Pub Date : 2024-04-03DOI: 10.1177/10451595231204089
Judith A. Alamprese
The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as “Preparing Adults for the Future of Work.” CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners’ use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning.
{"title":"Adult Learning and Education in Digital Environments: Learning From Global Efforts to Promote Digital Literacy and Basic Skills of Vulnerable Populations","authors":"Judith A. Alamprese","doi":"10.1177/10451595231204089","DOIUrl":"https://doi.org/10.1177/10451595231204089","url":null,"abstract":"The pervasive role of digital technologies in adult learning and education (ALE) was a prominent theme throughout the deliberations of the Seventh International Conference on Adult Education (CONFINTEA VII) held June 15-17, 2022 in Morocco. CONFINTEA VII embodied the worldwide interest in digital technologies through the use of a hybrid format with appointed delegates participating both virtually and on site. To highlight the importance of digitalization and digital skills, CONFINTEA VII not only devoted a plenary session to “Adult Learning and Education in Digital Environments,” but discussions about the role of digitalization and the need to support adults in developing digital skills also permeated other sessions such as “Preparing Adults for the Future of Work.” CONFINTEA VII sessions discussed challenges that vulnerable populations have in accessing digital tools and strategies for providing more equitable acccess and professional development to address this digital divide. This article describes learnings from CONFINTEA VII and related efforts at the national, regional, and local levels to support adult learners’ use of digital technologies to develop their literacy, numeracy, and occupational skills and the resources that are critical to those efforts. Also discussed is the need for data, research, and monitoring to understand how digital technologies can be effective in adult learning and education and in preparing adults to embrace a culture of lifelong learning.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"40 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.1177/10451595231211641
Christy M. Rhodes
{"title":"Review of CONFINTEA Resources","authors":"Christy M. Rhodes","doi":"10.1177/10451595231211641","DOIUrl":"https://doi.org/10.1177/10451595231211641","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"31 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.1177/10451595231171141
Christy M. Rhodes
{"title":"Moving Forward in the Global Community: Reflections From CONFINTEA VII","authors":"Christy M. Rhodes","doi":"10.1177/10451595231171141","DOIUrl":"https://doi.org/10.1177/10451595231171141","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"36 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.1177/10451595231207352
Wendy Griswold
Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action. However, defining climate education and roles for adult educators is not well-defined or explicit. To gain clarity in how ALE providers can facilitate learners’ understanding of how social/political, economic, and natural systems intersect to create and perpetuate the oppression, marginalization, and destruction of humans and the world upon which we depend, a close review of global guidance documents is warranted. This article analyzes key documents, such as the Marrakech Framework for Action (MFA), Education for Sustainable Development: A roadmap (ESD for 2030), and the International Council for Adult Education Spotlight Report for CONFINTEA VII. This process resulted in clarification of the definition of climate education from an ALE perspective and suggestions of explicit roles for ALE providers in the realm of climate education.
气候变化和气候教育涉及的不仅仅是气候和环境，因为我们的社会和经济体系既依赖于气候和环境，也受到气候和环境的影响。如果一些国家不重建其社会和经济体系，使之公平和具有包容性，我们就无法解决人类对全球气候和当地环境的影响。根据几份与成人学习和教育（ALE）以及气候教育相关的重要全球指导文件，成人教育工作者在培养能够参与气候和环境行动的学习者方面发挥着重要作用。然而，气候教育的定义和成人教育者的作用并没有得到很好的界定或明确。为了明确成人教育提供者如何促进学习者理解社会/政治、经济和自然系统如何相互交织，从而造成并延续对人类和我们赖以生存的世界的压迫、边缘化和破坏，有必要对全球指导文件进行仔细审查。本文分析了《马拉喀什行动框架》（MFA）、《可持续发展教育路线图》（ESD for Sustainable Development）等重要文件：2030 年可持续发展教育路线图》（ESD for 2030），以及国际成人教育理事会第七届国际成人教育大会重点报告。通过这一过程，从成人教育的角度澄清了气候教育的定义，并就成人教育提供者在 气候教育领域的明确作用提出了建议。
{"title":"CONFINTEA VII and the Call to Climate Action: Clarifying Roles for Adult Learning and Education","authors":"Wendy Griswold","doi":"10.1177/10451595231207352","DOIUrl":"https://doi.org/10.1177/10451595231207352","url":null,"abstract":"Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action. However, defining climate education and roles for adult educators is not well-defined or explicit. To gain clarity in how ALE providers can facilitate learners’ understanding of how social/political, economic, and natural systems intersect to create and perpetuate the oppression, marginalization, and destruction of humans and the world upon which we depend, a close review of global guidance documents is warranted. This article analyzes key documents, such as the Marrakech Framework for Action (MFA), Education for Sustainable Development: A roadmap (ESD for 2030), and the International Council for Adult Education Spotlight Report for CONFINTEA VII. This process resulted in clarification of the definition of climate education from an ALE perspective and suggestions of explicit roles for ALE providers in the realm of climate education.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.1177/10451595231211910
Linda E. Morris
During CONFINTEA VII’s Panel 4: “Preparing adults for the future of work” and throughout the conference, participants grappled with crafting a transformative agenda, where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable development is a global imperative. CONFINTEA VII presentations and dialogue ( https://www.uil.unesco.org/en/seventh-international-conference-adult-education ) underscore challenges faced and factors impacting society and shaping work, for example, digital transformation, industry 4.0, transition to a green economy and the constant need to acquire new skills. This article conveys conferees’ shared perspectives on emerging strategies, policies, and practices to support transformation and sustainable development, implications for practice, and collaborative action. Among recurring themes: (a) emerging technologies generating dynamic future workplaces, (b) abundant new opportunities for work and growth, (c) intensifying emphasis on access, inclusion, and tackling global problems, and (d) workplaces harnessed as learning places where learning to learn and continuous learning skills are de rigueur.
{"title":"Developing and Sustaining Future Workforces: Focusing on Work and Learning","authors":"Linda E. Morris","doi":"10.1177/10451595231211910","DOIUrl":"https://doi.org/10.1177/10451595231211910","url":null,"abstract":"During CONFINTEA VII’s Panel 4: “Preparing adults for the future of work” and throughout the conference, participants grappled with crafting a transformative agenda, where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable development is a global imperative. CONFINTEA VII presentations and dialogue ( https://www.uil.unesco.org/en/seventh-international-conference-adult-education ) underscore challenges faced and factors impacting society and shaping work, for example, digital transformation, industry 4.0, transition to a green economy and the constant need to acquire new skills. This article conveys conferees’ shared perspectives on emerging strategies, policies, and practices to support transformation and sustainable development, implications for practice, and collaborative action. Among recurring themes: (a) emerging technologies generating dynamic future workplaces, (b) abundant new opportunities for work and growth, (c) intensifying emphasis on access, inclusion, and tackling global problems, and (d) workplaces harnessed as learning places where learning to learn and continuous learning skills are de rigueur.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"26 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1177/10451595241235693
Michael Chambers
{"title":"Evaluating Digital Learning Platforms: The Role of LearningExpress Library in Adult Learning","authors":"Michael Chambers","doi":"10.1177/10451595241235693","DOIUrl":"https://doi.org/10.1177/10451595241235693","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"27 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/10451595241237784
Laura B. Holyoke, Elise Kokenge, Nanci Jenkins, Jonathon A. Ball, Heather Heward, Shannon Wilson
The purpose of this qualitative study was to explore the components of a profound moment. We provisionally defined a profound moment as an experience that intentionally or unintentionally continues to surface in consciousness, has transformed an individual’s fundamental perspectives, and been integrated into an individual’s life. Participants who the researchers felt had experienced highly memorable moments and demonstrated an introspective personality were purposefully selected. Interviews were conducted using a semi-structured interpretive phenomenological approach; interviews were transcribed, coded, analyzed, and considered in the analysis. Results from preliminary analysis indicate components of profound moments include acceptance, permeation, humanity, and change.
{"title":"Exploring Roots of Profound Moments: An Empirical Study","authors":"Laura B. Holyoke, Elise Kokenge, Nanci Jenkins, Jonathon A. Ball, Heather Heward, Shannon Wilson","doi":"10.1177/10451595241237784","DOIUrl":"https://doi.org/10.1177/10451595241237784","url":null,"abstract":"The purpose of this qualitative study was to explore the components of a profound moment. We provisionally defined a profound moment as an experience that intentionally or unintentionally continues to surface in consciousness, has transformed an individual’s fundamental perspectives, and been integrated into an individual’s life. Participants who the researchers felt had experienced highly memorable moments and demonstrated an introspective personality were purposefully selected. Interviews were conducted using a semi-structured interpretive phenomenological approach; interviews were transcribed, coded, analyzed, and considered in the analysis. Results from preliminary analysis indicate components of profound moments include acceptance, permeation, humanity, and change.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"276 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/10451595241237554
Mohammad Ali Heidari-Shahreza
This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.
{"title":"Light and Delight: Playful Learning as an Ideology and Methodology in Adult Education","authors":"Mohammad Ali Heidari-Shahreza","doi":"10.1177/10451595241237554","DOIUrl":"https://doi.org/10.1177/10451595241237554","url":null,"abstract":"This article, a conceptual and theoretical piece, opens a window on “playful learning” as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning as an ideology and methodology to realize the light (i.e., the true essence) and the delight (i.e., the pleasure) of learning. To this aim, the paper initially provides a feature-based, pedagogical perspective of “play.” Afterward, it defines and defends playful learning, highlighting a wide spectrum of possibilities and affordances within the pedagogy of play. In particular, (digital) game-based learning, gamification, and quest-based learning are touched upon. Additionally, connections are briefly made between playful learning and several teaching paradigms and philosophies in adult education such as student-centered learning, project-based learning, creative pedagogy, positive education, and critical pedagogy. Furthermore, the article puts forth “signature pedagogy” as a theoretical framework to safeguard the implementation of playful learning in adult education. Similarly, the notion of “iplay” (or intelligent play) is introduced to underscore the technological and evolving dimensions of play and playful learning. The paper, finally addresses several areas of concern within “playful adult education.” It touches upon creating a “playful mindset” and “play culture” among educational stakeholders especially teachers and students. Likewise, developing appropriate adult learning “playware” (i.e., playful instructional content) and “playful assessment” are addressed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140128921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1177/10451595241235699
Clarena Larrotta, Shannon D. Ture
The United States has been the global leader resettling refugees since the 1970s; its resettlement program is the largest in the world. The state of Texas has a high number of admissions and longstanding refugee programs which makes it a strategic site for research. This article reports findings of a reflective case study within an open enrollment literacy program in Central Texas. It describes the experiences of a literacy instructor teaching English to refugee adult learners for six years. The research questions guiding the study are: (1) what are the experiences of a literacy instructor teaching English to refugee adult learners? and (2) what can other English language instructors transfer from this reflective case study to their classroom settings when teaching refugee learners? To document the case study, it was important to keep a systematic account of facts and reflection. Thus, the instructor kept a reflective journal for a semester and participated in a series of conversational storytelling interviews to generate data for the study. Thematic analysis procedures guided the data analysis process and allowed for identifying five major themes to report study findings. These are: (1) traumatic stress, (2) classroom dynamics, (3) active listening, (4) flexibility for teaching and learning, and (5) curriculum challenges. Study findings provide examples and narratives that can be useful to practitioners interested in this topic. This article is an invitation to instructors of adult refugee language learners to engage in reflection and become more aware of their teaching practices.
{"title":"Reflective Case Study of a Literacy Instructor Teaching English to Refugee Adult Learners","authors":"Clarena Larrotta, Shannon D. Ture","doi":"10.1177/10451595241235699","DOIUrl":"https://doi.org/10.1177/10451595241235699","url":null,"abstract":"The United States has been the global leader resettling refugees since the 1970s; its resettlement program is the largest in the world. The state of Texas has a high number of admissions and longstanding refugee programs which makes it a strategic site for research. This article reports findings of a reflective case study within an open enrollment literacy program in Central Texas. It describes the experiences of a literacy instructor teaching English to refugee adult learners for six years. The research questions guiding the study are: (1) what are the experiences of a literacy instructor teaching English to refugee adult learners? and (2) what can other English language instructors transfer from this reflective case study to their classroom settings when teaching refugee learners? To document the case study, it was important to keep a systematic account of facts and reflection. Thus, the instructor kept a reflective journal for a semester and participated in a series of conversational storytelling interviews to generate data for the study. Thematic analysis procedures guided the data analysis process and allowed for identifying five major themes to report study findings. These are: (1) traumatic stress, (2) classroom dynamics, (3) active listening, (4) flexibility for teaching and learning, and (5) curriculum challenges. Study findings provide examples and narratives that can be useful to practitioners interested in this topic. This article is an invitation to instructors of adult refugee language learners to engage in reflection and become more aware of their teaching practices.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"15 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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