European Parliament Library

Pedagogies for future-oriented adult learners, flipping the lens from teaching to learning, Helen Bound, Jennifer Pei-Ling Tan and Rebekah Lim Wei Ying, editors

Label
Pedagogies for future-oriented adult learners, flipping the lens from teaching to learning, Helen Bound, Jennifer Pei-Ling Tan and Rebekah Lim Wei Ying, editors
Language
eng
Index
index present
Literary Form
non fiction
Main title
Pedagogies for future-oriented adult learners
Nature of contents
dictionaries
Responsibility statement
Helen Bound, Jennifer Pei-Ling Tan and Rebekah Lim Wei Ying, editors
Series statement
Lifelong learning book series, Volume 27
Sub title
flipping the lens from teaching to learning
Table Of Contents
Intro -- Foreword: Series Editors´ Note -- Contents -- List of Figures -- List of Tables -- Part I: Introducing the Focus on Learners -- Chapter 1: Introduction: Flipping the Lens from Educator to Learner -- Metaphors Helpful in Unpacking the Learning Experience -- The Chapters -- Part I: Conceptualising Flipping the Lens -- Part II: Framing the Issues -- Part II Flipping the Lens in Practice -- References -- Chapter 2: Key Constructs: Conceptions of Learners´ Future-Orientation, Identities, Contexts and Practices -- Two Stories -- David´s Story -- The Story of Cassie and Alice -- Future Orientation -- Identity -- Context and Practices -- Implications for Flipping the Lens to Focus on Learners and Learning -- References -- Part II: Framing the Issues -- Chapter 3: Rethinking Learning for a High Skills Economy: What a Cultural-Historical Approach Can Offer -- Introduction -- Environments for Learning -- Being a Learner -- Learning and Transitions -- Learning in Sites of Intersecting Practices -- Implications of a Cultural-Historical Approach to Flipping the Lens to Learners and Learning -- References -- Chapter 4: Learning in a Designed World: Symbolic Technologies and Epistemic Practices in the Evolution of Professional Knowing -- Introduction -- Hybrid Minds, Epistemic Practices and the Attunement to Symbolic Technologies -- Professional Learning as Attunement to Digital Symbolic Technologies -- Learning in a Designed World: Epilogue -- References -- Chapter 5: Researching Lifelong Learning Policy: Concepts and Tools -- The Policy Context -- The Systemic Tools for Lifelong Learning Policy -- The Concept of Competence and Its Use in Policy -- Work, Learning and Life Experience -- Methodology: Identity Processes and Life History -- Theory: The Concept of ExperiencePolicy as Emergence: Developing Methods for Recognition of Prior Learning/Assessment of Competence -- Summarizing -- References -- Chapter 6: Future of Work, Transitions, and Future-Oriented Learning -- Introduction -- Future-Oriented Learning: An Approach -- Unpacking Future of Work and Transition -- Implications for Learning -- A Programme for Future-Oriented Learning -- Conclusion -- References -- Part III: Flipping the Lens in Practice -- Chapter 7: Enhancing Learning in the Workplace -- The Future of Work and Implications for Learning -- Theorising Workplace Learning -- A Framework for Learning in the Workplace -- The Role of Experience in Learning in the Workplace -- The Importance of Reflection for Learning in the Workplace -- The Role of Conceptualisation for Learning in the Workplace -- Experimenting in the Workplace -- Conclusion -- References -- Chapter 8: Towards Expertise: Operationalizing Identity Development and Considerations for the Singapore Work-Study Programme -- Introduction -- Power of Identity to Unpack Expertise Development -- Operationalizing Identity Development and Considerations for the Work-Study Programme -- Relational Constitution of Self and Other -- Semiotic Mediational Signs and Symbols -- Recognition and Recurrence -- Role of Expertise in Workplace of Rapid Changes -- Concluding Thoughts: The Personal Desire for Expertise -- References -- Chapter 9: Dialogic Inquiry: A Pedagogy for Foregrounding Future-Oriented Learners and Their Learning -- Introduction -- Dialogue, Inquiry and Knowledge Building -- Learners´ Experience of Dialogic Inquiry -- Shifting from Passive Learner to Active Meaning-Maker and Knowledge Creator -- Changes in Roles and Responsibilities -- The Contribution of Dialogue and Questioning -- Engaging with Multiple Perspectives -- Multiple Authoritative VoicesLearners Development of Metacognitive Capabilities Through Taking Charge of Their Learning -- Tools Enabling the Dialogic Inquiry Process -- Assessment Design -- The Map of Dialogic Inquiry as a Tool for Contributing to Metacognitive Capabilities -- Use of Concept Mapping -- The Model of Dialogic Inquiry -- Implications for Educators -- Conclusion -- References -- Chapter 10: Adult Learners´ Sense-Making in Blended Learning Environments: Healthcare and Workplace Safety and Health (WSH) -- Introduction -- Sense-Making and Blended Learning -- Setting the Scene for the Chapter -- Adult Learners´ Sense-Making Experiences of Different Blended Learning Courses -- Healthcare: Why Are Workplace Practices So Different from What I Learned in Classrooms? -- WSH: I Feel Confident and Competent in Doing My Job! -- Mediation of Sense-Making -- Conclusion -- References -- Index
Classification
Content