2nd ed.). New York, NY:
They may feel threatened by new ideas and fear that they will actually be changes for the worse instead of for the better, simply because they are unfamiliar. Another point is that people may have a vested interest in not accepting change. According to Kotter (1996) people like to feel that they are in control of what is happening to them; they want to be the ones steering their own ship; and the more that change is imposed on them, the more they will see it as something to feel threatened about and the more they will resist it.
Unfortunately, simply being aware that these barriers exist is not sufficient to overcome them. It is the responsibility of the leaders of a learning community to gain an understanding of how to turn around resistance to change that is based on fear rather than rationality. This means not just relying on…
Arlestig, H. (2007) Principals' communication inside schools: a contribution to school improvement? The Educational Forum, 71(3), 262 -- 273.
Felner, R.D., Kasak, D., Mulhall, P., & Flowers, N. (1997). The project on high performance learning communities. Phi Delta Kappan, 78(7), 520-527
Kilpatrick, M.B. & Jones, T. (n.d.) Defining learning communities. Faculty of Education, University of Tasmania, Australia
Kotter, J. (1996) Leading change. Harvard: Harvard Business School Press
To begin with, a commitment to lifelong learning keeps a person's mind active and perspectives constantly attuned to what's new. This is critical for someone to be able to question their own perspectives of the world from time to time -- from the people they interact with daily to the more global trends -- so the person's mind stay sharp and maintains a level of acuity and focus. Secondly, lifelong learning's passion is what keeps many people moving forward to goals they set, even if the goal has nothing to do with outward accomplishment, but more with realizing a specific level of competency in an area of interest. The fulfillment that comes from setting and accomplishing goals only visible to the person setting them in the context of lifelong learning strengths a person's ability to continually grow. Third, lifelong learning is the best insurance against becoming a dinosaur -- someone…
For countries such as the U.S. And France, these needs can be reasonably expected to relate to the respective national cultures involved. For instance, in their book, Education in France, Corbett and Moon (1996) report, "An education system needs to justify itself constantly by reference to the values which underpin a nation's culture. In a democracy it is expected to transmit a range of intellectual, aesthetic and moral values which permeate the curriculum and approaches to teaching and learning" (p. 323).
Just as the United States has been confronted with a number of challenges in recent decades in identifying the best approach to providing educational services for an increasingly multicultural society, France has experienced its fair share of obstacles in this regard as well. According to Corbett and Moon, "In societies forced to come to terms with change, values are always challenged. French society, like others, had to adapt to…
Atkinson, R.D. (2006, May-June). Building a more-humane economy. The Futurist, 40(3), 44.
Blanchard, E. & Frasson, C. (2005). Making intelligent tutoring systems culturally aware: The use of Hofstede's cultural dimensions. Montreal, Quebec Canada: Computer Science Department, HERON Laboratory.
Bryant, S.M., Kahle, J.B. & Schafer, B.A. (2005). Distance education: A review of the contemporary literature. Issues in Accounting Education, 20(3), 255.
Calder, J. (1993). Disaffection and diversity: Overcoming barriers for adult learners. London: Falmer Press.
The issue involves one institution awarding PLA credits, and when a student then transfers to a similar program at another institution or applies to a higher level program after graduating, the second institution may not recognize the PLA credits. The concern exists predominantly in the gap between program levels, for example a diploma graduate applying to a baccalaureate program, a baccalaureate graduate applying to a master's program. It is thought that if this is left unaddressed, increasing PLA practices may well lower a barrier at one educational level, while raising a barrier at the next (Advancing PLA in Alberta -- an Action Plan, 2009).
Another problem that has been associated with PLA is institutional funding for both human resources and operations. There is a concern among institutions about being required to implement or increase their PLA practices without additional government funding to support it. Most institutions currently do not have…
Advancing PLAR in Alberta -- an Action Plan. (2009). Retrieved July 22, 2010, from Web site:
Applying education and skills to real employment opportunities. (n.d). Retrieved July 22, 2010,
from State of Washington Web site:
hen the behavior is followed by a favorable consequence, the behavior is more likely to recur over and over. However, if the behavior is followed by a negative consequence or a painful consequence, then the behavior is less like to happen again.
The third type of learning is Motor Learning. Carlson says that motor learning is "the establishment of changes within the motor system." (433). He claims that this type of learning is a component of the stimulus-response type of learning. However, this type of learning must involve some form of sensory guidance from the environment and it elicits a reaction from the body.
Finally, the fourth type of learning that Carlson describes is Relational Learning. This is the most complex type of learning and it "involves learning the relationship among individual stimuli." (431) Relational Learning involves spatial learning which is the actual process of identifying similarities and differences among…
Carlson, Neil. Physiology of Behavior, Ninth Edition. Published by Allyn and Bacon in Institute of Perceptual Learning. How Perceptual Learning Works. Retrieved on December 10, 2009 from http://www.perceptuallearning.com/plearn.php.
Motor Teaching and Motor Learning. Retrieved December 10, 209 from http://moon.ouhsc.edu/dthompso/mtrlrng/mtrlrng.htm
With proper instructional techniques, the effects of online education could potentially be altered significantly in a positive direction. This research will attempt to determine the specific obstacles that still exist to online education and the current best practices for overcoming these obstacles, as demonstrated by a variety of independent and original research studies conducted on the topic.
Many studies have pointed out that inadequately equipped e-learning systems can result in 'frustration, confusion, and reduced learner interest' (Zhang et al. 2004). An example of this is the fact that many e-learning course offer only text-based learning materials, which could lead to a student's boredom and disengagement in students, preventing them from gaining a good understanding of a topic (2004). However, multimedia technology is becoming more and more advanced and now e-learning systems are able to incorporate materials in different media such as text, image, sound, and video (2004), all sources of…
Faith and learning has an inherent and indelible connection to success in business. Most scholars and successful businesspeople would agree that a commitment to lifelong learning is essential to personal and professional success, though the importance of faith isn’t as well documented. This paper will explore the intricate connection that faith has to many successful businesses and entrepreneurs and how it can forge winning practices in business.
Current research demonstrates the pivotal impact it can have to entrepreneurs, who make up a massive part of the economy. “Mitchell J. Neubert and three colleagues at Baylor University investigated the connection between faith and the propensity to start a business, by examining data from a survey that queried 1,714 U.S. adults about their religious habits” (Neubert, 2013). Essentially, entrepreneurs were found to pray more often than non-entrepreneurs and to possess a higher level of faith, believing that God was directly listening and…
Figure 2: "Information System for Geography" (GIS)
2. The Map View: A GIS consists of a set of intelligent maps and other views depicting features and feature relationships on the earth's surface. Students can use GIS to support their queries, make analyses, and edit information. ith GIS, they can create maps of underlying geographic information and utilize the maps as "windows into the database," as noted by figures (3 & 4).
Figure 3 & 4: Intelligent Maps (GIS)
3. The Model View:
GIS is "a set of information transformation tools that derive new geographic datasets from existing datasets." (GIS) Students can use these geoprocessing functions to retrieve information from existing datasets. The GIS then applies analytic functions, and writes results into new derived datasets.
Figure 5: Example of a Derived Dataset (GIS)
hen students combine data and apply some analytic rules, they can create a model that helps answer questions…
Works Cited www.questia.com/PM.qst?a=o&d=5015493029
Alibrandi, Marsha, and Herschel M. Sarnoff. "Using GIS to Answer the 'Why's' of 'Where' in Social Studies." Social Education 70.3 (2006): 138+. Questia. 20 Mar. 2008 http://www.questia.com/PM.qst?a=o&d=5015493029 .
Andrienko, Natalia, et al. "Testing the Usability of Interactive Maps in CommonGIS." Cartography and Geographic Information Science 29.4 (2002): 325+. Questia. 20 Mar. 2008 http://www.questia.com/PM.qst?a=o&d=5000637589 .
Environmental Program Takes Aim at Weeds: Townsend K-12 School District 1 / Montana." School Administrator Apr. 2007: 12. Questia. 20 Mar. 2008 http://www.questia.com/PM.qst?a=o&d=5020644157 .
49). That goes for leaders in the learning community as well. Thessin asserts that while it is important to teach students to solve problems, there is a lack of focus on another important, related goal: "the need for teachers to learn to do the same" (49). Teachers are leaders and they must be given the training to develop problem solving skills along with the other important skills mentioned in this paper.
Alansari, Eissa M., and Albustan, Suad A. (2009). Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing
Education. College Student Journal, 43(2), 1-8.
Fulton-Calkins, Patsy, and Milling, Charlie. (2005). Community-College Leadership: An Art to be Practiced: 2010 and Beyond. Community College Journal of Research and Practice, Vol.
Jameson, Jill, Ferrell, Gill, Kelly, Jacquie, alker, Simon, and Ryan, Malcolm. (2006). Building
trust and shared knowledge in communities…
Alansari, Eissa M., and Albustan, Suad A. (2009). Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing
Education. College Student Journal, 43(2), 1-8.
Fulton-Calkins, Patsy, and Milling, Charlie. (2005). Community-College Leadership: An Art to be Practiced: 2010 and Beyond. Community College Journal of Research and Practice, Vol.
PBL vs. Traditional
Two of the methods of pedagogy that are currently employed in respiratory therapy are Problem-Based Learning and Traditional Teaching. Both instructional methods can provide a strenuous curriculum for the student interested in comprehensive training in the field of respiratory therapy, and each method has its advantages and (of course) its disadvantages. The focus of this study will be to determine which pedagogical methodology provides the most efficient and effective results in a respiratory therapy educational setting.
To accomplish that objective, the study will administer surveys in questionnaire form to students attending two separate schools that offer training in respiratory therapy. The questionnaires will provide a quantifying response to qualitative, and quantitative, information. Each school's pedagogy will represent either problem-based or traditional teaching methods and students from each school will be asked to complete pre and post training questionnaires and surveys. Additionally, students will be tested on their…
Albanese, M.A. & Mitchell, S. (1993) Problem-based learning: A review of literature on its outcomes and implantation issues, Academic Medicine, Vol. 68, Issue 1, pp. 52-81
Ali, M.; Gameel, W.; Sebai, E.; Menom, N.A.; (2010) Effect of problem-based learning on nursing students' approaches to learning and their self-directed learning abilities, International Journal of Academic Research, Vol. 2, Issue 4, pp. 188 -- 195
Allie, S.; Armien, M.N.; Bennie. K.; Burgoyne, N.; Case, J.; Craig, T.; (2007) Learning as acquiring a discursive identity through participation in a community: A theoretical position on improving student learning in tertiary science and engineering programmes, Cape Town, South Africa, accessed at http://www.cree, uct.ac.za., on January 15, 2011
Biggs, J. (2003) Teaching for quality learning at university (2nd ed.), Buckingham: The Society for Research into Higher Education and Open University Press
brain development opens up tremendous opportunities to improve education. In some aspects, the education community has embraced this research and used it to develop profoundly different approaches to learning. At the same time, the research conflicts with many systemic practices among school administrators and education policy-makers.
Five significant conclusions about the developing brain affect education. First, the capacity for lifelong learning begins during "critical periods" (temporary windows of opportunity for development). Once a critical period is over, it is too late to develop that part of the brain. Throughout, optimal learning occurs when the brain is appropriately challenged. Second, music and art help children develop brain functions related to logic/spatial abilities, illustrating that subject disciplines previously thought to be mutually exclusive are not. Third, emotions experienced while learning affect brain development for that particular type of knowledge. A more meaningful experience with which a student can identify results in more…
Begley, Sharon. "Your Child's Brain," Newsweek, Inc. 1996.
Hancock, LynNell. "Why Do Schools Flunk Biology?" Newsweek, Inc. 1996.
Learning Styles." Exceptional Children, Vol. 49, No. 6, April 1983
Nurse Educator and Good Learning Environments
Effective learning can only take place under conditions that are convenient for both the student and the teacher. It is imperative to note however, that the effective learning environment can only be created with the collective contribution of both the teacher or instructors and the students. Each faculty must have guidelines that are geared towards creating an environment that enables the learners to get to understand their lessons and avoid situations where the instructional and learning time is wasted for both the instructors and the learners. An effective environment in the instruction halls and classes can be created by the instructors first so that the time allocated to learning and instruction is maximized.
The instructors can create an effective learning environment trough having a proper curriculum planning which will enable the teachers to dwell on the relevant material for the class and at the…
American Association of University Professors, (2015). Sexual Harassment: Suggested Policy and Procedures for Handling Complaints. Retrieved November 9, 2015 from http://www.aaup.org/report/sexual-harassment-suggested-policy-and-procedures-handling-complaints
Gerber C.A., (2008). Seven Strategies for Building Positive Classrooms. Retrieved November 9, 2015 from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Seven-Strategies-for-Building-Positive-Classrooms.aspx
1. Using module theory and specific examples from the case provided identify and critically analyze the strategic issues confronting the 'IT'S LEARNING' as it expands beyond its home country (1000 words)
2. Using appropriate module frameworks and specific examples from the case critically analyze the advantages and disadvantages of the Norway as the home base for a global developer of Digital Learning Platforms. (1000 words)
3. Using module theory and examples from the case, demonstrate how 'IT's LEARNING' has used its resources and competences to scale up and develop competitive advantage in the foreign markets. Explain briefly how module theory can help you generate fresh options for the company's future resource development.( 1000 words)
ITs Learning Operations
ITs Learning is a leading provider of cloud-centered Learning Management System (LMS) across the globe. The company was founded in 1998 at Bergen University College in Norway by a group of…
In turn, I shall add a lot to the University community. I will continue to help wherever I can to help build the world around me, and contribute to making the school a better place for all. I know that a lot will be expected of me, and I am able and willing to rise to the challenge. I will work as hard as I can to be the best student possible, and a valued member of the community. I want to see the community be stronger, and help in its mission of spreading the word of God around the world. I envision working with the University on a mission overseas at some point, as a means of fulfilling my own obligation to Him.
I know the University only wants the most dedicated, hardest-working people in its student body and I can assure you I am just that. I have…
This way of thinking and taking action has been evolving over many decades, but it reached its widest audience with the 1990 publication of 'The Fifth Discipline' by Peter Senge." (2003)
The Charter school has a unique opportunity to implement the principles of Peter Senge, and most particularly the principles associated with the 'learning organization' and from a perspective noted in the statement of Senge that it is very unlikely that the "deep systemic problems that afflict our institutions and society..." will find correction until "the ability to honor and integrate theory, personal development and practical results..." has been rediscovered since it is seemingly a lost ability. (Senge, 1997)
Senge states that change may very well involve "returning to an older model of community: traditional societies that gave respect to elders for their wisdom: teachers for their ability to help people grow, and warriors, weavers, and growers for their life…
Five Disciplines: Peter Senge (2008) Value-Based Management 25 Mar 2008. Online available at http://www.valuebasedmanagement.net/methods_senge_five_disciplines.html
Larsen, Kai, et al. (1996) the Learning Organization. Leader Values. Online available at http://www.leader-values.com/Content/detail.asp?ContentDetailID=186
Senge, P (1990). The Fifth Discipline. New York: Currency Doubleday.
Senge, Peter M. (1997) Communities of Leaders and Learners. Harvard Business Review September-October 1997. 75th Anniversary Edition. Reprint Online.
A behavior resulting from injury or disease behavior resulting from experience behavior resulting from disease or drugs biologically determined behavior
Evidence that learning has occurred is seen in published research studies changes in thinking changes in behavior emotional stability
Change in performance is preceded by bad reviews scientific research the behavior of others change in disposition
If-then statements may also be referred to as principles generalization hypothesis laws
Statements which summarize relationships are restricted to the physical sciences known as hypothesis known as generalization never used in the social sciences
Rules which govern the gathering of information are known as rigid and dogmatic scientific method being flexible
APA rules for research studies
Informed consent is given by the researcher judicial review the American Psychological Association the research subject
Laws are to beliefs as truth is to untruth accuracy is to inaccuracy convictions are to facts are to convictions
Learning Organization is defined as an organization with an ingrained philosophy for anticipating, reacting and responding to change, complexity and uncertainty. It is an organization where you cannot not learned because learning is interwoven into the fabric of the day-to-day business. The concept of the Learning Organization is increasingly relevant given the increasing difficulty and uncertainty of the global business environment. Unfortunately, the Learning Organization has been a long time in coming, and by most accounts it has not yet arrived. The concept of a learning organization is a paradigm shift from the way business has traditionally been done.
One of the characteristics of a learning organization is that it moves beyond simple employee training to more of an environment that stresses problem solving, innovation, and learning. Organizations that embody the traits of such an environment consist of five areas, or disciplines, that make a learning organization what it is.…
Beller, J. (n.d). The Importance of Shifting to Learning Organizations. Retrieved January 20,2005, from the World Wide Web site: http://22.214.171.124/search/cache?p=%22five+disciplines+of+a+learning+organization%22& ei=UTF-8& fl=0& u=www.justinbeller.com/samples/the_importance_of_shifting_to_learning_organizations.pdf& w=%22five+disciplines+of+a+learning+organization%22& d=BCBF846FF1& icp=1& .international=us
Larsen, K. (1996). Learning Organizations. Retrieved January 21,2005, from the World Wide Web site: http://home.nycap.rr.com/klarsen/learnorg/index.html#tea
Nathans, H. (2000). Double Loop Learning (C. Argyris). Retrieved January 20,2005, from Hannah Nathans and Enneagram Web site:http://126.96.36.199/search?q=cache:vD2jeJuRGosJ:www.iac.wur.nl/iaclo/htmlarea/docs/msp/DoubleLoopLearning.doc+%22concept+of+double-loop+learning+%22& hl=en
Santos, A. (n.d). Peter M. Senge, "The Leader's New Work: Building Learning Organizations," in Sloan Management Review (Fall 1990), pp. 7-23. Retrieved January 21,2005, from Aldo Santos Web site: http://home.nycap.rr.com/klarsen/learnorg/senge2.html
teaching allows learning and assessment for those that are my learners, as a painting and decorating tutor with the view to self-develop and progress. e will learn how to make the most of and inspire learning and how diversity and fairness play a significant part for both teachers and learners.
Most would probably know that assessment is getting the measurement of the learners' reaction to understanding and competence in teaching instruction (Curzon pg 383). In the job as a painter and decorating tutor, assessment are very important and foremost, as in the way learners are measured against usual standards prior to exams and attaining combined standing. My proficient and personal thoughts upon assessments are that as a teacher we need to be able to utilize various of methods and skills that will be employed to inspire and really keep learners motivated while giving feedback that is constructive in allowing them…
APPLEYARD, N. a. (2010). Communicating with Learners in the LifeLong Sector. Glasglow: Learning Matters.
BLACK, P. a. (2010, May 13). Inside the Black Box: Raising Standards Through Classroom Assessment, Phi Delta Kappan. Retrieved from http://www.pdkintl.org/kappan/kbla9810.htm
COWLEY, S. (2008, March). Teaching Skills For Dummies. Atlanta: Cowans Publishing.
CURZON, L. (2006). Teaching in Further Education, an Outline of Principles and Practice. Oxford: 6th Edition. Continuum.
organization "that is able to change its behaviors and mind-sets as a result of experience" is referred to as a learning organization (Milton-Kelly, n.d.). The concept of learning is, in reality, not as easy as it sounds, and organizations often find themselves having to grapple with the negative consequences of repetitive dysfunctional behaviors brought about by the refusal to accept and acknowledge certain truths (Milton-Kelly, n.d.). The tendency to repeat initiatives because they failed to produce the desired outcome in the previous attempt is, though very common, not characteristic of a learning organization. A number of questions then arise; what features constitute a learning organization? Why should all organizations strive to become learning environments? This text provides answers to these questions.
The Significance of Learning Environments
Learning is crucial to the success of any organization, especially in this era of globalization (OAGC, 1992). Organizations today operate in a fast-paced, rapidly…
Gallardo, L. (2012). Brands and Rousers: The Holistic System to Foster High-Performing Business Brands and Careers. London: LID Publishing.
Milton-Kelly, E. (n.d.). What are the Characteristics of a Learning Organization? GEMI. Retrieved from http://www.gemi.org/metricsnavigator/eag/What%20are%20the%20Characteristics%20of%20a%20Learning%20Organization.pdf
OAGC. (1992). Chapter 5 -- the Learning Organization. Office of the Auditor General of Canada. Retrieved from http://www.oag-bvg.gc.ca/internet/English/parl_oag_199212_05_e_8058.html
Smith, M. (2001). Peter Senge and the Learning Organization. INFED. Retrieved from http://infed.org/mobi/peter-senge-and-the-learning-organization/
Adults ith Learning Disabilities
It has been estimated (Adult with Learning Disabilities) 1 that 50-80% of the students in Adult Basic Education and literacy programs are affected by learning disabilities (LD). Unfortunately, there has been little research on adults who have learning disabilities, leaving literacy practitioners with limited information on the unique manifestations of learning disabilities in adults.
One of the major goals of the (Adult with Learning Disabilities) 1 National
Adult Literacy and Learning Disabilities Center (National ALLD Center) is to raise awareness among literacy practitioners, policy makers, researchers, and adult learners about the nature of learning disabilities and their impact on the provision of literacy services. This fact sheet provides: a definition of learning disabilities in adults; a list of common elements found in many useful LD definitions; and a list of areas in which LD may affect life situations of adults.
In 1963, the term "learning…
Author Unkown. Adult with Learning Disabilities
Corley, Mary Ann & Taymans, Juliana M. Adults with Learning Disabilities:A Review of Literature
This can be exploited to encourage the adult students to get into adult education and continue from one stage to another.
Secondly nowles poses that experimental or pragmatic education is the most effective form of adult education. This involves allowing the learners to make mistakes and continue learning from the same. This, as a practitioner, I can use as a very effective tool of assisting the adult learners. It is worth encouraging them to try what they can especially in class participation, assignments, co-curricular activities without reservations and pointing out the shortfalls as I tell them how they can use the same to learn.
Thirdly, Andragogy presumes that for adults to be truly ready to learn new ideas, they need to feel the assurance that whatever they are due to learn or are learning is straightforwardly pertinent to their daily lives. This helps practitioners develop a learning curriculum that is…
Knowles also posed that adults learn things from the perspective of actively solving problems, rather than acquiring new content and ideas passively. Adults have a wide range of experiences that form the basis of their learning. When teaching adults, it is crucial to use their divergent experiences to help them learn the applied skills in particular. Their experiences can be used to be a pivot from which the teacher or instructor introduces new ideas o them. Ralph and Roger (1991), says that adult learner will, "Identify his learning need when he finds a problem to be solved, a skill to be acquired, or information to be obtained. He is able to articulate his need in the form of a general goal, differentiate that goal into several specific objectives, and define fairly explicitly his criteria for successful achievement. In implementing his need, he gathers the information he desires, collects ideas, practices skills, works to resolve his problems, and achieves his goals. In evaluating, the learner judges the appropriateness of newly acquired skills, the adequacy of his solutions, and the quality of his new ideas and knowledge." This is proof enough that adult learners are equally active in their quest for knowledge and its application.
There has been significant scientific research made in the field of adult learning, one of them being on the general fallacy that human beings lose the brain cells everyday. It is however s established that
"Mere" exposure means that the stimulus is presented without any external motivators such as rewards or difficulties connected to it (Terry, 2006, p.42). Interestingly, it has been found that the preference affect is not connected to a conscious memory of the stimulus (p.43).
It has also been found that brief exposure often produces a more positive response than long exposures. One of the reasons why mere exposure makes a stimulus more pleasing is that an excess of habituation may cause boredom, whereas its absence may produce a type of fear that is associated with the unfamiliar. Brief exposure then provides enough time for the recipient to become familiar with the stimulus without being bored by it and therefore losing interest.
On the other hand, it is difficult to quantify the effect of varied stimuli upon the mind. A given stimulus event can for example indicate multiple and conflicting results in…
Terry, W. Scott. (2006). Learning and Memory: Basic Principles, Processes, and Procedures. Allyn and Bacon.
Sweatt, David J. (2003). Mechanisms of Memory. Academic Press.
Webb, Ben S., Roach, Neil W., and McGraw, Paul V. (2007, Dec. 19). "Perceptual Learning in the Absence of Task or Stimulus Specificity" Public Library of Science. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2147046
Elder Learning Service
By taking part in "Elder Learning Service," one can learn much from the experience. In fact, this is becoming a growing phenomenon both academically and within the community itself. All the research points to the positive impact of how much it empowers individuals into becoming better citizens by becoming self-aware of those that are in need. A service learning service was designed for high school students entitled, "Carrying on the Legacy of San Juan's Elders." Many conclusions arose as well as project outcomes for one to consider for any future project.
Service Learning: High School Students Engaged in their Community
The district in which I teach allowed me to do a service learning project with my high school students upon asking permission from the principal of the school. These were my goals when working with each of them. 1) Promote student and elderly intergenerational communication; 2) Improve…
Brown, L.H., & Roodin, P.A. (2001). Service-learning in gerontology: An out-of-classroom experience. Educational Gerontology, 27(1), 89-103.
Furco, A., & Root, S. (2010). Research demonstrates the value of service learning. Phi Delta
Kappan, 91(5), 16-20.
Getahun, Linde J. (2006) Reflections on service learning with the aged. Academic Exchange
school-wide inquiry into learning and teaching performance and participating in professional inquiry as a colleague" I have often found my school lacking (Copland & Knapp 2006). My current Capstone project is on the phenomenon of 'teaching to the test,' or the extent to which the pressures of standardized testing have inhibited teacher's creativity and limited the development of individuated curriculums in schools today. Copland and Knapp (2006) suggest that under ideal circumstances, a partnership exists between teachers and administrators as they engage in a joint effort to discover what works and what does not work when comparing teaching strategies. But I often find (which is not uncommon amongst teachers) that the standardized test becomes a kind of 'third party' in the relationship between teachers and other stakeholders.
ather than engaging in research to determine what works and does not work to enhance learning, instead teachers and administrators alike must shape…
Rose, L.P. (2009). Students as researchers: a framework for using action research. International Journal of Teaching and Learning in Higher Education, 20(2).
Clinical Learning Outcomes
Interaction of Variables.
Evaluating clinical learning outcomes
Describe the skill and the learner you intend to teach and evaluate
Because of cutbacks in the number of days new patients are allotted to spend in the hospital, patients and their families are increasingly responsible for more of the patient's care, even immediately following a diagnosis of a serious illness such as type I, or juvenile, insulin-dependent diabetes. Teaching patients to correctly monitor their blood sugar and self-administer insulin is essential, but it requires a high level of patient compliance and willingness to learn. It is essential that young patients and their parents have a thorough understanding of the process.
Briefly describe how you would design the learning experience
Learning is a step-by-step process. It is important not to bombard patients with knowledge right away, when they are still frightened and confused. Also, although there are real risks with…
Hahn, K.K. (1990). Teaching patients to administer insulin. Nursing, 20(4), 70-70.
Silvestrone, J.M. (2004). Performance-based assessment: Improving the value of laboratory and skills examinations. New Directions for Teaching & Learning, 100, 65 -- 71.
The Impact of Distance Learning in Accounting Higher Education
This paper is intended as an Introduction to a research study in to the impact of distance learning on the teaching of accounting in higher education. The context of the research will first be introduced i.e., the background to the research. The research to be undertaken will then be introduced, as will the specific questions and sub-questions to be addressed. The significance of this study will then be analyzed, and the people who are expected to benefit from this research will also be outlined. The research methodology and the practical design of this research methodology will be discussed, and the primary and secondary sources to be used will be introduced, and a list of preliminary resources will be given in the ibliography.
Distance learning has grown in popularity amongst students over recent years, for many reasons, one of which has…
Anne Nicholls, Flexible study opens doors., Independent on Sunday, 01-14-1996, pp 12.
Serwatka, Judy A, Improving student performance in distance learning courses., THE Journal (Technological Horizons In Education), 04-01-2002, pp 46.
Mariola, Eleni; Manley, John, Teaching finance concepts in a distance learning environment -- a personal note., Journal of Education for Business, 01-01-2002, pp 177
Kiefer, K. (2007). Chapter 8: Do students lose more than they gain in online writing classes? In Joe Lockard and Mark Pegrum (Eds.), Brave New Classrooms: Democratic Education and the Internet (pp. 141-151). New York, NY: Peter Lang Publishing, Inc.
Introduce the topic and introduce the author and essay. Then state your thesis.
Writing courses in higher education are increasingly being offered in online environments, right along with many other academic coursework. Opinions about how well this online writing instruction is working vary widely. Kate Kiefer contributed a chapter to the book Brave New Classrooms: Democratic Education and the Internet. As a composition specialist teaching graduate writing theory and undergraduate composition courses, including a course titled Computers and Composition, Kiefer is solidly qualified to provide scholarly commentary on the very field in which she labors. In the early 1980s, Kiefer began a long-standing interest in computers and writing, co-founded and…
Bacow, L.S., Bowen, W.G., Guthrie, K.M., Lack, K.A., and Long, M.P. (2012, May). Barriers to adoption of online learning systems in U.S. higher education. Ithaka S+R. Retreived http://www.sr.ithaka.org/sites/default/files/reports/barriers-to-adoption-of-online-learning-systems-in-us-higher-education.pdf
Pickett, M.C. (2009). Overcoming technology barriers in adult online learning environments with modular instructional design. Proceedings of the ASBBS Annual Conference in Las Vegas, in February 2009, 16(1). Retreived http://asbbs.org/files/2009/PDF/P/PickettM.pdf
Increasing of skills and knowledge and even knowledge of the society cannot be possible without social interactions. That is the basis of the social cognitive theory as it brings together attitudinal and cognitive effects. The major forms of continuous learning are via the environment, the web, media houses and social communications. The intensity of the effect this new knowledge would have on people is dependent on their individual mindsets. Social communication (as earlier stated) is a major way of increasing knowledge and deriving meaning from these. In this handbook, we have given a thorough breakdown of social cognition and the workings of social communication in its various forms. This topic is very useful for schools, service establishments, research institutes, the government, professional training schools, industries and firms among others. Even the military could benefit from this as it has employees who daily apply their cognitive abilities for various uses such…
Inclusion of Disabilities in the Classroom
During the later years of the 20th century and the start of the new millennium, it has become abundantly clear that we are living in an increasingly diverse world. Indeed, the diversity of the world has increased not only in terms of race and nationality, but also in terms of ability and aptitude. So recognized have these differences become that that accommodations have been made for them in work, educational, and social settings. The same is true for persons with learning disabilities, or LD. Although there has been much controversy around including such children in general education settings, the trend has been to opt for this choice rather than excluding them from the general education classroom. Interestingly, studies such as the one by McLesky and Waldron have proved that such an idea may indeed be worth the considerable time and money involved in setting…
Lauchlan, F. And Boyle, C. (2007). Is the use of labels in special education helpful? Support for Learning. 22(1).
McLeskey, J. And Waldron, N.L. (2011, Apr.). Full inclusion programs for elementary students with learning disabilities: Can they meet student needs in an era of high stakes accountability? Council for Exceptional Children Convention.
Learning and Development
Business Studies Business Functions Major Subject: Human esources equested Essay Subject: Learning Development Please write essay explaining importance aspects training development business. The essay introduction, body paragraphs a conclusion.
Training and development are a major concern for employees in any organization regardless of private or public sector. For a majority of the employees, undergoing training and development are deemed as a source of job security and motivation. The vast majority of organizations have realized the importance of human resource as a driver for the organization's success. Human resources is the largest asset that a company can have and they are the drivers for all organizational goals and objectives. For example, an organization could have the latest technology that would help it reduce its costs, but if does not have competent employees to operate and use the technology it would not be able to meet its goals. This…
BEEBE, S.A., MOTTET, T.P. & ROACH, K.D. 2012. Training & Development, Pearson Higher Ed.
CHIEN, I.-L. 2012. The Effect of Individual Development Plan and Job Rotation on Job Satisfaction -- the Moderation Role of Supervisor's support and Personal Growth Need.
JEHANZEB, K. & BASHIR, N.A. 2012. Training And Development Program and Its Benefits to Employees and Organizations: A Conceptual Study. Far East Journal of Psychology and Business, 9, 58-71.
SALAS, E., TANNENBAUM, S.I., KRAIGER, K. & SMITH-JENTSCH, K.A. 2012. The science of training and development in organizations: What matters in practice. Psychological science in the public interest, 13, 74-101.
Type II iabetes
Achieving Optimum Well-Being with Type-II iabetes
iabetes is a serious illness, and it is becoming more and more common in the United States. Obesity statistics are startling, and they are rising yearly; with increased overweight individuals, the risk of Type II diabetes especially, also increases, and few things are undertaken to curb these harmful side effects of the unhealthiness that is taking over this country. While diabetes includes both Type I and Type II, and while both are very common and must be understood, this paper will undertake to understanding Type II diabetes, and will aim to find out exactly what causes this type of diabetes and how society can begin to curb its effect in the populations most affected. Furthermore, the paper will argue that there are two fundamental things that can help a person with diabetes live a better life, and these are…
Diabetes and Exercise, 2012.
9 Foods you should be eating for Type 2 Diabetes. (2012). Joy Bauer Food Cures. Retrieved, .
Diabetes Diet: Foods to Avoid. (2012). Everyday Health. Retrieved, .
Most experts contend that kindergarteners respond best to play-based activities. Play-based, learning environments offers diverse opportunities to explore, discover and create. It fosters qualities such as curiosity, perseverance and risk taking, to name a few. It is believed these qualities motivate lifelong learners but are difficult to invoke if not self-discovered when young. The Lectora learning modules are excellent for kindergarteners because they incorporate interactivity and self-initiated learning into the learning process. (Kerbel et al., 1996).
When teaching Kindergarteners their primary colors why is it beneficial to use a Lectora learning module / because Lectora can be used to design multimedia learning modules which mimic the interactiviity of play-based learning. . "(Lectora Features Guide, " n.d.). The most important consideration is that the feedback and evaluation components be built into the instructional design module. Lectora provides you with several test properties options including timed testing, random selection of questions,…
"Design Notes" (n.d.). Retrieved June 19, 2005 from http://daphne.palomar.edu/design/cwheel.html
Kerbel, D., Grunwell, P. & Grundy, K. (1996) A play-based assessment methodology for assessing idiom comprehension in children with semantic-pragmatic difficulties. Journal of Disorders of Communication, 31, pp. 65-75.
"Lectora Features Guide" (n.d.) Retrieved June 19, 2005 from http://www.trivantis.com/authoring_tools_features_guide_features_guide_menu.html
Human Learning and Cognition
The past decade has seen several experiments done to reveal that people are capable of tracking several independently moving objects. A number of the experiments had been carried out under controlled environments focusing on guessing strategies and they revealed performance patterns that vary qualitatively from the ones that would otherwise be indicated by serial scanning algorithms (Block & Gruber, 2014).
The results of these experiments indicated that an attention spreading zoom lens model would not account for the realized data. The regions both inside the convex and outside showed no significant difference in performance on detecting any changes happening to the elements of the targets (Block & Gruber, 2014).
Some interesting properties have come up in "pre-conceptual" tracking (Block and Hancock, 2013). For instance, there can be disruption to tracking by the disappearance and then reappearance of individual objects for a few milliseconds regardless of the…
Block, R.A., & Hancock, P.A. (2013). Psychology of time: Basic and applied issues. In R.R. Hoffman, P.A. Hancock, R. Parasuraman, J.L. Szalma, & M. Scerbo (Eds.), The Cambridge handbook of applied perception research. Cambridge, UK: Cambridge University Press (in press).
Block, R.A. & Gruber, R.P. (2014).Time perception, attention, and memory: A selective review. ActaPsychologica 149, 129 -- 133
Gruber, R.P., & Block, R.A. (2013).The flow of time as a perceptual illusion. Journal of Mind and Behavior, 34, 91 -- 100.
Second, it suggests that once an appropriate curriculum has been compiled -- one that produces the appropriate results -- then this very same curriculum should produce the same results every time it is employed properly. And third, it suggests that language itself cannot be conceived of as anything other than a response to an external stimulus; therefore, we, as teachers, should not be concerned with the internal, conceptual aspects of learning a language, and only with the observable, verbal responses that our teaching techniques produce. Of course, these stand as direct consequences of accepting the theory of behaviorism within the context of teaching ESL; however, my experience has shown that, if anything, the version of behaviorism that allows for consciousness is the most beneficial for developing an efficient and successful approach towards teaching.
Unfortunately for the theory of behaviorism, this phenomenon is not easily explained without the existence of internal…
Cain, M.J. (2002). Fodor: Language, Mind and Philosophy. Cambridge: Polity Press.
Chomsky, N. (1975). Reflections on Language, New York: Pantheon.
Cole, David. (2004). "The Chinese Room Argument." Stanford Encyclopedia of Philosophy, March. Available:
Schools can prevent massacres along the lines of Columbine by teaching students how to be "more human." However, in order to teach how to be more human, teachers and educational professionals must keep up-to-date on the changing needs and desires of their students. Knowledge of popular culture helps, but that knowledge must be tempered with common sense. The teacher serves as a role model who can counteract the negative images in popular culture and simultaneously guide students toward positive role models they admire.
They view school and their teachers as enemies. If schools were more intent on fostering personal growth and development than on meeting arbitrary standards or on following outmoded curricula, then students may be more inclined to act more humane toward their fellow students. Part of the problem also lies with the parents and with the society at large. Parents need to be more actively engaged in…
Coaching and mentoring are fundamental lifelong commitment for graduate nurses. They are a key competency for nursing practitioners, researchers, and educators. This is because coaching and mentoring help nurses engage in relationships and conversations directed at promoting career commitment and professional development. Nurses are coached and mentored to advance their career practice and opportunities (Hamric, Spross & Hanson, 2009). In addition, coaching and mentoring will help me, as a nurse increase satisfaction and enjoyment with my current roles.
A learning contract is a common activity in coaching. It involves negotiating learning between the nurse and the coach. In any contract, the coach and the nurse must sign a written learning agreement enabling the nurse to participate in many decisions about components of learning and objectives. Thus, it is often a coaching activity where the coach and the nurse (student) agree of objectives and the nurse's responsibility in attainment…
Grossman, S. (2013). Mentoring in nursing: A dynamic and collaborative process. New York, NY: Springer Pub. Co.
Hamric, A.B., Spross, J.A., & Hanson, C.M. (2009). Advanced practice nursing: an integrative approach (4 ed.). Maidenhead: Open University Press.
education, and how my education has transformed my life by improving my self-confidence, upgrading my skills, and expanding my opportunities for personal and career success. his reflection and evaluation paper analyzes critically the value of my education at the University of Phoenix. I will discuss where I was before commencing the program, where I was during the program, and where I expect to be after graduation. In addition to discussing the peculiarities associated with receiving an online degree, I will outline my short-term and long-term goals as they relate to my course of study.
Before I began my studies at the University of Phoenix, I received most of my life skills, professional training, and character building through the American military. he military helped me to discover my talents and preferences with regards to a career, and brought out both my strengths and weaknesses. My professional career was steeped in military…
The University of Phoenix has offered me a firm foundation for my education and career. I appreciate the instructors and the hard work they have put into developing the courses that are suitable for adults like me who need to learn about how to apply skills and training to the marketplace. With my University of Phoenix degree, I will become the qualified professional I envisioned for myself, will continually improve my skills, and will dedicate my life to helping others.
National Association of Professional Geriatric Care Managers (2013). Retrieved online: http://www.caremanager.org/
Post Modernism: A Forced Impact
The objective of this work is to describe a philosophy or philosophies that the writer of this work ascribes to and to explain why specifically incorporating values and beliefs held by the writer. As well, discussed will be the personal philosophy of the writer as it relates to the purpose of education, the student's role and the role of the school in society, locally, nationally, and internationally as well as the role of students and parents as well as teachers and administrators. Also addressed in this study is where ideals are derived from and examined will be development of curriculum and instruction, classroom management issues, school management and administration issues as well as diversity of education and how education can best cope with change. Finally, this work will examine education as an integral part of lifelong learning and who should be in receipt of an…
Aronowitz, S., & Giroux, H. (1991). Postmodern education: Politics, culture and social criticism. Minneapolis: University of Minnesota Press.
Elkind, D. (1997). Schooling and family in the postmodern world. In A. Hargreaves (Ed.), Rethinking educational change with heart and mind (pp. 27-42). ASCD Yearbook.
Giroux, & McLaren, (1992). Media hegemony: Towards a critical pedagogy of Representation." In Schwoch, White and Reily: xv-xxxiv.
Giroux, H. (1996). Living dangerously: Multiculturalism and the politics of difference. New York: Peter Lang Publishing.
Lifelong Learning Using Technology
Technology has changed the way people learn. These days, the conventional method of learning from books and through teacher's intervention is not the only technique that educational institutions depend to impart knowledge and skills to students. With the emergence of technology, learning from digital resources has been a component of many school curriculums.
Learning is a continuous process. After finishing school, we continuously absorb diverse information, knowledge, and skills from our own experiences, either from our work or simply from our day-to-day life. More especially, because of the different technologies that have been developed, people seem to similarly develop different strategies for lifelong learning. One tool to such is the usability and value of what the Internet can provide. If some decades ago, we have to run to libraries when we need to research information, the convenience of accomplishing such need these days, with the help…
Code of Responsible Computing.
Computer Learning Foundation.
Cybercrime and Cybersecurity Cmmunication.
international emphasis on education, including the study of languages and foreign cultures, is today still very limited and biased, creating a gap between the job skills and competencies acquired during studies and the international component increasingly present in every work environment, where the young graduate will have to travel or relate to foreign clients, suppliers and several stakeholders. De Wit, Jaramillo, and Knight (2005) report that the development of advanced communication, new technology, increased labor mobility, market economy and trade liberalization, increased private investment, decreased support of higher education, and the development of lifelong learning, are all key drivers for universities to have to internationalize their curricula. They also add that on the government side, the only attention given to this need is for educational programs preparing for government departments, and not for business and the industry at large. Therefore, it is evident that with an increasing global environment, the…
Glaser, B.G. And Strauss, A.L., (1967), The Discovery of Grounded Theory: Strategies for Qualitative Research, Chicago: Aldine
Pattameak, J. (2009) EMPLOYERS' EXPECTATIONS AND PERCEPTIONS OF TOURISM Vol. 5 No. 4 June 2009 Pp. 306-321.
Perron, R. (2011) The 8th SMEs in a Global Economy Conference 2011: " Rising to the Global Challenge: Entrepreneurship and SMEs development in Asia " Retrieved from: http://assets.aarp.org/rgcenter/econ/finding-training-keeping-qualified-workers.pdf
Glaser, B.G. (1978) Advances in The Methodology of Grounded Theory, Sociology Press, Mill Valley, CA.
Within Human esources Development
The literature which describes and analyzes the important aspects of adult education - within the Human esources Development genre - is vitally important in relating to today's employees who seek - and deserve - learning opportunities within their workplace environment. It provides a point of reference, it offers stimulating ideas for digestion and analysis, and it zeros in on the issue at hand, which is that learning should be encouraged and facilitated by employers, and it should be done in such a way that gains in individual learning and knowledge will transfer to competency on the job, and ultimately, profitability for the employer.
An exceptionally useful article by Theodore J. Marchese, entitled, "Insights from Neuroscience and Anthropology, Cognitive Science and Work-Place Studies": e.g., the brain is "remarkably plastic across the lifespan..."
Early experiences and genetic inheritance are very important," Marchese writes in his piece,…
Glastra, Folke J; & Hake, Barry J.; & Schedler, Petra E. "Lifelong Learning as Transitional Learning." Adult Education Quarterly 54 (2004): 291-306.
Hodkinson, Phil; & Hodkinson, Heather; & Evans, Karen; & Kersh, Natasha; & Fuller,
Alison; & Unwini, Loma; & Senker, Peter. "The significance of individual biography
In workplacelearning." Studies in the Education of Adults 36, (2004): 6-26.
Teaching is one of the most important, although also the most underrated, professions in the world. Teachers today prepare young people not only for their next level of schooling, but also for tertiary education and ultimately to become gainfully employed and contributing citizens themselves. The problem is that there are so many varying levels of education today, ranging from the extremely poor to the extremely excellent. One factor that plays a major role in how well teachers are able to present materials in the classroom is the education they receive themselves. Although the quality of teacher education depends on several factors, one major argument revolves around whether they should be exposed to unproven theory or not. On the one hand, the argument may be that exposing them to unproven theory may only detract from the central purpose of their education, which is to provide them with the tools…
Chye, T.E. (2008, Jul.) Learning to Teach, Teaching to Learn: A handbook for NUS teachers. Retrieved from: http://www.cdtl.nus.edu.sg/handbook/home/foreword.htm
The Critical Thinking Community (2013). The Role of Questions in Teaching, Thinking and Learning. Retrieved from: http://www.criticalthinking.org/pages/the-role-of-questions-in-teaching-thinking-and-learning/524
National Assessment and Accreditation Council (NAAC) (2007, Jul.) Quality Indicators for Teacher Education. Retrieved from: http://www.col.org/SiteCollectionDocuments/PUB_QITE.pdf
Porter-Magee, K. (2013, Feb. 8). Common Core v. The false promise of leveled literacy programs. Common Core Watch. Retrieved from: http://edexcellence.net/commentary/education-gadfly-daily/common-core-watch/2013/common-core-v-the-false-promise-of-leveled-literacy-programs.html
The three main types of assessments for the Highfield Awarding ody for Compliance Level 3 Preparing to Teach in the Lifelong Learning Sector qualification specifically gauge whether or not a pedagogue understands the three primary components of his or her profession: that of the responsibilities of the teacher, that of the responsibilities towards the learners, and that of the responsibilities of proper classroom management. Although these areas are far from mutually exclusive in scope and focus, the fact that they are listed as distinct from one another alludes to the individual importance each assessment is given within the realm of education. Foremost of these assessments involves the primary role of the educator, and details both the legal requirements and common practices inherent in the professional status of this occupation. Candidates must demonstrate mastery of these mandates, as well as of those which directly affect their particular didactic focus, be…
Cooper, D. 2006. Talk About Assessment: Strategies and Tools to Improve Learning, ON: Thomson Nelson, Toronto
HABC Level 3 PTLLS Candidate Assessments, 2011, Highfield Awarding Body for Compliance.
O'Connor, K. 2002. How to Grade for Learning. Skylight, Arlington Heights.
Rethinking Assessment with Purpose in Mind: assessment for learning, assessment as learning, assessment of learning, 2006, Winnipeg, Manitoba, Canada: MECY.
Educational Excellence eview goals put Educational Excellence All Children Act (1999). Goal 1: eady learn year 2000, children America start school ready learn. Goal 2: School Completion year 2000, high school graduation rate increase 90%.
Educational Excellence for All Children Act (1999):
How does Louisiana measure up?
When President Clinton reauthorized the Elementary & Secondary Education Act (ESEA) of 1965 in the form of the Educational Excellence for All Children Act (1999), he intended to reinforce such concepts as 'high academic standards, top-quality teachers in smaller classes, safe schools" and emphasize the need for a greater degree of accountability of schools and teachers (Kickbush & Winters 1999). The Act set six major goals for all schools. Sadly, the state of Louisiana has received a failing grade from a number of independent, objective review boards in relation to its ability to meet these six goals. The National Center for…
Drug and alcohol abuse amongst teens in Louisiana. (2012). Inspirations Youth. Retrieved:
Ernest Gallet. (2011). Louisiana Schools Report Cards. Retrieved: