Incredible careers opportunism and the accidental humanitarianDr. Chris Stout
I was honored (or maybe someone thought I was some other guy) to be invited to present in the special seminar on "Incredible Careers." So, here it is, sans my clever, spontaneous repartee.
Happy to chat or come and present for you, call me, maybe.
Cheers,
Chris
http://DrChrisStout.com
Incredible careers opportunism and the accidental humanitarianDr. Chris Stout
I was honored (or maybe someone thought I was some other guy) to be invited to present in the special seminar on "Incredible Careers." So, here it is, sans my clever, spontaneous repartee.
Happy to chat or come and present for you, call me, maybe.
Cheers,
Chris
http://DrChrisStout.com
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
Open Space Session notes: Mapping the Systems of Science and TechnologyKennan Salinero
'Mapping the Systems of Science and Technology: Assessing Tools for Teamwork' represents the next stage in convening critical conversations for the future of science via Yámana Science and Technology's Science 'UnSummit' working conferences. The first were held during the USA Science and Engineering Festival - in 2010 looking at the topic of 'Shifting the Effort/Reward Ratio in Science' and in 2012 'Innovation - a Global Conversation.' We explore current data, successful initiatives and emergent trends from various science and technology oriented domains, in a cross-functional/cross-sector setting. We utilize Open Space sessions, where participants convene discussions around topic areas of greatest interest and urgency to them.
The Six Skills of Interest are based on two decades of research into when learning is fun for people and target helping students develop motivation and personal purpose for learning.
Innovation Boot Camp: Fostering a More Innovative Workplace (PPT)M.J. D'Elia
This PDF document provides some summary notes from our presentation at the CPSI conference in Buffalo. You can also find our PPT from the session on Slideshare.
Conférence co-animée avec David A. Kolb lors du colloque l'apprentissage expérientiel pour l'enseignement de architecture et de la conception des espaces habités
Open Space Session notes: Mapping the Systems of Science and TechnologyKennan Salinero
'Mapping the Systems of Science and Technology: Assessing Tools for Teamwork' represents the next stage in convening critical conversations for the future of science via Yámana Science and Technology's Science 'UnSummit' working conferences. The first were held during the USA Science and Engineering Festival - in 2010 looking at the topic of 'Shifting the Effort/Reward Ratio in Science' and in 2012 'Innovation - a Global Conversation.' We explore current data, successful initiatives and emergent trends from various science and technology oriented domains, in a cross-functional/cross-sector setting. We utilize Open Space sessions, where participants convene discussions around topic areas of greatest interest and urgency to them.
The Six Skills of Interest are based on two decades of research into when learning is fun for people and target helping students develop motivation and personal purpose for learning.
Innovation Boot Camp: Fostering a More Innovative Workplace (PPT)M.J. D'Elia
This PDF document provides some summary notes from our presentation at the CPSI conference in Buffalo. You can also find our PPT from the session on Slideshare.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Learn for your Life:
• Why the current interest in Lifelong
Learning?
• What do we learn?
• How do we learn?
3. Life expectancy
• “… nasty, brutish and short”
Hobbes
• Nineteenth century - mid 40s
• 1926 - Life expectancy 57 years
4. Male
Female
80
1986:
60
• Male: 71, Female: 76
40
• More young people
20
• Fewer older people
0
Male
80
60
40
20
0
Female
2006
• Male: 75; Female: 80
• More older people
• Fewer younger people
5. Male
Female
80
60
40
• More older people
20
0
Male
80
60
40
20
0
Female
• Implies “pensions
timebomb”
• Adults will need to
remain in the
workforce longer
• Increased age of
retirement
7. Human life span and
technology life span - Knowles, 1970
• We can no longer learn as children enough to last a
lifetime
• We need to relearn throughout our lives
8. Why lifelong learning?
Economic case
• New Technology:
– Need for skilled (competent) workers
– Periodic reskilling and upskilling
• Educated workforce:
– Attractive to inward investment
– Hedge against flight of capital
9. Why lifelong learning?
Economic case
• Need qualifications:
– Mobility of labour
– Structure of society – Lack of face-to-face
knowledge of others means we need
credentials to demonstrate competence
10. Why lifelong learning?
Education for citizenship?
• Democracy requires that citizens
inform themselves on issues and
policy options so that they can “take
an active role in shaping the overall
direction of society” (White Paper,
2000)
11. Institutional capacity:
• 62,000 Leaving Certificate in 1991
• Only 52,000 presented in 2006
• Increased capacity at third level
• Increased competition for students
• Discovery of the adult learner!
12. Lifelong learning:
A Second chance?
• “it is previous educational attainment and
participation that is the most statistically
significant variable in determining future
participation in formal education”
(Brookfield, 1986, p. 5).
• Specific initiatives required to reach the
excluded
13. Why lifelong learning?
Natural curiosity
• “Man by his nature desires to know …”
Aristotle
• “The unexamined life is not worth living”
… Socrates
• We study in order to understand better
the world we live in
14. Why are you learning?
• Skills and Knowledge?
• Personal Development?
• Qualification?
• Work requirement?
• Other?
15. Learning, not teaching
“Nothing that is worth knowing can be taught”
Oscar Wilde
“We cannot teach another person directly; we can
only facilitate learning” Carl Rogers
“I never teach my pupils; I only attempt to provide
the conditions in which they may learn” Albert
Einstein
16. Learning, not teaching
The Adult Learner (Knowles, 1970):
• Autonomous and self-directed
• A lifetime of experience which may be
resource for learning
• Prefers problem-centred approach to
learning
+ Has other commitments
18. What is learning?
• Memorising facts and figures
• Acquiring new skills
• Modifying your attitudes
• Solving problems
• Making mistakes
• Making sense of the world
20. Learning: Memorising…
“I wandered lonely as
a cloud …
That floats on high o’er vales and hills,
When all at once I saw a crowd, –
A host of golden daffodils
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze. ”
21. Learning: Memorising...
• Maths: “the square on the hypotenuse is
equal to the sum of the two adjacent sides ”;
• Science: “to every action there is an equal
and opposite reaction”
22. World Wide Web
• Google
• Wikipedia
• Project Gutenberg
• Online academic journals
23.
24.
25.
26. Computer technology
• Computers are now relatively cheap
• Sold in supermarkets - Tesco and Dunnes
• 50% of households have a computer
• Slightly fewer with direct access to Internet
• Large numbers of people now use computers to
buy:
– Music
– Books
– Cheap flights
iTunes
31. Life experience
Experience
Test
Reflect
Deduce
• We live and learn
• Not all experience leads to learning
• Triggered by Gap between Expectation and
Experience, when we realise the world is
not as we thought it
• “It is impossible to learn what we think we
already know” Epictetus
33. Vicarious
experience
Experience
Test
Reflect
Deduce
• Learn from the experiences of others
“Human beings, who are almost unique in
having the ability to learn from the
experience of others, are also
remarkable for their apparent
disinclination to do so” Douglas Adams
- Examples: Videos, stories, case studies
34. Experience
Reflection
Reflect
Test
Deduce
“I sometimes find, and I am sure you
know the feeling, that I simply have
too many thoughts and memories
crammed into my mind... At these
times... I use the Pensieve. One
simply siphons the excess thoughts
from one's mind, pours them into the
basin, and examines them at one's
leisure.”
Dumbledore (JK Rowling, Harry
Potter and the Goblet of Fire)
36. Reflect with
others
Experience
Reflect
Test
Deduce
“We call on others to aid us in deliberation on
important questions, distrusting ourselves as
not being equal to deciding.” Aristotle
• Is learning a social endeavour?
• Share stories
• Compare experiences
• Support and challenge
37. Reflect with the
literature
Experience
Reflect
Test
Deduce
• Others have been here before
• The record of their deliberations
and conclusions in books and
journals can inform your own
• Read literature in a spirit of
critical dialogue
“If I have seen further, it is by standing on
the shoulders of giants.” Newton
39. Experience
Deduce
Test
Reflect
Deduce
• Can’t mull over forever (Paralysis by
analysis)
• Conclusions informed by evidence and logic
• What are the facts?
• What do these mean?
• How does it all fit together?
• What have I learned?
40. Experience
Test
Test
Reflect
Deduce
• “It's not what we don’t know that gets us in
trouble. It's what we know for sure that just ain't
so” Twain
• Conclusions are tentative
• Try out in practice - leads to new experience
• Expose to scrutiny of peers
• Requires courage
• Enter the debate
Thank you for inviting me here this evening to talk with you.
I will talk about some issues in adult learning and lifelong learning.
I hope that you will find the talk interesting,
but I also hope you will take from this some practical tips for your own studies.
Who am I?
I am an academic coordinator with Oscail – the National Distance Education Centre based in DCU.
My interest in adult learning derives from two sources:
I was/am an adult learner myself, having completed an evening BA a good few years ago. I was working at the time as a computer technician, and I found the BA an extremely fulfilling experience, as I was introduced to subjects such as Philosophy and Sociology.
In my own teaching, I have mainly worked with adults in many different contexts – workplace learning, personal development, community based programmes, third level undergraduate and postgraduate. Face to face and at a distanc.
When we talk about Lifelong Learning we are usually talking about learning in adulthood, since provision for childhood learning is pretty well established within the school system.
Features strongly in public discourse - government policy, social partnership agreements, education institutions
Why such interest in lifelong learning.
We will also consider some issues about what learning is required and about how adults learn
A major driver in the development of Lifelong Learning policy has been a demographic shift that has been taking place over the years.
One element of this is a significant increase in life expectancy.
Hobbes’s famous statement about life in the state of nature being “nasty, brutish and short” really applied to human life generally throughout much of our history. While it varied from place to place and from time to time, life expectancy generally was quite limited.
In the nineteenth century an average person might be expected to live until their mid 40s.
Improvements in hygiene and living conditions led to improvements, so that soon after the founding of the state, life expectancy in Ireland, for both men and women, was 57 years
This was a trend that continued throughout the twentieth century.
The two population pyramids here represent the position in Ireland in 1986 and in 2006.
Malcolm Knowles, a theorist on adult learning, noted that
while the life span of humans has been increasing,
the life span for technologies has been decreasing.
Our grandparents could learn from their parents most of the things they needed to know for the rest of their lives.
However, think of all the technological developments you have already seen in your life – the personal computer, growth of the mobile phone, the development of the World Wide Web.
As people live longer, technology is changing at an accelerating rate, so that we can expect to see many significant shifts in technology within our lives. One small example – the public telephone which grew in prominence throughout the twentieth century is now being eclipsed with the success of mobile phones.
Because we live in a rapidly changing world, and with people living longer all the time, the idea can no longer be seriously entertained that childhood learning can provide all the learning an individual will ever require throughout their life.
Economic growth, combined with new work processes and new technology, demand continuous relearning. In this changing world, we all need to update our knowledge and skills just to keep up. We are now in an era of lifelong learning.
Another driver for lifelong learning is also linked to demographics.
A drop in the birthrate in the 1980s has led to falling numbers presenting for the Leaving Certificate in recent years. While 62,000 presented for the Leaving Certificate in 1991, only 52,000 presented in 2006.
This drop in Leaving Certificate numbers occurred even while the proportion of young people staying on in education to complete the Leaving Certification has increased.
The implication is a falling school leaving population from which to recruit third level students. Yet there are more places available places in third level than ever before.
In the competition for students, third level institutions have discovered the adult learner and are beginning to go after the adult learner in a big way!
- expand distance and part-time provision
- engage with workplace learning
- community learning
Sometimes the concept of adult learning and second chance learning are spoken of as though they were synonyms.
However, those who have more are those who seek more. Those who have been successful in early education are those who are more likely to pursue adult education.
Specific initiatives are required if you want to target those who missed out and who require a second chance.
There are many initiatives to deliberately target those who missed out – basic education initiatives, literacy and numeracy – agencies such as NALA. Access programmes to provide opportunities for third level for adults. One step up programme aimed at those in employment, to try to upgrade the skills of those at work.
It is important to note that adult learning is not necessarily instrumental, and sometimes may be driven more by natural curiosity than by needs.
Interestingly, my own research with participants in a third level vocational programme ranked these in the order you see them here.
Malcolm Knowles, who we mentioned earlier, developed a theory of adult learning, in which he sought to draw out a distinction between school learning for children and the learning that is appropriate for adults.
While the distinction may not be as sharp as he supposed it was, nonetheless he has identified
The values of democracy must suffuse the organisation of adult learning. It means acknowledging the autonomy of learners. No coercion.
Adults come to a new learning situation with an accumulation of prior experience and prior learning. New learning is successful to the extent that it acknowledges and links with this prior learning.
Knowles also suggested that adults typiically spproach learning with the expectation that it can help them in solving problems in relation to their lives and have less tolerance than children might have for learning which has no relevance to the rest of their lives.
Project Gutenberg is a volunteer led project to make available electronic version of all out of copyright books
This project is worked on by an army of volunteers all over the world who scan in copies of “out of copyright” books, and then collaborate in proofreading and correcting the results until a complete error free copy can be made available on the web.
Wikipedia is another volunteer led project.
This is a vast encyclopedia which is written by its users.
It is a fabulous first resort for information on almost any topic – though you should note that it is unreliable because it can be modified at any stage by its users. For this reason you need to use it with caution in academic work.
We shouldn’t end our brief look at technology without considering its potential for abuse.
Plagiarism
You can purchase essays or portray as your own material sourced from the web.
Fake degrees and diplomas – some advertised as just that. Search for fake degree and you will find “novelty” and other that say “credit for life achievement”. Just fill in, send your money and get your diploma or degree.
This created political waves in Ireland that a qualification held by the national science advisor was awarded by a questionable source.
.
A few hundred Euro
ECDL provides thousands with the requisite skills
How do you find the relevant data
How do you evaluate its relevance, validity, worth
What’s the meaning of the data?
How can it be applied…
To solve my problem or achieve my aims
We’re going to look briefly at how adults learn.
I’m using a diagram which is very popular amongst trainers and educators. Developed by David Kolb, a version from Peter Honey a UK trainer. Names of different stages not those used by Kolb; His were a bit wordier.
This model represents learning as cycle. Begins with experience. You then reflect on the experience and this process of reflection leads you to deduce certain conclusions. The conclusions are the learning from the experience, but any learning is tentative and must be tested out in new Sit nations, leading tie further experiences.
Is this really how people learn? Many criticisms can be directed at the model, but it is popular
Kolb’s focus was on
Of course, this is real experience, achieved through constructed opportunities
We can also learn from the experiences of others
Stories
Case studies
Videos
Reflection is about returning to the behaviours, ideas and feeling that comprise the experience, and considering them from various perspectives.
