Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes: Perspectives on Online Technologies and Outcomes (Google eBook)

Front Cover
Kidd, Terry T.
IGI Global, Aug 31, 2009 - Education - 293 pages
0 Reviews

As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged.

Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This significant reference source offers researchers, academicians, and practitioners a valuable compendium of expert ideas, practical experiences, field challenges, and potential opportunities concerning the advancement of new technological and pedagogical techniques used in adult schooling.

  

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Emerging Frontiers ofLearning Online Digital Ecosystems Blended Learning and Implications for Adult Learning
1
Empowering Adult Learners through Blog An Australian Case Study
13
Perspectives on the Realities of Virtual Learning Examining PracticeCommitment and Conduct
23
The Virtual University Distance Learning Spaces for Adult Learners
32
Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners
40
Community of Inquiry in Adult Online Learning CollaborativeConstructivist Approaches
52
Web 20 Technologies Adult Learning and New Educational Possibilities
67
Social Networking Adult Learning Success and Moodle
68
Integrating Blogs in Teacher Education
134
Facebook as Public Pedagogy A Critical Examination of Learning Community and Consumption
148
Adult Learners Learning Online A Case Study of a Blogging Experience
163
Teaching Technology to Digital Immigrants Strategies for Success
178
Some Key Success Factors in WebBased Corporate Training in Brazil
188
Web 20 Technologies Social Software Applied to Higher Education and Adult Learning
208
Using Virtual Learning Environments to Present Different Learning Blends
219
Designing Contextualized Interaction for Learning
239

Collaborative Learning Knowledge beyond the Peripheries
81
MIPO ModelA Framework to Help the Integration of Web Technologies at the Higher Education
89
Todays Technologies Faculty Adoption Factors and Effects on Higher Education
108
Web 20 Technologies for ProblemBased and Collaborative Learning A Case Study
118
Information Literacy in the Digital Age Implications for Adult Learning
126
Employing Innovative Learning Strategies Using an ELearning Platform
253
Compilation of References
276
About the Contributors
307
Index
315
Copyright

Common terms and phrases

About the author (2009)

Terry T. Kidd received his doctoral education training from the Texas A&M University and has previous graduate training in information systems, human resources development, and instructional technology. Kidd has presented at international conferences on designing technology rich learning environments, technology adoption and diffusion, and issues dealing with faculty and staff development. His research interests include e-learning and ICT innovation and its diffusion within an educational and community context to support teaching, learning, and human capital development. Kidd is an experienced educator, consultant, and researcher in the field. He is the editor of the Handbook of Research on Instructional Systems Technology; the Handbook of Research on Technology Project Management, Planning, and Operations; Social Information Technology: Connecting Society and Cultural Issues; and Wired for Learning: An Educators Guide to Web 2.0.

Dr. Sagini “Jared” Keengwe is an Associate Professor at the University of North Dakota (UND), USA. Dr. Keengwe is the editor-in-chief of two IGI Global Book Series: “Advances in Higher Education and Professional Development” (AHEPD) and “Advances in Early Childhood and K-12 Education” (AECKE). He serves on the editorial review board of several international journals and is also the co-editor-in-chief of the Journal of Education and Learning (EduLearn). Dr. Keengwe’s primary research interests focus on technology integration and constructivist pedagogy in teacher education. He has co-authored more than 65 journal articles and edited more than 10 scholarly textbooks with a focus on instructional technologies both in K-12 and in higher education. Dr. Keengwe’s work in the classroom was honored with the 2011 McDermott Faculty Award for Excellence in Academic Advising. He was also a recipient of the 2010 North Dakota Spirit Faculty Achievement Award, and the 13th (2010) Annual Martin Luther King Jr. Award in recognition of significant contribution in scholarship and service respectively. At the national level, Dr. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Division K – Teacher Education –Travel Award. [Editor]

Bibliographic information