ALP’s Educational Trip from Edinburgh to Barcelona

The educational trip to Barcelona has been conceptualised as a learning process. This is evidenced by the fact that upon return from Barcelona, the participants engaged in a round-table discussion to reflect on the processes and aspects of the various activities with the groups there. Some of these reflections have been codified in a short documentary film which was made available to the wider members of public on the internet. The publication of some of the reflexive commentaries in this journal should be considered as part of the learning process.The contributions in this issue should be viewed as a set of personal reflections and commentaries on the events and processes of the trip. They vary in modes of writing in which they are constructed

Funding adult learning : technical document

This technical paper sets out some of the potential options and related funding issues for colleges and providers which are being considered as part of the current Review of Funding Adult Learning and development of the Skills Strategy. It also reflects the work of the Learning and Skills Council Funding Group

Effective coaching of parents and professionals supporting children who are deaf or hard of hearing

This literature review examines the relationship between collaboration, adult learning and coaching. The most effective adult learning strategies and coaching strategies are discussed to help improve student outcomes for children who are deaf or hard of hearing

Adult learning theories and medical education : a review

Adult learning theories describe ways in which adults assimilate knowledge, skills and attitudes. One popular theory is andragogy. This is analysed in detail in this review. The importance of extrinsic motivation and reflective practice in adult learning is highlighted, particularly since andragogy fails to address adequately these issues. Transformative Learning is put forward as an alternative concept. Using the three recognised domains of knowledge, skills and attitudes, ways of applying these theoretical concepts in medical education are subsequently discussed.peer-reviewe

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

A research agenda for career development learning in higher education

The theme of the NAGCAS conference 2010—Through the Looking Glass: Career Development in the 21st Century—brings into focus notions that are inherent in higher education: self-assessment; reflection; surface and depth; the personal ideal that is held in hope, and the reality that is perceived. This paper is an exploration of those notions in terms of career development learning (CDL) and adult learning. Moreover, this paper explicates the correspondence between CDL and theories of adult learning with the intention of formulating a research agenda for CDL in higher education