
A Feast of Learning
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Content
- Cover
- A Feast of Learning: International Perspectives on Adult Learning and Change
- A Feast of Learning: International Perspectives on Adult Learning and Change
- Copyright
- Contents
- Foreword
- Acknowledgments
- 1: Introduction: The Learning Priority
- Adult learning: A Universal Imperative
- Building an International Learning Community About Adult Learning
- Avoiding the Pitfalls of Intercultural Collaboration
- A Feast of Learning
- Focusing on the Adult Learner
- Learning Environments
- From Positive Deviance to Social Policies
- References
- 2: Heuristics of Adult Learning
- A Reversal of Thinking
- Heuristics
- Heuristic #1: Learning As a Radical Priority
- Heuristic #2: Learning Environments: Formal, Non- Formal, Informal
- Heuristic #3: Observation Scales
- Heuristic #4: The Triadic Reciprocal Causation Model
- Heuristic #5: The Primeval Role of Human Motivation
- Heuristic #6: The Double Dimension of Self-Directed Learning
- Heuristic #7: Three Conditions of Adult Learning
- Heuristic #8: In Search of Learning Interfaces
- Heuristics: Signposts Towards an Adult Age of Learning
- References
- 3: Facilitating Adult Self-Directed Learning
- How I Arrived at Facilitating Adult Self-Directed Learning
- Presenting on Individualizing Instruction at the Inaugural International Symposium on Self-Directed Learning
- Specific Instructional Roles
- Have We Progressed Over the Past 25 Years?
- Where Do We Go From Here?
- Appendix: Aspects of the Learning Process Where Learners Can Assume Some Control
- References
- 4: Placing Individuals at the Learning Process' Center to Increase Organizational Training's Impact
- Introduction
- Learning Transfer in an Organizational Environment: The Ubiquitous Quest for Training Impact
- An Adaptive Perspective on Learning and Transfer That Places each Individual at the Center
- Informal Learning: Toward a Perspective of Self-Directed Learning
- Developing Self-Regulation is Key to Increasing the Impact of Workplace Training
- Conclusion
- References
- 5: Hypothetical Model for Executives' Self-Development
- Introduction
- Development of the Self
- Method
- Comparative Analysis of Two Future Scripts
- Low Coherence at the Micro-Level
- High Coherence at the Micro-Level
- Discussion
- Conclusion
- References
- 6: Identifying Challenges for Distance Learning: Quality, Design, and Facilitation
- Confronting Dificult Questions
- Challenges for Distance Learning
- One Size Does Not Fit All
- Design
- Instructional Strategies Waiting for Action
- Model for Design: Learning Activity Morphogenesis
- Applying Universal Design Principles, or Not: The 21st Century Silent Disaster
- Facilitation
- What Is Facilitation?
- Model for Facilitation
- Conclusion
- References
- 7: Promoting Self-Directed Science Learning for All: Beyond the Scientist/ Nonscientist Social Divide
- Focusing on Self-directed Science Learning
- The Importance of Grades in Science Curricula and Their Impact on Self-Eficacy
- Establishing a Counseling Center as a New Framework for Long Term Science and Technology Self-Directed Projects
- The Cité Des Métiers Guidance Center and Its Results
- Explaining the Connection Between our Guidance Center and Science and Technology Literacy Goals
- An Obvious and Relevant Connection
- Involving A Priori Uninterested People in Self-Directed Science Learning
- How the Divide Between Leisure and Work Impacts Our Guidance Center
- No Real Link Between the Uses of Cité Des Métiers and the Visits of Science Exhibitions
- Leisure/Work Time Divide and the Éducation Permanente Concept
- Lifelong Learning Can Be Supported Over Time
- Is There A Shared Conception of the La Vilette Approach?
- Describing the Diferent CSTI Stakeholders' Views About Scientific SDL
- Recurrent Policies Without Any Macroscopic Result
- Science Literacy and School Curricula Social Consequences
- Communication More Than Learning Policies
- Science SDL Positive Deviants
- Little Science, Big Science, Impure Science, and SDL
- Implications
- Appendix
- Webography of Related Internet Sites
- References
- 8: Entertainment-Education Communication Strategy: An Alternative Way to Learn
- Entertainment-Education and Learning
- Origin of Entertainment-Education
- Antecedent of the E-E Strategy
- Definition
- The Beginning of E-E Strategy
- Theoretical Elements of the Entertainment-Education
- Rovigatti's Circular Model of Communication
- Bentley's Dramatic Model
- Jung's Theory of Archetypes and Stereotypes
- MacLean's Theory of the Triune Brain
- Social Learning Theory
- Entertainment-Education as a Communication for Development Strategy
- Outcomes of E-E Interventions
- Results of Sabido E-E Telenovelas in Mexico
- Results of EE Interventions Around the World
- E-E in the United States
- Trends in Entertainment-Education
- E-E in the Realm of Adult Education
- References
- 9: Transforming Education From the Inside Out: Positive Deviance to Enhance Learning and Student Retention
- Introduction
- Positive Deviance Approach: Fliping the Dominant Paradigm
- Positive Deviance for Combating Malnutrition in Vietnam
- Positive Deviance in Education and Learning
- Reducing School Dropouts in Argentina
- Graduation of African-American Men from U.S. Colleges
- Stemming the Tide of School Dropouts in Merced, California
- Graduation of Minority and Disabled Students in El Paso, Texas
- Keeping Students in School, out of Streets
- Positively Deviant Practices in U.S. School Districts
- Discussion and Implications
- Acknowledgement
- References
- 10: Learning Through the Life Course: Social Policy vs. Individual Agency
- Background Statement
- Introductory Research
- Personal Agency in Changing Social Landscapes
- Adult Learning in the Life Course Perspective: The Significance of Literacy and Basic Education in Adult Life
- Agency and the Institutional Practices of Everyday Life
- The Social Ecology Metaphor
- Concluding Thoughts on Individual Agency vs. Social Policy
- References
- 11: A Veritable Knowledge Feast
- A Gourmet's Delight
- Future Research Possibilities
- Personal Agency
- Informal Learning
- Epistemology of Adult Education
- References
- About the Editors
- About the Contributors
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File format: ePUB
Copy protection: Adobe-DRM (Digital Rights Management)
System requirements:
- Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
- Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
- E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (not Kindle).
The file format ePub works well for novels and non-fiction books – i.e., „flowing” text without complex layout. On an e-reader or smartphone, line and page breaks automatically adjust to fit the small displays.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.
Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.
For more information, see our ebook Help page.