A constructivist framework for online collaborative learning:adult learning and collaborative learning theory

The purpose of this chapter is to review and discuss theoretical perspectives that help to frame collaborative learning online. The chapter investigates literature about the type of learning and behavior that are anticipated and researched among participants learning collaboratively and discusses how these attributes explain computer-supported collaborative learning. The literature about learning is influenced by perspectives from a number of fields, particularly philosophy, psychology, and sociology. This chapter describes some of these perspectives from the fields of cognitive psychology, adult learning, and collaborative group learning. Recent research into computer-supported collaborative learning that applies these theories will also be discussed.

Adult learning experience : learning in mixed-mode forms of professional development in the Northern Territory of Australia

This qualitative research is an examination of the experience of learning within a mixed-mode teachers' professional development program. It examines how learning is affected by 'location' - geographic, institutional and personal, and how teaching may take location into account. Approaches to study, influences on learning and transformational learning are explored.

Every day you learn something : learning for life? Neighbourhood houses, adult learning and transitions to higher education

This book comes from a research project titled ‘Lifelong Learning? Neighbourhood Houses, Adult Learning and Transitions to Higher Education’ (T Ollis, Starr, Ryan, Angwin, & Harrison, 2016). This research has examined adult learning in the context of Neighbourhood Houses in the regions of Geelong and South Western Victoria.The research was conducted in 2015 and 2016 and sought to examine the learning experiences of adult learners who participate in the education programs of Neighbourhood Houses. The focus was on second chance learners and their transition pathways to higher education such as TAFE and University. A second group of learners were identified during the research process – later life learners. These learners were engaging with Neighbourhood Houses for personal interest learning and social and community connection. This small book provides a snapshot of the stories of learners who were involved in this research. It tells the lived stories of the participants, which is important as learning and education are connected with the ongoing development of ourselves as human beings. Learning is essential to our personhood and impacts on adults in terms of their welfare, health and prosperity over a lifetime. Many of the learners’ stories outlined in this book reveal checkered histories of education. Some have experienced learning difficulties, others have experienced family trauma that prevented them from finishing secondary schooling. Some of the stories describe issues related to reskilling or retraining in later life, responding to industry changes and work in the Greater Geelong and South West regions. Others were pursuing recreation and social connection and came to the Neighbourhood Houses to learn crafts, writing, photography and computer literacy skills. In almost all accounts of learning in this book, individuals had experienced less social isolation by being connected to others in the unique social environment of Neighbourhood houses.

Developing effective learning programs : what extension can learn from the fields of adult education and learning communities

Learning is an investment in capacity building that has and will continue to reap rewards for primary producers and government in terms of increased sustainable production, profitability, exports, jobs and sustainable rural communities. Primary production operates in a context of continual change and requires up to date, complex and varied skills of primary producers and land managers.

A recent national research project funded by the Department of Agriculture, Forestry and Fisheries Australia confirmed that application of best practice from the theory of adult education in designing and developing learning programs in primary industry results in learning activities that provide information that is relevant to farmers’ needs, delivered in an entertaining way, and that draws on examples directly relevant to the participants. As a result, the training often exceeds the expectations of the participants.

The project produced a self-assessment checklist to identify ways of improving the development and delivery of training for extension practitioners and training providers. The key issues include continuous monitoring of client’s needs, and actively seeking opportunities to meet and work with industry organisations, other training providers and funding bodies.

There appear to be two drivers for the development of learning programs. One is problems or opportunities identified by people and organisations that could be termed ‘scanners’ and who tend not to be potential participants, the other is learning needs expressed by individuals or enterprises who want to participate in learning activities (participants). Scanners are typically industry organisations, government agencies and researchers, but may include providers and participants. Extension practitioners are well-placed to act as scanners.

It is very important that farmers and farmer organisations contribute to the development of new learning programs. Without industry input and support, extension practitioners and training providers cannot be expected to ensure they meet client needs. In other words, to develop effective learning programs, there must an industry learning community of producers, industry organisations, extension practitioners and training providers and other stakeholders such as supply chain enterprises, government and researchers.

The transformative potential of adult literacy learning

This paper explores the potential of literacy education to promote transformative learning in adults. Transformative learning theory is a flourishing area of research in adult education, and is concerned with describing and analysing fundamental changes in how adults view themselves and their world. According to the leading theorist of transformative learning, Jack Mezirow, literacy education has unique transformative potential. Although there is little research on this question, the available studies suggest that there is enormous potential for literacy education to act as a catalyst for transformative learning in adults.

Learning to be drier : a case study of adult and community learning in the Australian Riverland

This article explores the adult and community learning associated with 'learning to be drier' in the Riverland region of South Australia. Communities in the Riverland are currently adjusting and making changes to their understandings and practices as part of learning to live with less water. The analysis of adult and community learning derived from this research identifies six different forms of learning. These are, learning to produce, learning to be efficient, learning to survive, learning to live with uncertainty, learning to be sustainable and learning to share. These forms of learning do not occur in isolation and separately from each other but to the contrary are occuring simultaneously with and alongside each other. Further, it is argued that the people and communities in the Riverland, through learning to live with the effects of climate change and less water, are at the forfront of learning to be drier.

Adult education and radical habitus in an environmental campaign: learning in the coal seam gas protests in Australia

Summary: This paper examines the adult learning dimensions of protestors as they participate in a campaign to stop coal seam gas exploration in Gippsland in Central Victoria, Australia. On a global level, the imposition of coal seam gas exploration by governments and mining companies has been the trigger for movements of resistance from environmental groups. They are concerned about the impact of mining on their land, food and water supplies. In central Gippsland a group of ‘circumstantial activists’ comprised of farmers, tree changers and other local residents are campaigning against coal seam gas exploration. This unlikely coalition of environmental action groups has made effective use of a variety of community education strategies. This paper commences by outlining some of the key literature on learning and activism drawing on the education tradition of adult learning. We then draw on key concepts from Bourdieu’s writing on ‘habitus’ and ‘field’ to analyse the data from this research. We outline some of the learning practices of activists; through their involvement in this campaign, and the knowledge and skills they gain as they develop a feel for the game of protest. We argue circumstantial activists learn both formally and informally in the social environment of campaigning. Of particular interest is the role of more experienced activists from Friends of the Earth (FOE), a non-government organisation (NGO), as they pass on knowledge, experience, tactics and strategies to the novice and less experienced activists in this community campaign. We explore some of the contradictions of the protestors’ identification as activists using Bourdieu’s concepts of ‘doxa’ and ‘Ilusio’. The paper concludes by arguing learning in activism is a rich tradition of adult education and practice. However, Bourdieu’s writing on field and habitus makes an added contribution to interpreting the learning that occurs in the social space of a campaign or social movement.

Re-engaging young people through applied learning pedagogy

The Victorian Certificate of Applied Learning (VCAL) was developed as an innovative response to the changing context post-compulsory schooling in Australia. By combining ‘hands-on’ learning approaches with the traditions of adult learning, the VCAL seeks to cater for the learning temperaments and employment pathways of post-compulsory students who are less likely to remain at school to complete a more traditional Victorian Certificate of Education (VCE). This paper draws on my doctoral research into the schooling experience of VCAL students to explore the irony in using adult and work-based learning principles that underpin applied learning pedagogy as a strategy to reengage students frequently considered by schools to be ‘at risk’. It argues that traditional contentdriven and transmissive approaches result in some students being defined ‘at risk’ because of their failure to accept as legitimate traditional school-based modes of learning. It is proposed that teachers in secondary schools require a deeper understanding of applied learning principles and teaching strategies in order to cater for the increasing numbers of applied learning students in the post-compulsory years of secondary schools. It is argued that such an understanding is also critical to avoid many of such students being incorrectly labelled ‘at risk’.

Teaching and learning online : older adults in a community setting

This research was designed to assess whether the older adult learning in IT environments and online represents a different pedagogy from that of younger learners, as has been suggested by some authors in the literature. The study was conducted in a community learning and employment centre in an Australian rural town, and involved interviews with six teachers of older adults, and nine older learners. The results did not support the need for a particular pedagogy for older learners, instead supporting an approach to teaching that was based around teachers identifying learner characteristics and needs and responding to them as individuals. This finding has been interpreted in the context of already published iterative and interactive teaching models, and has considerable implications for the effective teaching and learning of older adults. Those implications are discussed in the paper.

A new model of workbased learning in the VET sector

This report provides a revised model of workbased learning for the vocational education and training (VET) sector in Australia, in response to emerging needs. The study provides a brief review of the theoretical foundations of the contemporary discussions surrounding workbased learning, drawn from literature on adult education and learning organisations. Literature on adult learning and learning organisations in the 1990's explored new dimensions of these topics and this new theorising enriched the concept of workbased learning. This examination of the literature enables the development of a model of an integrated approach to workbased learning. The model integrates compatible ideas from adult learning, learning organisations and action learning/research and facilitates new ways of thinking about workbased learning as a staff development model. This model confirms that workbased learning is an appropriate and relevant approach to staff development in contemporary times.

A systematic approach to learning aimed at graduate physiotherapists practicing in South West Victoria

Mandatory standards developed by allied health professions for registration and accreditation purposes require continuing professional development (CPD) that can be accessed by all professionals, particularly those practicing in regions removed from the bigger cities. To improve and maintain competencies and standards of care CPD programs need to be accessible and provide opportunities for lifelong learning of efficacious evidence-based intervention. Despite the benefits of CPD, problems reported include access and lack of clarity on the usefulness of CPD in relation to clinical practice. The aim of this study was to develop a CPD program for physiotherapists in the south west of Victoria by employing a systematic approach that included a needs assessment as a vehicle to compose the 2004/2005 program and to optimise ease of attendance, relevance and perceived applicability to clinical practice. The education delivered was purposely in line with the principles of adult learning and presenters were instructed to focus for at least one-third of the workshop time on praxis. This study measured attendance levels throughout the program and satisfaction with the education received in terms of perceived clinical benefits in order to understand the benefits of employing detailed local needs assessments for rural professionals. All workshops and presentations were evaluated with regard to suitability of the venue, presenter style, content, applicability to clinical practice and overall impression by using 7-point Likert scales. Modes and medians both were 7, with seven being rated as highly successful. Attendance was high, 57.2% attended four or more sessions and 68.6% attended at least one workshop in the clinic over the period. In addition, 22.9% attended at least one of the two conducted courses that were held in that period. Although most physiotherapists (68.6%) reported some effect, 20% of the physiotherapists perceived that the CPD program had a large effect on their clinical skills and 29.4% found that patient demand had increased. This paper will discuss the results in light of approaches for allied health workplace learning.