The main objective of this dissertation is to examine, both theoretically and empirically, the specific requirements of a blended learning instructional model aimed at facilitating higher education adult-learners into online interaction. Three objectives were formulated: Objective 1: to investigate adult-learners’ perceived satisfaction in relation to blended learning and the factors that foster their interaction with the ‘added’ online mode; and a thorough understanding of adult-learners’ educational needs and learning characteristics derived from theory. Objective 2: to understand the factors of social presence and convergence, and how these can be ingrained into design principles that foster online interaction. Objective 3: to explore the specifics of an instructional model for the design of a blended learning environment for adult-learners in higher education, both theoretically and empirically, and how said principles can be actualised in a validated model.
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The European Manifesto for Inclusive Learning is an initiative of the University of Florence to promote adult education for migrants and refugees. The program seeks to provide “a concrete tool for adult educators to promote adult learning in their local context”. In order to achieve this goal, eight European Union partners in different EU countries collaborated intensively for 1 ½ year to exchange experiences, expand opportunities and to seek to promote a more coordinated and integrated approach. Each partner collected case studies of good practices using a common tool for collecting data. The results of the Dutch partner, The Hague University of Applied Sciences are presented here. Seven cases have been studied with very different, mainly informal ways of mutual learning in the Netherlands. First the Manifesto is described in more detail. This is followed by a sketch of refugee flows to the Netherlands and the Dutch asylum system. After these chapters, the different cases are presented, followed by a conclusion and recommendations based on the Dutch good practices.
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The aim of this paper is to present materials designed for adult numeracy training. In the successive Erasmus+ projects, "The Common European Numeracy Framework" (2018-2021) and "Numeracy in Practice" (2022-2024), professional development modules have been designed for teachers specialising in adult numeracy education. The primary objective of these modules is to enhance teacher awareness of the competencies required for teaching numeracy and to address the changing demands of numeracy in adults’ personal and professional lives.
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This paper is a summary paper of the Thematic Working Group (TWG) on Adult Mathematics Education (AME). The theme AME made its first appearance on CERME11 and in this paper we provide an overview of the growing and blossoming field of AME and the results of the working group. The main themes associated with AME are: the definition, scope, and assessment of numeracy, the role of language and dialogue, the role of affect, including motivation, and the role of societal power structures, including subthemes like equity, inclusion, vulnerable learners, agency and self-efficacy. We conclude with the opportunities and challenges for this theme from both scientific and societal perspective.
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PURPOSE: To determine what is known from the literature about nursing care of psychiatric patients with a history of child maltreatment. CONCLUSIONS: Psychiatric nurses underline the importance of a routine inquiry of child abuse on admission of patients to psychiatric care, but are reluctant to ask about child abuse. They often feel insufficiently competent to respond effectively to patients with a history of child maltreatment. PRACTICE IMPLICATIONS: Psychiatric nurses need training in how to assess a history of child abuse and the late-life consequences of abuse in adult psychiatric patients. They also need to be trained to respond effectively to these patients.
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To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.
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The workforce in the EU is ageing, and this requires investment in older workers so that the organisations in which they work remain competitive and viable. One such investment takes the form of organising and facilitating intergenerational learning: learning between and among generations that can lead to lifelong learning, innovation and organisational development. However, successfully implementing intergenerational learning is complex and depends on various factors at different levels within the organisation. This multidisciplinary literature review encompasses work from the fields of cognitive psychology, occupational health, educational science, human resource development and organisational science and results in a framework that organisations can use to understand how they can create the conditions needed to ensure that the potential of their ageing workforce is tapped effectively and efficiently. Although not a comprehensive review, this chapter serves as a basis for further empirical research and gives practitioners an insight into solving a growing problem.
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Proceedings of the 24th International Conference of Adults Learning Mathematics – A Research Forum (ALM).
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This paper explores the contributions of research to the field of adults learning mathematics (ALM) in the last twenty years. The results of the review of the literature on ALM show that the most cited studies that have been published in the last twenty years tend to focus on the field of numeracy to understand health data (such as understanding how to dose a medicine in a medical treatment). However, we know little about key aspects of how adults learn mathematics, what obstacles they encounter, and how they overcome them. This paper identifies the main gaps that ALM research faces in the coming years.
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