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AHEA Presentation November 2013
The document discusses the principles and practices of adult higher education, highlighting theories and tenets from influential thinkers such as Dewey, Freire, and Knowles. It emphasizes progressive education's focus on experiential, holistic, and collaborative learning while addressing adult development through self-directed and constructivist approaches. Additionally, it introduces concepts like open learning and connectivism, exploring new educational structures such as MOOCs and the necessity of adapting to evolving information landscapes.
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AHEA Presentation November 2013
- 1. Principles, Practices andthe Current Context of Adult Higher Education: Underlying Ideas in a Changing Field Katherine Jelly Betty Hurley-Dasgupta Adult Higher Education Alliance Conference November 6, 2013
- 2. • Principles informingadult education, including: • Progressive education • Adult development and learning • Various lenses: • philosophical • pedagogical • psychological • political 2
- 3. Principles/tenets of progressiveeducation • Student-centered: Drawing on students‟ purposes, interests, goals (J. Dewey) Listening, not talking; asking, not telling (C. Rogers) • Holistic: Focusing on students‟ personal and professional as well as academic life (Dewey) • Experiential: Drawing on student‟s experiences, Engaging in active learning in “real” world (Dewey) 3
- 4. Principles/tenets of progressiveeducation, cont’d. • Constant interaction of action and reflection: Conceptualization of praxis (P. Freire) • Integration of theory and practice: Each needed to examine and inform the other • Reconstruction of society: Renaming the world (Freire) Social reconstruction, Focused on societal as well as individual development (Dewey) 4
- 5. Principles/tenets of progressiveeducation, cont’d. • Problem-based, interdisciplinary: Framing questions and addressing problems in world, drawing on whatever disciplines pertain (Dewey) • Dialogical/egalitarian/collaborative: Emphasis on democratic society (Dewey) More equal student-teacher relationship (Rogers) • Experimental, innovative: Experimenting to solve problems, both in education and society (Dewey) 5
- 6. Adult development andeducation Key adult development and adult education theorists: S. Brookfield (1986, 1989, 2005) L. Daloz (1999) P. Freire (1992) R. Kegan (1994) M. Knowles (1973, 1975) D.A. Kolb (1984, 1985) J. Mezirow (1990, 1991, 2000) D. Schon (1983) 6
- 7. Principles/tenets of adultdevelopment and education • • • • Self-directed (Knowles, Daloz) Goals, activities and assessment developed by student Drawing on experience (Dewey, Kolb Learning from experience acknowledged Learning situated in experience Integrating theory and practice (Dewey) Theory and experience used to examine and inform one another Reflection and action (Freire, Schon) Action and reflection in constant interaction Praxis Reflection-in-action 7
- 8. Principles/tenets of adultdevelopment and education, cont’d. education • • • Constructivist (Piaget, Vygotsky, Belenky et al.) Constructing meaning in interaction with environnment, in interaction with other Constructing one‟s own meaning Transformative/making new meaning (Freire, Mezirow, Kegan Renaming the world Making new meaning Changing frames of reference Emancipatory (Habermas, Mezirow) Critically questioning ourselves and our context Freeing self from limiting beliefs 8
- 9. Principles/tenets of adultdevelopment and education, cont’d. • Reconstructing society (Dewey, Freire) Social reconstruction through: experimentation experiential learning Renaming and transforming the world • Dialogical/collaborative (Habermas, Mezirow, Brookfield) Examining perspectives with others Questioning assumptions together Encountering others‟ varying orientations
- 10. What is anOER?
- 11. Open Learning- UNESCODefinition OPEN LEARNING - instructional systems in which many facets of the learning process are under the control of the learner. It attempts to deliver learning opportunities where, when, and how the learner needs them. http://www.unesco.org/education/lwf/doc/portfolio/definitions.htm 11
- 12. “Open” Defined byDavid Wiley “By „open‟ it is generally meant that the resource is available at no cost to others for adaptation and reuse in different contexts.” http://scholar.google.com/citations?view_op=view_citation&hl=en&user=M47HR7IAAAAJ& citation_for_view=M47HR7IAAAAJ:mVmsd5A6BfQC 12
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- 16. Group Exercise Choose oneof the sites given (cnx.com, merlot.org or www.saylor.org or another of your choice and explore. Be prepared to share your answers to these questions: 1 2 Would you find some of these resources useful? How would you use these resources?
- 17. What is aMOOC?
- 18. MOOC Variations • Massive:Vary in size • Open: range (from free to meeting UNESCO and Wiley definitions) • Online • Course: again, variations; schedule? Assessment? Assignments?
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- 22. Group Exercise Choose oneof the sites given (www.khanacademy.org, www.coursera.org, catalyst-academy.org ) or another of your choice and explore. Be prepared to share your answers to these questions: 1 2 Would you find some of these resources useful? How would you use these resources?
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- 24. What is Connectivism? •Principles of connectivism: • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Capacity to know more is more critical than what is currently known • Nurturing and maintaining connections is needed to facilitate continual learning.
- 25. What is Connectivism?(con’d) • Ability to see connections between fields, ideas, and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
- 26. Fall 2011 cMOOC:CMC11 (http://cdlprojects.com/ )
- 27. (http://math.cdlprojects.com/ ) cMOOC Fall2012- VizMath
- 28. You Tube Videosof VizMath Presentations
- 29. Assessment ACE-evaluated Coursera courses MOOCsand use of ePortfolios 29
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Editor's Notes
- #17 Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
- #22 HP catalyst Academy- it's teachers (K-12) around the world who need easily accessible resources for their professional learning (in small chunks- each chunk should take about 12 hours to complete.) They will get badges and will become part of the Academy community, including a profile page.
- #23 Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
- #25 Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
- #26 Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
- #27 Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
- #28 Spring of 2012 started work on second MOOC … not for credit and as an adjunct to another open resource course, A Mathemtical Journey that also uses Khan Academy videos. Wanted to attract non math lovers as well as math afficionados