Pedagogies for Future-Oriented Adult Learners - Flipping the Lens from Teaching to Learning
von: Helen Bound, Jennifer Pei-Ling Tan, Rebekah Lim Wei Ying
Springer-Verlag, 2022
ISBN: 9783030928674
Sprache: Englisch
175 Seiten, Download: 2789 KB
Format: PDF, auch als Online-Lesen
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Pedagogies for Future-Oriented Adult Learners - Flipping the Lens from Teaching to Learning
| Foreword: Series Editors´ Note | 6 | ||
| Contents | 8 | ||
| List of Figures | 10 | ||
| List of Tables | 11 | ||
| Part I: Introducing the Focus on Learners | 12 | ||
| Chapter 1: Introduction: Flipping the Lens from Educator to Learner | 13 | ||
| Metaphors Helpful in Unpacking the Learning Experience | 15 | ||
| The Chapters | 18 | ||
| Part I: Conceptualising Flipping the Lens | 19 | ||
| Part II: Framing the Issues | 19 | ||
| Part II Flipping the Lens in Practice | 22 | ||
| References | 24 | ||
| Chapter 2: Key Constructs: Conceptions of Learners´ Future-Orientation, Identities, Contexts and Practices | 26 | ||
| Two Stories | 27 | ||
| David´s Story | 27 | ||
| The Story of Cassie and Alice | 28 | ||
| Future Orientation | 28 | ||
| Identity | 32 | ||
| Context and Practices | 35 | ||
| Implications for Flipping the Lens to Focus on Learners and Learning | 36 | ||
| References | 37 | ||
| Part II: Framing the Issues | 41 | ||
| Chapter 3: Rethinking Learning for a High Skills Economy: What a Cultural-Historical Approach Can Offer | 42 | ||
| Introduction | 42 | ||
| Environments for Learning | 44 | ||
| Being a Learner | 46 | ||
| Learning and Transitions | 48 | ||
| Learning in Sites of Intersecting Practices | 49 | ||
| Implications of a Cultural-Historical Approach to Flipping the Lens to Learners and Learning | 52 | ||
| References | 53 | ||
| Chapter 4: Learning in a Designed World: Symbolic Technologies and Epistemic Practices in the Evolution of Professional Knowing | 56 | ||
| Introduction | 56 | ||
| Hybrid Minds, Epistemic Practices and the Attunement to Symbolic Technologies | 58 | ||
| Professional Learning as Attunement to Digital Symbolic Technologies | 62 | ||
| Learning in a Designed World: Epilogue | 69 | ||
| References | 71 | ||
| Chapter 5: Researching Lifelong Learning Policy: Concepts and Tools | 73 | ||
| The Policy Context | 74 | ||
| The Systemic Tools for Lifelong Learning Policy | 75 | ||
| The Concept of Competence and Its Use in Policy | 76 | ||
| Work, Learning and Life Experience | 79 | ||
| Methodology: Identity Processes and Life History | 80 | ||
| Theory: The Concept of Experience | 83 | ||
| Policy as Emergence: Developing Methods for Recognition of Prior Learning/Assessment of Competence | 84 | ||
| Summarizing | 85 | ||
| References | 86 | ||
| Chapter 6: Future of Work, Transitions, and Future-Oriented Learning | 88 | ||
| Introduction | 89 | ||
| Future-Oriented Learning: An Approach | 90 | ||
| Unpacking Future of Work and Transition | 91 | ||
| Implications for Learning | 94 | ||
| A Programme for Future-Oriented Learning | 97 | ||
| Conclusion | 102 | ||
| References | 103 | ||
| Part III: Flipping the Lens in Practice | 105 | ||
| Chapter 7: Enhancing Learning in the Workplace | 106 | ||
| The Future of Work and Implications for Learning | 108 | ||
| Theorising Workplace Learning | 109 | ||
| A Framework for Learning in the Workplace | 110 | ||
| The Role of Experience in Learning in the Workplace | 112 | ||
| The Importance of Reflection for Learning in the Workplace | 114 | ||
| The Role of Conceptualisation for Learning in the Workplace | 115 | ||
| Experimenting in the Workplace | 118 | ||
| Conclusion | 120 | ||
| References | 122 | ||
| Chapter 8: Towards Expertise: Operationalizing Identity Development and Considerations for the Singapore Work-Study Programme | 125 | ||
| Introduction | 125 | ||
| Power of Identity to Unpack Expertise Development | 126 | ||
| Operationalizing Identity Development and Considerations for the Work-Study Programme | 128 | ||
| Relational Constitution of Self and Other | 129 | ||
| Semiotic Mediational Signs and Symbols | 130 | ||
| Recognition and Recurrence | 131 | ||
| Role of Expertise in Workplace of Rapid Changes | 132 | ||
| Concluding Thoughts: The Personal Desire for Expertise | 133 | ||
| References | 134 | ||
| Chapter 9: Dialogic Inquiry: A Pedagogy for Foregrounding Future-Oriented Learners and Their Learning | 136 | ||
| Introduction | 137 | ||
| Dialogue, Inquiry and Knowledge Building | 138 | ||
| Learners´ Experience of Dialogic Inquiry | 142 | ||
| Shifting from Passive Learner to Active Meaning-Maker and Knowledge Creator | 142 | ||
| Changes in Roles and Responsibilities | 143 | ||
| The Contribution of Dialogue and Questioning | 144 | ||
| Engaging with Multiple Perspectives | 145 | ||
| Multiple Authoritative Voices | 145 | ||
| Learners Development of Metacognitive Capabilities Through Taking Charge of Their Learning | 146 | ||
| Tools Enabling the Dialogic Inquiry Process | 147 | ||
| Assessment Design | 147 | ||
| The Map of Dialogic Inquiry as a Tool for Contributing to Metacognitive Capabilities | 148 | ||
| Use of Concept Mapping | 151 | ||
| The Model of Dialogic Inquiry | 151 | ||
| Implications for Educators | 153 | ||
| Conclusion | 155 | ||
| References | 155 | ||
| Chapter 10: Adult Learners´ Sense-Making in Blended Learning Environments: Healthcare and Workplace Safety and Health (WSH) | 158 | ||
| Introduction | 158 | ||
| Sense-Making and Blended Learning | 159 | ||
| Setting the Scene for the Chapter | 161 | ||
| Adult Learners´ Sense-Making Experiences of Different Blended Learning Courses | 162 | ||
| Healthcare: Why Are Workplace Practices So Different from What I Learned in Classrooms? | 164 | ||
| WSH: I Feel Confident and Competent in Doing My Job! | 166 | ||
| Mediation of Sense-Making | 169 | ||
| Conclusion | 171 | ||
| References | 172 | ||
| Index | 174 |