bluuebunny/crossref_metadata_2025 huggingface dataset:
Fed-Batch Control and Visualization of Monomer Sequences of Individual ICAR ATRP Gradient Copolymer Chains
Authors: D'hooge Dagmar , Van Steenberge Paul , Reyniers Marie-Françoise , Marin Guy
Published: April 2014

Based on kinetic Monte Carlo simulations of the monomer sequences of a representative number of copolymer chains (≈ 150,000), optimal synthesis procedures for linear gradient copolymers are proposed, using bulk Initiators for Continuous Activator Regeneration Atom Transfer Radical Polymerization (ICAR ATRP). Methyl methacrylate and n-butyl acrylate are considered as comonomers with CuBr2/PMDETA (N,N,N′,N′′,N′′-pentamethyldiethylenetriamine) as deactivator at 80 °C. The linear gradient quality is determined in silico using the recently introduced gradient deviation () polymer property. Careful selection or fed-batch addition of the conventional radical initiator I2 allows a reduction of the polymerization time with ca. a factor 2 compared to the corresponding batch case, while preserving control over polymer properties ( ≈ 0.30; dispersity ≈ 1.1). Fed-batch addition of not only I2, but also comonomer and deactivator (50 ppm) under starved conditions yields a  below 0.25 and, hence, an excellent linear gradient quality for the dormant polymer molecules, albeit at the expense of an increase of the overall polymerization time. The excellent control is confirmed by the visualization of the monomer sequences of ca. 1000 copolymer chains.
Prediction of Forest Stand Attributes Using TerraSAR-X Stereo Imagery
Authors: Vastaranta Mikko , Niemi Mikko , Karjalainen Mika , Peuhkurinen Jussi , Kankare Ville , Hyyppä Juha , Holopainen Markus
Published: April 2014

Consistent, detailed and up-to-date forest resource information is required for allocation of forestry activities and national and international reporting obligations. We evaluated the forest stand attribute prediction accuracy when radargrammetry was used to derive height information from TerraSAR-X stereo imagery. Radargrammetric elevations were normalized to heights above ground using an airborne laser scanning (ALS)-derived digital terrain model (DTM). Derived height metrics were used as predictors in the most similar neighbor (MSN) estimation approach. In total, 207 field measured plots were used in MSN estimation, and the obtained results were validated using 94 stands with an average area of 4.1 ha. The relative root mean square errors for Lorey’s height, basal area, stem volume, and above-ground biomass were 6.7% (1.1 m), 12.0% (2.9 m2/ha), 16.3% (31.1 m3/ha), and 16.1% (15.6 t/ha). Although the prediction accuracies were promising, it should be noted that the predictions included bias. The respective biases were −4.6% (−0.7 m), −6.4% (−1.6 m2/ha), −9.3% (−17.8 m3/ha), and −9.5% (−9.1 t/ha). With detailed DTM, TerraSAR-X stereo radargrammetry-derived forest information appears to be suitable for providing consistent forest resource information over large areas.
Further Aspects of Ochratoxin A-Cation Interactions: Complex Formation with Zinc Ions and a Novel Analytical Application of Ochratoxin A-Magnesium Interaction in the HPLC-FLD System
Authors: Poór Miklós , Kuzma Mónika , Matisz Gergely , Li Yin , Perjési Pál , Kunsági-Máté Sándor , Kőszegi Tamás
Published: April 2014

Ochratoxin A (OTA) is a mycotoxin produced by different Aspergillus and Penicillium species. Since its mechanism of action is not fully understood yet, it is important to gain further insight into different interactions of OTA at the molecular level. OTA is found worldwide in many foods and drinks. Moreover, it can also be detected in human and animal tissues and body fluids, as well. Therefore, the development of highly sensitive quantitative methods for the determination of OTA is of utmost importance. OTA most likely forms complexes with divalent cations, both in cells and body fluids. In the present study, the OTA-zinc interaction was investigated and compared to OTA-magnesium complex formation using fluorescence spectroscopy and molecular modeling. Our results show that zinc(II) ion forms a two-fold higher stable complex with OTA than magnesium(II) ion. In addition, based on the enhanced fluorescence emission of OTA in its magnesium-bound form, a novel RP-HPLC-fluorescence detector (FLD) method was also established. Our results highlight that the application of magnesium chloride in alkaline eluents results in an approximately two-fold increase in sensitivity using the HPLC-FLD technique.
Historical Evolution of Adult Education in America
Authors: Liddell Terry
Published: April 2014

This chapter focuses on the history of adult education in the United States, but the implication is that the formation of the field is dependent upon the social, economic, and political needs, resources, and priorities of a given time and place. This is true anywhere in the world as was demonstrated in modern history such as the role of adult education in the post- World War II reconstruction in Europe and Japan, or more recently, in Southern Africa with the dramatic changes after the fall of apartheid (officially in South Africa and symbolically in other countries). For example, in the past ten years, universities in Southern African countries have consolidated Departments of Adult Education with Departments of Community Development in recognition of the symbiotic and reciprocal relationship between the two fields of study during this time of reconstruction of inclusive participatory democracy. The role of various institutions and the influence on the direction and resources for adult education are explored. The role of change and acculturation is also visited.
A Qualitative Research Approach for the Investigation and Evaluation of Adult Users' Participation Factors through Collaborative E-Learning Activities in the Virtual World of “Second Life”
Authors: Nikolaos Pellas , Ioannis Kazanidis
Published: April 2014

In the last thirty years, participation factors have particularly attracted the interest of Adult Education researchers, and it could be said that this is probably one of the most discussed topics in this field. Hence, “participation theories” that relate organized educational activities can give a logical explanation for the complexity and multifactor nature of adult leading to educational practices. In these circumstances, the chapter presents recent findings of a qualitative research effort, conducted in the virtual world of Second Life (SL). This premise is recapitulated in an attempt to illuminate the theme of trainee users' broad participation in collaborative e-learning activities based on the interpretive framework of “adults' participation theories” that can interpret the motivational factors, recommended from McGivney (1993). The value-added effect helps one to understand the mobilization of different adults' perspectives and thoroughly enunciate the key factors that influence the decision to participate in teamwork activities.
Enabling Creative Blended Learning for Adults through Learning Design
Authors: Papadakis Spyros
Published: April 2014

This chapter discusses the emerging need and opportunity for the development the conceptualisation of representation and forms for learning design which are utilised in the activities a teacher plans to engage adult learners in lifelong learning setting. The chapter argues that effective teaching and facilitating practice involving ICT should be described and represented in ways that facilitate creative learning, self-directed learning, critical reflection and experiential learning scenarios. The sharing and reuse of quality ICT-based collaborative learning activities for adults could be a solution to enable creative and effective blended learning for adults. In this chapter Learning Activity Management System (LAMS) is presented as an innovative approach to blended learning paradigm. Inspired by the concept of “Learning Design,” it provides a visual authoring environment for the development of activity sequences, together with a learner run-time environment and a teacher-monitoring environment.
Engaging Adult Learners with Innovative Technologies
Authors: Beck Dennis , Hughes Claretha
Published: April 2014

This chapter suggests and explores the need for a paradigm shift regarding the use of innovative technologies to engage adult learners. Some concerns addressed are: 1) The ways educational programs can be designed to improve the technical skills of adults; 2) The choices of technological, instructional methods, and materials and the subsequent impact on the success of educating adults; and 3) Elimination of the perceived feeling of disadvantage that some adult learners possess regarding their understanding and use of technology. Lack of exposure, access, and motivation to utilize innovative technologies combine to create a “glass ceiling” that is currently preventing adult learners from becoming competitive in the global marketplace. However, by applying motivational theories, embracing policies to ensure equitable technology access, and promoting efforts to seize the professional development opportunities available, adult learners and their instructors can shatter the glass ceiling and rise to new levels of skill and expertise.
Teachers' Use of Social Networking Sites for Continuing Professional Development
Authors: Xerri Daniel
Published: April 2014

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.
Defining Professional Development for Technology
Authors: Gruich Madelon Reed
Published: April 2014

Professional development for technology implementation is a critical component of achieving successful learning outcomes in educational settings. The use of technology in all teaching disciplines and administration requires the systematic training of every individual within the organization. Technology tools often provide the catalyst for skill development and attainment of expertise to ensure organizational successes. Through proven and research-based training opportunities, administrators and instructors can receive and ultimately share quality learning experiences that guarantee optimal learning achievement for school districts and specific instructional programs as technology is integrated into curricula. Planning professional development that creates seamless technology assimilation at all levels of use helps to guarantee that instructional design parallels desired learning outcomes.
Professional Development in a Virtual World
Authors: Speaker Jr. Richard B. , Levitt Greg , Grubaugh Steven
Published: April 2014

The virtual world Second Life (SL) can be part of professional development deployment and mentoring using online learning. This chapter provides a portrait of professional development and teaching in SL. While SL requires a more extensive learning curve than might be expected, the virtual campus becomes a functioning instructional site for all disciplines, supplementing personal and text-based asynchronous learning in various other platforms with synchronous voice and text, enhancing the interactions in virtual professional development settings. In addition to regular face-to-face professional development meetings, the virtual campus allows faculty and staff to meet for professional development, mentoring, discussion groups, committees, and virtual academic conferences. Key ideas for operating educational sites in SL include training prospective faculty, staff, and instructors, mentoring, dealing with appropriate presentations of self as avatar, tracking activities and behaviors in SL, choosing modes of communication, and moving from lecture to discussion to immersive learning in media rich constructed spaces.
The Use of Digital Resources to Support Elementary School Teachers' Implementation of the Common Core State Standards
Authors: Lehew Amy Jensen , Polly Drew
Published: April 2014

This chapter describes the process of developing Web-based resources to support elementary school teachers' implementation of the Common Core State Standards in Mathematics in a large urban school district in the southeastern United States. Based on a learner-centered approach to teacher professional development the authors describe a three-fold process of supporting teachers: providing opportunities for teachers to deepen their understanding of the CCSSM, providing curricular resources that align with the CCSSM, and providing ongoing support through teachers' implementation of the CCSSM. Implications for the development of Web-based resources and researching these types of endeavors are also shared.
Designing a Professional Development Program
Authors: Payne Amy
Published: April 2014

Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.
Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program
Authors: Mouzakis Charalambos , Tsaknakis Haralampos , Tziortzioti Chrysanthi
Published: April 2014

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers' professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.
Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities
Authors: Scott Donald E. , Scott Shelleyann
Published: April 2014

In this chapter we advocate the reconceptualisation of pedagogical focused professional development to a more flexible and systematic approach and present two technology-oriented models. This chapter is of interest to a range of educational stakeholders including university professional developers, academics, leaders, students, and support staff. Two mixed method case studies of students' and academics' experiences of online and blended teaching and learning informed the design of the models. These multi-faceted models are designed to promote effective pedagogically-focused professional development, the scholarship of teaching and learning, social and professional networking, and supportive university leadership all aimed at improving teaching and learning. We articulate how the integration of technology can facilitate all of these important activities. It is anticipated that, if implemented, these models will result in a more pedagogically- and techno- efficacious academy; more satisfied and successful graduates; more informed, involved, and trusted leaders; greater sustainability for programmes; and the enhancement of institutional reputation.
A Framework for Developing Robust Online Professional Development Materials to Support Teacher Practice under the Common Core
Authors: Kopcha Theodore , Valentine Keri Duncan
Published: April 2014

The purpose of this chapter is to present a framework for developing online professional development materials to support teachers as they adopt the Common Core standards. The framework builds conceptually from the principles associated with successful mathematics professional development on the teaching practices that support productive mathematical discourse in the classroom. The framework was applied to online materials developed from an emergent perspective (Cobb & Yackel, 1996) in the context of the Common Core fractions standards at the elementary level. Implications for the use of the framework to guide the selection, development, and implementation of mathematics professional development are discussed.
Designing Simulations for Professional Skill Development in Distance Education
Authors: Murdoch Deborah , Bushell Chris , Johnson Stephanie
Published: April 2014

Designing simulations for higher education requires planning. This chapter explores the use of a design process of an iterative model with frequent evaluation of the process to ensure strong design in blended and flexible learning. Two case studies are used to demonstrate how the ADDIE process is used in an iterative method to develop simulations to teach and refine professional practice in distance learning situations, from both a course and subject perspective. The authors argue that if a strong development and evaluation process is followed, sustainable simulations can be developed. Results show that students have a positive response to simulation use in learning and appreciate a well structured simulation to aid in professional practice development.
Project Management Methods for the Implementation of an Online Faculty Development Course
Authors: Tawfik Andrew A. , Reiseck Carol , Richter Richard
Published: April 2014

The case study describes the project management methods used in the implementation of a faculty development course at a small liberal arts university. The faculty development course, which was delivered online through the Learning Management System (Blackboard), not only provided faculty with technical competencies, but also a pedagogical framework for online instruction. As faculty members began to see the potential of using technology to overcome time and distance challenges, they became more interested in online education. To accomplish the project goals, the instructional design team created a detailed spreadsheet that outlined the design and implementation strategy for the initiative. Success criteria included increased demand and enrollment in the course, formal adoption of the professional development course as an institutional requirement, expansion of student enrollments in online courses, and student retention rates. The case study describes the unique project management considerations, documentation, and planning required throughout the project.
Lifelong Learning in Europe
Authors: Yilmaz Harun , Şahin Sami
Published: April 2014

Lifelong learning has become an indispensable concept in our lives in the 21st century with the advent of technologies and the development of knowledge-based economies and societies. This concept has given a variety of names, such as lifelong education, recurrent education, and adult education. With the establishment of the European Union (EU), economic and civic issues have become more important in terms of social integration and economic competitiveness in Europe in 1980s. As a solution to these challenges, several lifelong learning programs were launched by the EU, including Erasmus, Socrates, Leonardo da Vinci, and Grundtvig. Since the Erasmus program covers university students in terms of a formal schooling period and staff in the higher education setting and people employed by private businesses, it seems a hybrid and prominent solution for lifelong learning in Europe. Therefore, after some information about lifelong learning and adult education are provided, how the Erasmus program works is explained, and some statistics are given to emphasize its importance for Europe.
Changing the Face of ELA Classrooms
Authors: Newman Dianna L. , Coyle Victoria C. , McKenna Lori A.
Published: April 2014

This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers' abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers' integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.
The Pathway to Nevada's Future
Authors: Schrader P.G. , Strudler Neal , Asay Loretta , Graves Terra , Pennell Shawn L. , Stewart Sara
Published: April 2014

An online, statewide technology professional development project was implemented for middle school teachers in Nevada. This document reports the preliminary findings associated with the planning, development, and implementation of Module 1 of the Pathway to Nevada's Future project. Baseline data, participant characteristics, findings, and results from participation in Module 1 are reported. Data sources include online surveys, online discussions, and informal interviews of project personnel. During the planning phase, the milestones outlined in the grant proposal were accomplished. In terms of project implementation, Module 1 was designed, developed, and implemented. A schedule for Module 2 was developed for the summer and implemented during June and July 2010. At the beginning of Module 1, base-line data were collected and examined to describe the general profile of Pathway participants. Overall, these data suggested that the population of participants was an appropriate cross section of Nevada teachers. Participants indicated that they held a high opinion of the role of technology in the classroom and reported being moderately skilled in technology use. There were many areas, however, in which they were not skilled and had room to benefit from the planned modules. Overall, the group was well suited to interact with the professional development materials, provide formative feedback for refining the modules, and apply their learning in classrooms across Nevada. Module 1 primarily involved an overview of resources, tools, and strategies intended for a variety of settings. Activities ranged from conceptual readings, webinars, videos, and discussions, to hands-on assignments that exposed participants to a range of tools. Results indicated that participants significantly increased in their knowledge, attitudes, and self-efficacy associated with technology and technology integration. However, analysis of progress, assignments, and online discussions indicated that the amount of material was overwhelming for the majority of participants. As a result, adjustments to the delivery of Module 1 were implemented during the professional development. These modifications were also implemented in subsequent Modules, allowing participants to explore applications of interest at a deeper level.
Transformative Learning in the Workplace
Authors: Cranton Patricia , Carusetta Ellen
Published: April 2014

Using two silent-dialogue scenarios as a basis for discussion, this chapter provides an overview of how workplace learning can be framed by transformative learning theory. Based on the literature on workplace learning, the authors review the primary kinds of workplace learning that can be found in diverse workplace contexts. In contrast to the debates occurring in adult education about what is and what is not transformative learning, here they suggest that each kind of workplace learning has the potential to be a transformative learning experience. The chapter concludes with a discussion of paradoxes and implications. In this chapter the authors explore the nature of workplace learning from the perspective of transformative learning theory. In order to do this, they present two scenarios, one related to employer-sponsored learning in the workplace, and one related to leadership development facilitated by an external consultant. For each scenario, the authors use a silent dialogue—revealing the thoughts of the educator as the scenario unfolds, and the thoughts of one of the participants during the same timeframe. The silent dialogues reveal the conflicts and issues inherent in the scenarios. Drawing on the literature on workplace learning, the chapter provides an overview of kinds of workplace learning, and then analyzes the first scenario. This is followed by the presentation of the second scenario and an analysis of that scenario, next turning to transformative learning theory, and using that framework to better understand the kinds of workplace learning and how they can be transformative. The chapter discusses the paradoxes inherent in applying transformative learning theory to workplace learning and lists some implications for practice, theory development, and research.
Transformative Learning and Technology in Adult and Vocational Education
Authors: Wang Victor X. , Cranton Patricia
Published: April 2014

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners' Seeking Transformation via Web 2.0 Technologies, has emerged.
Nation Building through Andragogy and Lifelong Learning
Authors: Henschke John A.
Published: April 2014

This chapter addresses the author's international experience of and involvement in the very essence of exemplifying my conception of the following in various countries around the globe – nation building through andragogy and lifelong learning: on the cutting edge educationally, economically, and governmentally. Although I have been privileged to engage adult learners in research and learning experiences in a dozen countries through andragogical and lifelong learning processes, the chapter presents only a sketch of the author's personally unique approach of work and learning in what he calls nation building with people in five countries: Brazil, South Africa, Mali, Thailand, and Austria. The purpose is to clearly articulate some of the who, what, when, where, why, and how of the most successful facilitation activities of helping adults learn in such a way that any adult educator, who may be disposed and committed to do so, could learn these processes and replicate them with others.
An Exploratory Study of the Experiences of Older Non-Traditional Students in an Online Learning Environment
Authors: Li Wenzhen , Liu Leping
Published: April 2014

This study explored the experiences of non-traditional students in an online educational technology course using a qualitative method. Three participants were interviewed about their experiences with online computer technology learning. The results suggested that non-traditional students were motivated to return to college but some experienced the feeling of anxiety due to an unknown method of learning. Initial learning of technology could be intimidating and frustrating for non-traditional students. The findings indicated the importance of technical support in enhancing their online learning experiences.
Differentiating Instruction for Adult Learners in an Online Environment
Authors: Massey Dixie
Published: April 2014

Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have specific preparation for teaching adult learners or in teaching online courses, resulting in faltering attempts to transfer traditional methodology such as lectures to online platforms. This chapter considers the background of distance education and examines relevant literature on adult learners. Differentiated instruction is proffered as a means of meeting the needs of adult learners in online teacher education courses. Specific examples of differentiating content, process, and product are suggested.
Adding the “Digital Layer”
Authors: Hicks Troy
Published: April 2014

Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the National Writing Project (NWP) provides one such “transformational” experience through their summer institutes (Whitney, 2008). Also, despite recent moves in the field of English education to integrate digital writing into teacher education and K-12 schools (NWP, et al., 2010), professional development models that support teachers' “technological pedagogical content knowledge” (Mishra & Koehler, 2008) related to teaching digital writing are few. This case study documents the experience of one teacher who participated in an NWP summer institute with the author, himself a teacher educator and site director interested in technology and writing. Relying on evidence from her 2010 summer experience, subsequent work with the writing project, and an interview from the winter of 2013, the author argues that an integrative, immersive model of teaching and learning digital writing in the summer institute led to substantive changes in her classroom practice and work as a teacher leader. Implications for teacher educators, researchers, and educational policy are discussed.
Professional Development through Web 2.0 Collaborative Applications
Authors: Williams Indi Marie , Olaniran Bolanie A.
Published: April 2014

This chapter presents a fresh look at collaborative applications and their use in professional development and informal learning. The chapter addresses some of the cultural challenges impacting collaborative technologies, especially given the fact that these technologies are transplanted from developed countries into regions of the world that are only beginning to understand their significance. Therefore, the chapter points to the importance of and the needs to allow cultural variation and differences in usage. The chapter acknowledges the fact that collaborative technologies possess great potential for both professional development and informal learning, but cautions that external factors, such as culture and community, be taken into account to realize potential benefits.
The Art and Science of Designing and Developing an Online English Language Training Module for Adult Learners
Authors: Mustapha Wan Zumusni Wan
Published: April 2014

The rapid growth of e-learning in the education world poses a growing demand for online training for lecturers to master web-based applications in teaching and learning. As a knowledge hub, higher education providers can play a more proactive role in knowledge dissemination and acculturation by taking advantage of what the internet can offer. This challenges some fundamental issues in education in propagating paradigm shift among the lecturers and designing a module that fulfils the lecturers' need to upgrade their knowledge and skills, including English Language proficiency to be better lecturers and researchers. One way of doing so is through e-training, which offers flexibility and cost saving. This chapter describes the design and development of the online English Language Training module for professional adult learners. This includes the criteria for selecting suitable URLs, topics to include as proposed by respondents from the needs analysis and the stages in constructing OLELT, a website for lecturers to upgrade their existing knowledge to be better researchers, writers and academicians. This chapter also delineates the challenges in implementing an e-training program. This is important for the management to consider so that higher education providers can harness human capital to propagate lifelong learning and acculturate a learning academic organization.
Moving from Corporate Training to Corporate Education
Authors: Şengür Evren Dilek , Acar Aslı Beyhan
Published: April 2014

Corporate education is centred on introducing learning techniques to stimulate employees to think about what their organisation does, where it is heading, potential new opportunities for the organisation, and new and better ways of doing things. While the role of corporate training is to develop the operational competency of individuals, the purpose of corporate education is to promote the development of capability of both an individual and their organisation. Organizations operating in knowledge economies require a workforce that has knowledge about other business functions along with their specilized area. In the last decade corporate training turned into corporate education in Turkey. As an important business function, accounting is one of the most preferential training subject in Turkey. The purpose of the chapter is to identify differences between corporate education and corporate training. Additionally, the study explains growing importance of corporate education in accounting area for Turkish business life.
Improving Teachers' Self-Confidence in Learning Technology Skills and Math Education through Professional Development
Authors: Hartsell Taralynn , Herron Sherry S. , Fang Houbin , Rathod Avinash
Published: April 2014

Using technology tools in math instruction can help stimulate problem-solving skills and understanding of math concepts. However, teachers need to be confident in their abilities to use technology tools. This study investigated whether or not a four-week in-service professional development institute that addressed the use of technology in math education helped improved the teachers' attitude and confidence in applying technology. Findings indicated that as the teachers explored and used the available technology tools relevant to math instruction during the institute, the more proactive and motivated they became to continue their professional development in using technology for classroom instruction. They realized that they were able to use technology and desired to continue their education in this area.
Teacher Leadership
Authors: Kent Andrea M.
Published: April 2014

This chapter focuses on the metamorphosis of teacher leaders, from the roles, responsibilities, and dispositions of teacher leaders, to teacher leaders using technology for self-professional development as well as leading professional development for the improvement of teaching and learning. The underlying premise is that teacher leaders work with diverse populations of both teachers and public school students who are present in schools today. It is strong leadership at the classroom level that makes a difference with colleagues and students, regardless of ethnicity, gender, or social class, and can ultimately impact an entire school culture. This chapter integrates these core tenants in an effort to guide the reader to understanding the necessity of developing teacher leaders to meet the challenges inherent in 21st century schools and classrooms.
Interests as a Component of Adult Course Preferences
Authors: Athanasou James A.
Published: April 2014

The purpose of this paper is to examine the subliminal role of interest in preferences for 50 courses available at a community college. This is an idiographic study of educational decisions. It employed a sample of situations and a representative design. Four adults participated in an educational-vocational assessment and in the process of providing vocational guidance their course selection was examined using a logistic regression. The intra-rater consistency of choices ranged from 88%-100% for repeated course profiles. Choices varied from 2-11 courses. Results supported a minor role for vocational interest in these course choices. The overall R-squared values were around .281-.764. It was concluded that (a) adult choices did not rely exclusively upon interests; (b) adults used complex decision-making policies; and (c) the policies adopted were idiosyncratic.
Profiling and Supporting Adult Learners
Authors: Zhang Chi , Zheng Guangzhi
Published: April 2014

Adult learners are a large group for higher education. Adult learning is different from children's learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners' characteristics can help institutions and instructors support adult students' learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners' characteristics and what teaching strategies and practice may facilitate adult learners' needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.
Teaching Computers to Adults
Authors: Karagiorgi Yiasemina , Gravani Maria N.
Published: April 2014

Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners' needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners' expectations, profiles and needs.
A Decade Later
Authors: Lindberg J. Oola , Sahlin Susanne
Published: April 2014

Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.
Examining Adult Learning Assumptions and Theories in Technology-Infused Communities and Professions
Authors: Parker Judith E.
Published: April 2014

Adult learning in today's society is primarily focused on the needs of adults as they function in their communities and professions. Adult learning principles and theories have been the foundation of adult education practice for over a century. However, a review of the historical context reveals that this new technology-infused learning landscape is dramatically different from its predecessor. This makes a reexamination of these ideas important for their future application. This chapter will reexamine the adult-learning principles of transformative learning, andragogy, and critical reflection in this technology-infused world and propose a new paradigm and corresponding practices for the new learning landscape in communities and professions.
Collective Transformation of Three Generations of Chinese Adult Learners in K-20 Education
Authors: Wang Victor X. , Russo Marianne Robin , Fay Karen M.
Published: April 2014

Drawing on the theory of transformational learning, its critique by other scholars, and the transformational experiences of three generations of Chinese adult learners, this chapter proposes an extension of transformational learning theory: external forces may lead to collective transformation and emancipation in addition to individual transformation and emancipation (Marx, 1890/1929). This research will formulate the basics needed to transform a society, which are critical thinking skills, a leader-membership exchange and the transformative connection, and lastly, the fusion of collective identity, social movements, and political actions. The research will use these basics to highlight the Chinese journey in the 20th century. During the Great Leap Forward and the Great Cultural Revolution when political objectives took precedence over educational ones, adult learners were collectively and massively transformed in the same direction at the same pace on the same scale. While these collective transformations had devastating effects on China's education system, in the Post-Mao era when science and technology dominate China's academic world, positive expressions of collective transformation and emancipation are possible.
Contrasting Professional Development and Continuing Education Opportunities for Library Professionals
Authors: Bradshaw Agnes K.
Published: April 2014

By design or not, most librarians restrict their professional organization involvement to professional librarian organizations. Limiting professional involvement to only library related organizations will not provide the depth of professional knowledge that today's librarian needs to have in order to keep up with the requirements of the profession. Library budgets and funding have been slashed due to economic downturns, and patrons are turning to libraries for assistance with a variety of concerns that libraries did not have to address in previous times. Reaching beyond the scope of the profession, librarians can broaden their knowledge base and use that broader knowledge base to benefit their patrons and communities.
Moving from Professional Development to Real-Time Use
Authors: Deyoe Meghan Morris , Newman Dianna L. , Asaro-Saddler Kristie
Published: April 2014

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.
Highly Flexible Final Production Stages - Taking Advantages of Scale Effects by Reducing Internal Component Variants
Authors: Grigutsch Michael , Nywlt Johannes , Schmidt Matthias , Nyhuis Peter
Published: April 2014

The rapid manufacturing of a great variety of variant products is gaining importance in global competition. Customers are increasingly demanding products which are matched to their specific demands. The production of these customized variants gives a competitive advantage, but also affords a high inner variance which leads to high production costs. Almost every step in the process of making a product is capable of generating variants. A key element in variant management is to make the variants as late as possible in order to exploit economies of scale in the earlier stages of production and to minimize the complexity of production. The technique of the highly flexible final production stage consists in achieving a late emergence of variants by integrating the variant-specific manufacturing processes into the assembly stage and enabling a mass production within a preliminary production stage at the same time. This means abandoning the conventional distinction between manufacturing and assembly in favour of a division into the preliminary, variant-neutral production stage and a final production stage where the variants take shape. The final production stage includes all the processes that determine variants. The complete manufacture of variant-neutral parts and subassemblies takes place in the preliminary production stage, as does the pre-manufacturing of those parts and sub-assemblies which are to undergo final manufacturing as variants in the final production stage. In order to apply the technique of the highly flexible final production stage successfully an integrated approach is necessary which is presented in this paper.