Browsing by Subject "Nontraditional Education"

Now showing 1 - 3 of 3
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    Adult Development Matters In Adult Education
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Scheer, Scott D.
    All to often in adult education settings, the learning strategies and methods that we use are tailored as one size fits all. A key component of effective adult learning that can be easily overlooked is the role of adult development with adult learning. This oversight is possible among adult educators because our knowledge base is grounded in education as compared to human development or developmental psychology. The point being made that the developmental characteristics of the adult learners should influence the teaching-learning strategies that are implemented. In other words, developmental differences between a 22 and 77 year-old should be accounted for in a community-learning setting.
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    EMBRACING AND EXTENDING THE MARGINS OF ADULT EDUCATION:EXPERIENCES OF INTERDISCIPLINARY COLLABORATION
    (2005-11-21T18:23:41Z) Glowacki-Dudka, Michelle; Wise, Meg
    Adult educators, working in non-traditional interdisciplinary settings, sit at the confluence of where the margins of several disciplines meet to exchange ideas on how to advance theory and practice to facilitate adult learning. This paper uses two case studies of how adult educators work in interdisciplinary non-traditional adult education organizational settings—a state-level family literacy initiative and an interdisciplinary online adult patient education research and development program—to improve programs that facilitate adult learning. The paper concludes with a discussion of barriers to and strategies for integrating adult education principles into mainstream programs.
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    From The Personal To The Collective: The Use Of Group Narrative In Adult Learning: Gathering The Separate And Collective Stories Of A Marginalized Group
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Nichols, Nancy J.
    Recognizing and valuing the experiences of individual adult learners is a key component of adult education. Moving adult learners toward reflective action, or praxis, depends upon the learner and educator creating a space where the student’s voice can be heard. This means realigning the power dynamic between teacher and student so that they become co-learners. The following research method models an approach that values the individual and corporate voices of a marginalized group through a renegotiation of power between the researcher and the researched. This model uses an application life history that connects personal inquiry and learner collaboration in the process of gathering stories from clergywomen ordained from 1974-1990 in The North Indiana Conference of The United Methodist Church. Many of the women engaged in this study are colleagues who have often competed with one another for power and position within the conference hierarchy. This has placed them in adversarial rather than supportive relationships with one another and with other women in ministry. The structure of this research project has not only realigned the power dynamic between researcher and researched, but has broken through some of these power barriers as these women have started sharing their stories with one another.