The taking up of an "educative" mantle has proven to be a complex task for museums, filled with many unknown and/or misunderstood factors. Of the vast assortment of educational opportunities museums afford their adult patrons and staff, the majority fall into one or two learning categories: either they are nonformal or informal. In effort to…

Four cases relating to the efforts of e-learning teams in valuing adult learners in their e-learning solutions were examined to better understand how e-learning teams value their adult learners within corporate settings. Two questions guided the analysis of the cases, they are: (1) What is the nature of the e-learning solutions in these cases? (2)…

Staff should be aware of four adult learning principles influencing their conference learning experience: (1) adults learn what they really want to learn; (2) they learn by doing; (3) their motivations are varied and strong; and (4) their experiences enrich the learning situation. (SK)

Examines the logical and psychological aspects of competency-based staff development programs. Analyzes myths of competency-based learning (CBL) and indicates that incorporating principles of CBL with those of adult learning may be a way to improve staff development programs. (JOW)

An integrated approach to developing incidental trainers and teachers teaches learning-centered decision making for planning training and setting objectives. The learning model used for instructional design has five steps: be introduced to topic/skill, get to know it, try it, get feedback, apply it. (SK)

Describes distinctions between learning, training, development, and education and illustrates how different models of human resource management/development influence their meaning. Concludes that training, development, and education are an integrated whole linked by the concept of learning. (SK)

Reviews of past research on psychosocial learning environments show that relatively few studies have involved the use of environment dimensions either as criterion variables in the evaluation computer education programs or with adult learners (in contrast to elementary and secondary school students). This study is distinctive in that it used a…

This pre-conference, held in conjunction with the 49th annual Adult Education Research Conference at the University of Missouri-St. Louis in June, 2008, brought together graduate students and adult education researchers and practitioners from a variety of academic and workplace settings to discuss issues related to sexual minorities in…

This document consists of a brief project report and a manual developed by the Adult Learners' Training and Assistance Program. The report describes how instructors at Luzerne County Community College (Pennsylvania) learned about the basic/essential elements of cooperative learning by actively experiencing cooperative learning instructional…

This book teaches the skills and art of good coaching and how to realize its value in unlocking people's potential to maximize their own performance. Chapters 1-3 define coaching and its business application, discuss the manager as coach and the manager's role, and examine the context of change. Chapter 4 considers the two key elements of…

A project implemented a new tutor training model that used integrative learning strategies to teach more effectively to different intelligences and learning styles of adult learners. A 15-hour tutor training curriculum focused on designing lessons that do the following: involve several learning styles and intelligences, encourage an equal…

To design a learner-centered training process, the author emphasizes focusing on the creative artistry of people and the logic of human beings. Lists sixteen key skills designers should obtain to design and develop training programs. (CSS)

Compares traditional and modern assumptions regarding (1) purpose of education, (2) nature of education, (3) environment conducive to learning, (4) professional development, (5) educational responsibility and (6) nature of adult learning. From modern assumptions in each of the six areas draws implications for professional organizations. (CSS)

This book explores the world of programmers as a corporate environment and as the setting for continual learning. Chapter 1 examines the importance of on-the-job learning; the setting; a company as a learning environment; and methodology. Chapter 2 describes the work of programming. Chapter 3 examines the impact of various aspects of programmers'…

A project provided more than 800 adult educators in Pennsylvania with a wide range of staff development activities and instructional strategies for teaching students with learning differences and multilevel abilities in the same classroom. It established a model for staff development that built upon previous projects and used a variety of delivery…