Assignment 1 Review A Journal Article Related To Adult Education Tra ✓ Solved
Assignment 1: Review a Journal Article Related to Adult Education, Training, or Lifelong Learning Due Week 4 and worth 150 points Each student is expected to complete an article review associated with the field of adult education, training, or lifelong learning. First, select one (1) of the following scholarly journal articles to review: · Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open & Distance Learning , 13 (1), 56-71. · Compton, J.
I., Cox, E., & Laanan, F. S. (2006). Adult learners in transition. New directions for student services, (114), 73-80. doi:10.1002/ss.208 (9 pages) · Merriam, S. B. (2001).
Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education , ). (13 pages) · Sheridan, J. (2007). Lifelong learning in a postmodern age: Looking back to the future through the lens of adult education. LLI Review , 2 4-6. Next, write a three to five (3-5) page review of the selected article in which you include the following items.
Note: Make each numbered item below a heading in your review: 1. List the name of the article you selected in APA format and why you selected the article. 2. Summarize both the content of the article and the writer(s)’ conclusion and / or recommendation(s). 3.
Evaluate how the article contributes to your understanding of adult education, training or lifelong learning. 4. Provide one (1) example of new idea or concept that you learned by reading the article and how you would train a class on the idea or concept. 5. Suggest at least two (2) strengths and two (2) weaknesses of the article.
Provide support for your rationale. 6. Based on your current or preferred career, reflect on how the contents or findings of the article can be applied to your career. Your assignment must follow these formatting requirements EMPLOYMENT LAW CASE BRIEF 2 Assignment 1: Review a Journal Article Related to Adult Education, Training, or Lifelong Learning Due Week 4 and worth 150 points Each student is expected to complete an article review associated with the field of adult education, training, or lifelong learning. First, select one (1) of the following scholarly journal articles to review: · Blaschke, L.
M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open & Distance Learning , 13 (1), 56-71. · Compton, J. I., Cox, E., & Laanan, F. S. (2006).
Adult learners in transition. New directions for student services, (114), 73-80. doi:10.1002/ss.208 (9 pages) · Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education , ). (13 pages) · Sheridan, J. (2007).
Lifelong learning in a postmodern age: Looking back to the future through the lens of adult education. LLI Review , 2 4-6.
Paper for above instructions
Selected Article
I have selected the article titled "Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning" by Linda M. Blaschke (2012). This article was chosen because it addresses a contemporary approach to adult education known as heutagogy, which emphasizes self-determined learning. With the rapid advancement of technology and changing socio-economic contexts, understanding heutagogy has become increasingly relevant for trainers and educators working with adult learners.
Summary of the Article
In her article, Blaschke (2012) provides an in-depth exploration of heutagogy, which moves beyond traditional pedagogical and andragogical methods. The article begins with a clear definition of heutagogy and its principles, which include the learner's capability to take charge of their learning process, the significance of experiential learning, and the role of technology in facilitating these learning experiences.
Blaschke articulates that heutagogy fosters autonomy and critical thinking, allowing adult learners to achieve self-directedness in their educational journeys. Additionally, she emphasizes the importance of reflective practice and the need for learners to assess their learning strategies continually. The article concludes by recognizing the necessity for educational institutions to adapt their practices to accommodate heutagogical approaches, suggesting a shift in how educators view the learning process and learner autonomy (Blaschke, 2012).
Contribution to Understanding Adult Education
Blaschke's article contributes significantly to the field of adult education by providing a comprehensive overview of heutagogy as both a theoretical framework and a practical approach. Heutagogy aligns well with the needs of adult learners, who often juggle multiple responsibilities, such as work and family commitments, making self-directed learning strategies more appealing and effective. The article enhances my understanding that current educational practices need to evolve and incorporate more learner-centered models that acknowledge the unique contexts and motivations of adult learners (Blaschke, 2012).
New Ideas and Training Application
The concept of "self-determined learning" was particularly enlightening for me. Self-determined learning emphasizes the learner’s autonomy over their educational path, encouraging them to make decisions about their learning objectives, the learning process, and the assessment of their achievements.
To translate this idea into a training class, I would implement a workshop focused on developing self-directed learning plans. Participants would start by identifying their individual goals, preferred learning styles, and resources available to them. Following this, I would encourage them to create personal action plans, including timelines and checkpoints for assessing their progress. Additionally, I would provide tools and strategies for them to reflect on their learning journey, promoting continuous improvement and adaptability (Blaschke, 2012).
Strengths and Weaknesses of the Article
Strengths:
1. Comprehensive Coverage: Blaschke thoroughly discusses heutagogy, supporting her points with various literature references. The article provides a broad range of insights into the principles and application of self-determined learning, making it a robust resource for both educators and students in adult education (Blaschke, 2012).
2. Practical Implications: By highlighting the implications of heutagogy for educational practice, the article invites educators to reconsider their roles and methodologies in adult education, urging them to create learning environments that foster autonomy and self-direction (Blaschke, 2012).
Weaknesses:
1. Limited Empirical Evidence: One limitation of the article is the lack of empirical data or case studies that illustrate the successful application of heutagogical principles in real-world settings. Including such evidence could strengthen her argument and provide concrete examples for practitioners (Blaschke, 2012).
2. Scope of Discussion: While the article covers numerous aspects of heutagogy, it could benefit from a more focused discussion on the challenges educators face when implementing these practices, such as resistance from learners accustomed to traditional educational models or institutional constraints (Blaschke, 2012).
Application to Career
As a professional in adult education, the findings and concepts presented in Blaschke's article have significant implications for my current and future work. Adopting a heutagogical approach can help create more engaging and personalized learning experiences for adult learners.
In my practice, I plan to integrate heutagogy by adopting more flexible learning frameworks that empower learners to take control of their education. This approach includes offering choices in course content, fostering a collaborative learning environment, and encouraging self-assessment practices. By applying the principles of self-directed learning, I can cultivate a culture that values lifelong learning and adaptability, which are critical in today’s dynamic job market (Blaschke, 2012).
References
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open & Distance Learning, 13(1), 56-71.
Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide. Wiley.
Brookfield, S. D. (1986). Understanding and facilitating adult learning. Jossey-Bass.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, 2001(89), 3-14.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.
Dirkx, J. M. (2006). Engaging emotions in adult learning: A constructivist perspective. New Directions for Adult and Continuing Education, 2006(109), 27-36.
Valentine, T. (2012). The challenge of educating adults: Understanding learning theory. Adult Education Quarterly, 62(3), 239-260.
Merriam, S. B., & Brockett, R. G. (2012). The Profession and Practice of Adult Education: An Introduction. Jossey-Bass.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.
Pillay, H., & Waki, R. (2016). Adult Education: Perspectives from Theory and Practice. Journal of Adult Learning, 66(1), 112-130.
This article review has provided a foundational understanding of heutagogy in adult education. Words and practices of adult education are evolving, especially in the context of lifelong learning, making it essential for educators to stay informed and adaptable.