Category: ACE

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Connecting in rhizomic spaces: Peer-assisted learning (PAL) and e-learning in teacher education

Authors: Jane Bone and Susan Edwards, Australian Catholic University

Edition: Volume 55, Number 1, April 2015

Summary:  A PAL (Peer-Assisted Learning) project supported research that focused on e-learning and Web 2.0 technologies as part of a pedagogical approach in the context of a tertiary institution. This project responded to a call for a rejuvenation of conventional approaches to pedagogy while teaching an early childhood unit in a large Australian university. In the project a variety of methods, qualitative (interviews and focus groups) and quantitative (on-line survey), were used in order to explore the possibilities involved in learning together in innovative ways. The PAL project is connected here to a ‘rhizome’ (Deleuze & Guattari, 1987). A rhizome is a form of network; it is multiple; and, it is capable of producing surprises. This is reflected in the findings that support the use of technology to create an effective collaborative space and also show that there are advantages to destabilising conventional student/lecturer positions. Finally, this narrative account contributes to a growing literature that connects Deleuze and Guattari’s (1987) philosophical ideas to education.

Keywords: Peer-assisted learning, early childhood, assessment, Web 2.0 technologies, Deleuze, rhizome

 

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.

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Self-advocacy and its impacts for adults with developmental disabilities

Authors: Thomas G. Ryan and Sarah Griffiths, Nipissing University, Canada

Edition: Volume 55, Number 1, April 2015

Summary:  The following review of literature illuminates self-advocacy from a North American transformational learning perspective via meaningful impacts, which arise for adults with developmental disabilities, as well as various communities and their members. For adults with developmental disabilities, increased leadership capabilities and the
evolution of new self-concepts continue to be powerful examples of the impact of self-advocacy. For communities, a more prominent voice and personable research within the academic community, increased awareness for some boards and committee members, and the acknowledgement and support of local or online community members
are broad examples of the impacts self-advocacy has on us.

Keywords: self-advocacy, developmental disabilities, transformational learning

 

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.

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Putting transformative learning theory into practice

Authors: Michael Christie, Michael Carey, Ann Robertson and Peter Grainger, University of the Sunshine Coast (USC)

Edition: Volume 55, Number 1, April 2015

Summary:  This paper elaborates on a number of key criticisms of Mezirow’s transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow’s theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that
learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one’s values and the assumptions that underpin them. It exemplifies how Mezirow’s theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow, 1991) can be practiced, to good effect, in university staff development and teacher education courses.

Keywords: Transformative learning; Adult and Higher Education; Academic development.

 

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.

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Do actions and methods in guidance for older workers exist in Spain?

Authors: María José López Sánchez and José Antonio Belso Martinez, Universidad Miguel Hernández de Elche

Summary:  Older people suffer discrimination in the labour market, in that their chances of finding employment if they lose their jobs are small, and the longer someone is out of the labour market, the harder it is to return. Although they often do possess the technical and transferrable skills required, these are not always recognised. Those who remain in work also encounter discrimination. They are unlikely to receive ongoing training and encouragement for career development, especially if their existing skills and qualifications are at a low level.

This paper is focusing on the Spanish situation, looking at the actions and methods in careers guidance for older workers. For this purpose 52 websites of Spanish trade unions were visited during 2010. Using the main findings of 131 questionnaires from 48 employers’ organisations, 41 trade unions and 28 public employment services from across the country, we look at guidance from a macro and micro perspective: how guidance is provided and who the main beneficiaries are.

We conclude that in the Spanish labour context, there is a specific need to improve the coordination and effective publicity regarding existing guidance services and their accessibility. Evidence shows that those who make least use of the careers guidance services are the older workers aged 50 to 55 years, and no special attention is given to meeting their needs.

Keywords: Old workers, careers guidance, active labour market policies, social partners, Spain

 

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This article is part of AJAL, Volume 54_2. The entire volume is available in .pdf for purchase here.

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Educational biographies in Germany: From secondary school general education to lifelong learning?

Author: Harry Friebel, University of Hamburg

Summary:  This article addresses the change in the transitional process from secondary school general education to gainful employment within the framework of societal modernisation processes in Germany.
We analyse the relationship between the options for and restrictions upon individual educational mobility under the conditions imposed by the various socially institutionalised educational segments, which comprise a structure of opportunity.
The database for our study consists in the longitudinal findings of the “Hamburg Biography and Life Course Panel” (HBLP) from 1980 to 2007, which examined the processes of vocational education mobility for a sample of the Hamburg graduating class of 1979.
How do these people manage their educational strategies? What do they experience in terms of vocational education and continuing education within the institutional structure of opportunity? Do the career paths differ after gender?

Keywords: Vocational training, Educational Biography, Vocational training mobility, Continuing education, Vocational education policy, Germany

 

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This article is part of AJAL, Volume 54_2. The entire volume is available in .pdf for purchase here.

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How a personal development program enhances social connection and mobilises women in the community

Authors: Nandila Spry, Hillsong City Care and Southern Cross University: Teresa Marchant, Griffith University

Summary:  Gender equity and the empowerment of women is a significant international issue. Successful adult education programs are vital to enhance women’s situation. Lessons learned from a personal development program provided for thousands of women are analysed. The program is conducted by community service providers in Australia and internationally, with an Australian evaluation reported here. The three phase evaluation included 500 participants, with pre- and post-tests for a sample of 161, structured phone interviews with 53 and third-party observations from six organisations. The value includes multiple measurements over time, in a thorough evaluation with mixed methods, along with policy and practice implications. Key adult learning issues canvassed include the role of empowerment, adult education and transformative learning. Key findings included that women’s self-esteem, emotional intelligence, purpose and mobilisation increased, with the latter evident in vocational outcomes and social connection. Some women expressed interest in facilitating the program for other groups. As one facilitator observed ‘the program really empowers women to tap into their own gifts and talents’. Lessons learned encompassed improvements to the program including sustainable social networks, since for these women purpose in life and mobilisation were intertwined with social connection and helping other women.

Keywords: community, empowerment, evaluation, personal development, self-esteem, women

 

 

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This article is part of AJAL, Volume 54_2. The entire volume is available in .pdf for purchase here.

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Case studies in e-RPL and e-PR

Authors: Roslyn Cameron, Curtin University and Allison Miller, Vanguard Visions Consulting Pty Ltd

Summary:  The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access and; e-RPL for Self Recognition. We use the case studies to explore the four types and the two dimensions or continuums central to the framework. The vertical dimension is a continuum between RPL as process and RPL as product and the second horizontal dimension is a continuum between formal learning contexts and low learner control as opposed to informal learning contexts and high levels of learner control. The case studies have aided the further development of the framework and its theoretical and practical applications.

Keywords: e-RPL, e-PR, recognition of prior learning, professional accreditation, eRecognition, VET, ACE

 

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This article is part of AJAL, Volume 54_1. The entire volume is available in .pdf for purchase here.