Australian Journal of Adult Learning
Critical thinking and research in the field of adult learning
Author/s: Rob Siedle
Edition: Volume 51, Number 3, November 2011
Summary: A movement known as the Universities of the Third Age (U3As) provides educational, cultural and social services for mature-age people in Australia and internationally. Continue reading “Principles and practices of mature-age education at U3As”
Author/s: Helen Russell
Edition: Volume 51, Number 3, November 2011
Summary: With an increase in life expectancy in modern complex communities, there will be a prolonged period, post-retirement, in which older adults will seek meaningful projects. Continue reading “Time and meaning in later-life learning”
Author/s: Susan Geertshuis and Helena Cooper-Thomas
Edition: Volume 51, Number 3, November 2011
Summary: This paper examines the extent of patients’ health-related learning from a range of sources and aims to identify psycho-cognitive variables that predict learning. Continue reading “Learning about health”
Author/s: Steven Hodge
Edition: Volume 51, Number 3, November 2011
Summary: Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. Continue reading “Learning to manage: Transformative outcomes of competency-based training”
Author/s: Peter Willis
Edition: Volume 51, Number 3, November 2011
Summary: This paper argues that learning for human flourishing needs a balance between small-scale, convivial experiences, imaginary and creative expression, logical, rational planning and autonomous, purposive practices. Continue reading “Utopian scenario sketching: An imaginal pedagogy for life giving civilisation”
Author/s: Karen B. Moni, Anne Jobling, Michelle Morgan and Jan Lloyd
Edition: Volume 51, Number 3, November 2011
Summary: Despite the importance of and advocacy for developing literacy skills for successful and rewarding participation in the community, there remains a common perception that becoming literate is not possible for people with intellectual disabilities. Continue reading “Promoting literacy for adults with intellectual disabilities in a community-based service organisation”
Author/s: Jenny McDougall and Wendy Davis
Edition: Volume 51, Number 3, November 2011
Summary: While much has been written about the transformative potential of adult education from the student perspective, little research has been done into the experiences of those who teach in such contexts. Continue reading “Role reversal: Educators in an enabling program embark on a journey of critical self-reflection”
Author/s: Horng-Ji Lai and Ming-Lieh Wu, Ai-Tzu Li
Edition: Volume 51, Number 3, November 2011
Summary: This study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Continue reading “Adults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan”
Author/s: Craig Hammond
Edition: Volume 51, Number 2, July 2011
Summary: This paper describes a fathering program that has been operating for a number of years for Aboriginal men in the corrective system. Continue reading “Brothers Inside: Fathering workshops with Aboriginal prisoners”
Author/s: Megan Le Clus
Edition: Volume 51, Number 2, July 2011
Summary: In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Continue reading “Informal learning in the workplace: A review of the literature”