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	<title>practices &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Creating older adults technology training policies: lessons from community practices</title>
		<link>https://ajal.net.au/creating-older-adults-technology-training-policies-lessons-from-community-practices/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:24:00 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[policy]]></category>
		<category><![CDATA[policy formation]]></category>
		<category><![CDATA[practices]]></category>
		<category><![CDATA[student experience]]></category>
		<category><![CDATA[student retention]]></category>
		<category><![CDATA[technology]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1538</guid>

					<description><![CDATA[Author/s: Michael Nycyk and Margaret Redsell Edition: Volume 47, Number 2, July 2007 Summary: Influencing government policy in adult learning areas requires consistent efforts in having findings noticed by educational policymakers. Submissions by Adult Learning Australia and researchers have called for unified educational policies and practices across Australia. This paper argues that, whilst it is important &#8230; <p class="link-more"><a href="https://ajal.net.au/creating-older-adults-technology-training-policies-lessons-from-community-practices/" class="more-link">Continue reading<span class="screen-reader-text"> "Creating older adults technology training policies: lessons from community practices"</span></a></p>]]></description>
		
		
		
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		<item>
		<title>Adult education, social inclusion and cultural diversity in regional communities</title>
		<link>https://ajal.net.au/adult-education-social-inclusion-and-cultural-diversity-in-regional-communities/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 01:42:13 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[policies]]></category>
		<category><![CDATA[practices]]></category>
		<category><![CDATA[programs]]></category>
		<category><![CDATA[regional]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1285</guid>

					<description><![CDATA[Author/s: Rob Townsend Edition: Volume 48, Number 1, April 2008 Summary: This article presents the outcomes of recent research into adult education programs and experiences in the Shire of Campaspe, a region in northern Victoria. Research data of people from diverse cultural backgrounds reveal how individuals can utilise adult education as a space to explore &#8230; <p class="link-more"><a href="https://ajal.net.au/adult-education-social-inclusion-and-cultural-diversity-in-regional-communities/" class="more-link">Continue reading<span class="screen-reader-text"> "Adult education, social inclusion and cultural diversity in regional communities"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Significant adult education artefacts</title>
		<link>https://ajal.net.au/significant-adult-education-artefacts/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 05:18:37 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[artefacts]]></category>
		<category><![CDATA[ideas]]></category>
		<category><![CDATA[impact]]></category>
		<category><![CDATA[practices]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1024</guid>

					<description><![CDATA[Author/s: Dr Alan Arnott, Dr Alan Davies, Michael Newman, Sally Thompson and Dr Peter Willis Edition: Volume 50, Number 3, November 2010 Summary: We asked a number of people in adult learning to write a short essay on a significant book, article, artefact or media creation that they had experienced relating to adult education/learning sometime &#8230; <p class="link-more"><a href="https://ajal.net.au/significant-adult-education-artefacts/" class="more-link">Continue reading<span class="screen-reader-text"> "Significant adult education artefacts"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Authenticity through reflexivity: connecting teaching philosophy and practice</title>
		<link>https://ajal.net.au/authenticity-through-reflexivity-connecting-teaching-philosophy-and-practice/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 27 Feb 2013 06:31:35 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[beliefs]]></category>
		<category><![CDATA[CAE]]></category>
		<category><![CDATA[experiences]]></category>
		<category><![CDATA[practices]]></category>
		<category><![CDATA[teaching]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=792</guid>

					<description><![CDATA[Author/s: Catherine Jenkins Edition: Volume 51, Special edition, December 2011 Summary: Adult educators have strong beliefs. This will surprise no-one, but where do their beliefs come from, and how do they influence future development of their teaching practice? Drawing on my PhD research, I explore the multi-directional relationship between teaching beliefs and practices, considering the &#8230; <p class="link-more"><a href="https://ajal.net.au/authenticity-through-reflexivity-connecting-teaching-philosophy-and-practice/" class="more-link">Continue reading<span class="screen-reader-text"> "Authenticity through reflexivity: connecting teaching philosophy and practice"</span></a></p>]]></description>
		
		
		
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