Abstract: With the declining cost and continued convergence of computing and communication technologies, and the availability of networked, computer multimedia communication, instruction supported by Web and e-mail interactive technology has been widely adopted by teaching and learning institutions. Adult learning often seems more consistent with the sort of peer learning and exchange that takes place outside formal education and training situations than within them. When more and more adults, who have been away from schooling for a Dong time, need to develop their knowledge or skills, the demands for adult learning increase. Computer multimedia and networking is regarded as an ideal supporting technology to meet the increasing demands for continuing adult education, but may cause a drastic change in the style of adult learning. This technology may or may not suit the learners' characteristics and their prior learning style. Most important, this change provides a more complex learning environment. For example, Pinhey (1998) stated that the Internet made possible a global education curriculum with various nations involved, so that understanding and tolerance of cultural differences is needed to reach a successful learning outcome. Besides more intercultural communication, there also will be more interactions among learners of different age levels during the learning process. These further considerations are prompting researchers to explore the effect of these factors on adult learning outcomes. The Environment of the Case Study This study reports on the experiences of 18 adult learners who were participating in a 12-week credit course. Students learned how to use the computer and the Internet as learning aids. The course used a combination of face-to-face conventional instruction, group work and e-mail interaction. This compound learning style offered an ideal situation to compare learners' preference and the effect on learning between face-to-face and e-mail media. The participants came from various countries, including China, Fiji, Hong Kong, Korea, New Zealand, the Philippines, South Africa, Taiwan and the United States. The mean age of the students was 38 years; the youngest was 24 while the oldest was 55. A total of 80 percent of the students had a personal computer in their home and 50 percent were able to access the Internet from home. One student was very sophisticated in IT (Information Technology) and more than half of them had more than three years of workplace computer experience. Through questionnaires, observations and interviews, we investigated the relationship between learner characteristics and their learning outcome, and the impact of the media used. We examined the learners' expectation of the teacher, the preferences by which these learners communicated with their learning peers, the conformity issue and the impact of the language barrier. Introvert vs. Extrovert Yi and Majima (1993) asserted that distance learning provided a low-anxiety learning environment and a relaxed atmosphere that lowered the learner's affective filter. Similarly, in this study, we found that the e-mail interactive learning style was more suitable for the introverts than face-to-face learning styles, because introverts may feel more comfortable in expressing themselves in e-mail interactive learning. The barriers of being embarrassed or being shy are partially removed. With more confidence, introverts are more comfortable in communicating with the tutors as well as the learning peers through e-mail interactive learning, but there is no evidence that such learning style is more efficient for introverts than for extroverts. In particular, even though the extroverts tend to prefer face-to-face interactive learning, this phenomenon can not be generalised to those learners who have a sophisticated IT background. After so many years working in front of the computer, the latter have become used to working/studying in front of the computer rather than working with co-learners face-to-face. …

Abstract: In today's knowledge-based economy, it is critically important for adult educators to understand the concepts of knowledge management and intellectual capital, as they are being applied in business, government and the nonprofit sectors. The increasing availability of technology, the dramatic deduction inthe costs of technological advances, and the almost instantaneous accessibility of information, change how we think about business success and competitiveness. Historically, we thought of competitive advantage as growing out ofthe organization's philosophy, customer service orientation, employees' brainpower and its technical work processes. However, today employee expertise orcompetence and the organization's most effective work processes are no longer enough. An organization's future now rests on being able to create, capture, obtain, and leverage their knowledge. First, Iwill take us through some of the key terms and then highlight some of the implications oropportunities afforded to adult and continuing educators. Intellectual capital is commonly defined as any knowledge that has value for the organization. Intellectual capital appears in several forms: • human capital • structural capital • customer capital • supplier capital

Abstract: The adult education community is well aware of the potential of technology to inspire the construction of new models of instruction and to accommodate the special needs of adults. As yet, however, current applications of technology within adult basic education systems have not taken full advantage of that potential. While computer-based instruction and integrated learning systems are commonly used, the capacity of the internet and the web to provide the kind of transformative and self-directed learning which has been described as "the ultimate goal of adult educators;" has yet to be explored (Pascal-Leone, 1998). There are, however, organizations that are exploring the web and using its capabilities to raise the quality and accessibility of adult learning opportunities for their membership. These organizations may be characterized as "online learning communities," because they have sought to meet a diversity of educational and informational needs, and have used technology to provide efficient and affordable learning opportunities to the members of their communities. Through this process, the potential audience for adult education has expanded, and in a sense, technology has begun to provide not only a means of communication, but a basis for community (i.e., membership in community is conferred by virtue of using the technology). Simply put, people recognize a common need or interest, and create an online learning community around it. At the same time, these organizations also show evidence of an understanding of the special characteristics of adult learning, and the necessity to provide instruction that will engage the adult learner. Although their primary purpose is not the delivery of adult education, they have constructed learning delivery systems that effectively combine elements of the distance learning, and traditional models of instruction which are targeted to a wide variety of adults with differing skills, and abilities. The use of technology often blurs the traditional distinctions among formal, nonformal, and informal education. The learning delivery systems used by these organizations offer new ways in which the adult education community might think about the delivery of instruction, the definition of a learning event, and how adult learning itself might be conceptualized. Perhaps most importantly, they found ways to address the problems of unequal access to information opportunities by going beyond simple access to strive for uses of technology that engage the learner. Major features of the online learning community are highlighted in Table 1. Table 1: Online Learning Community Model Description An organization that uses technology to mediate between the individual and collective needs of its members to assure access to tools for learning.[1] Vision of Adult Leaning Accommodates the special social, and Development psychological, and political characteristics of adult learning. Learning Contexts Demonstrates elements of the nonformal, informal and information-based models of learning. Indicators of Engaged Provides learning experiences that Learning are transformative, inclusive of life experiences, rewarding, and accommodating of learning differences (Stites, January, 1998). Instructional Model Interactive and generative, provides opportunity for customizing adult learning-adapts to a number of learning styles. Purposes/Goals of To support collective and participatory Learning communication and to meet a diversity of educational and informational needs. …

Abstract: Rosemary S. CaffarBlla Is the professor of educationalleadershlp and polley studies atthe University of Northern Colorado, GrBe/ey, Colorado. cational programs, are used indeveloping the model. The importance of these voices of experience are highlighted through the many comments and observations I received from practitioners who struggle on a daily basis with the program planning process and inthe planning literature. What is different about this model of program planning and other models is: (1) the combination and comprehensiveness of the components and tasks that are included, (2) the integration of adult learning principles and practices into the model, (3) the suggested ways the model can be used by practitioners, (4) its focus on practical ideas for making decisions and completing program planning tasks, and (5) the recognition that almost all program planning is a negotiated process; therefore knowing what goes into the planning process can assist in the negotiation processes.

Abstract: One of the most popular beliefs in adult education is the value placed on self-directed learning. Self-direction is assumed to be a desirable characteristic of adult learners and adult educators are encouraged to promote self-direction in their teaching. Self-directed learning usually implies that learners take responsibility for their learning processes, such as command of goal-setting, instructional design or evaluative procedures. Thus, on the teachers' part, the objective of conducting self-directed learning is to help learners become skillful in those processes independent of teachers. On the learners' part, in addition to attaining their learning goals, the objective of self-directed learning is to gain a sense of autonomy during and after their learning processes. Thus, the eventual goal of self-directed learning is the learner becomes a teacher of herself or himself. While scholars, such as Brookfield (1985), expand the technician-oriented process of self-directed learning as including changes in learners' consciousness (transforming perspectives on their experiences), at the core of self-directed learning are independence and autonomy of learners in their learning processes. Given that these two virtues, independence and autonomy, are valued as those idealized adults are expected to achieve -- along with rationality -- in North American culture, self-directed learning as an instructional design for adult learners seems to be a valid strategy for adult educators to perform with American adult learners. However, the essence of self-directed learning is not as highly valued in other cultures as in America: Not every culture promotes independence and autonomy as virtues. The learning processes of Korean women leaders suggest another perspective on self-directed learning, a perspective that gives more attention to interdependence as well as independence as a part of a self-directed learning process. Personally, I am a Korean woman and my own cultural background also informs my perspective. I interviewed five Korean women leaders in male-dominated professions such as the financial industry, governmental administration, architecture and the press. The purpose of the interviews was to understand these women's learning processes by which they became leaders, overcoming gender discrimination at work and to utilize the findings in leadership education for women. I analyzed their learning experiences in terms of self-directed learning theory. Above all, it is necessary to provide some background information about Korean society and culture. Korean people have survived wars throughout their history and are still facing a communist country In North Korea, collectivism and collaboration are taught from one's childhood as one of the most important survival skills and moral virtues. Independence and autonomy are not attributes one has to attain as she or he reaches adulthood. Rather, a person becoming independent of his or her parents, teachers or other people, tends to be considered threatening the stability of a community he or she belongs to. The virtue of independence and autonomy is not an indication of a person reaching an idealized adulthood in Korean culture. Instead, becoming independent and having others become dependent on her or him is one of the appropriate signs for a sound adulthood in Korean culture. Becoming independent without being interdependent passes for immaturity or self-centeredness. Thus, my Korean research participants' self-directed learning processes in becoming leaders illuminate different features of self-directed learners from those of American self-directed learners. These Korean self-directed learners articulated their awareness of others' well-being. Some might want to say these women's awareness of others' well-being is attributable to their so-called womanness that cherishes relationships with others. However, I think the following remarks are culturally-based rather than gender-based: I realized that I had to take my junior women into account . …

Abstract: In an investigation of decision making on training, researchers gave business students in their 20s an exercise in which they were to make decisions about the imaginary employees of a fictitious company Employees were described as either "older" or "younger," or their personnel records included the photograph of either an older or younger person. One of these employees, a production staff worker, asked to attend a conference exploring new theories and research on production. When this employee was depicted as older, most of the students denied the request for training, but allowed the younger version of the same employee to attend. Another employee was a computer programmer whose skills had become obsolete and therefore had to be retrained or replaced. When this employee was characterized as older, the students opted for termination; when this employee was portrayed as younger, they chose retraining. In response to other scenarios, the students fired older workers who were having performance problems, but retrained younger workers exhibiting the same behaviors. They elected not to hire or advance job candidates who were older, but either employed or promoted younger workers with identical qualifications when the jobs called for creativity, innovation, quick judgments or physical exertion. The researchers speculated that older, more mature personnel workers might not be as harsh as these young students. There is ample evidence, however, that the investigators were wrong: Studies show that judging people not by their behavior or personality but by their age (i.e., ageism) is in fact extensive. The purpose of this article is to alert readers to the problem of ageism, especially in the workplace. The article illustrates how ageism is inadvertently sustained by managers and even adult educators, and explores how we might begin to confront the problem. Ageism Is Widespread In a study conducted by the National Council of Aging, more than 50 percent of the employers surveyed believed that older workers cannot perform as well as younger workers. Likewise, in a University of Akron study, ageism was found to exist not only among executives and managers, but even among trainers. More than 30 percent of the management trainers surveyed said older workers are less trainable than younger workers. Seventy percent reported training is problematic for employees between the ages of 40 and 60. Interviews with these trainers revealed a variety of age-related stereotypes. Many saw older adults as set in their ways and unable or reluctant to learn. Some said older adults' memories have become crystallized, making them difficult to train, and some even indicated that senility is a problem among people over age 50. Lamentably, a number of these trainers also indicated that their companies had an unspoken policy of not hiring older applicants. Ageist attitudes such as these clearly can contribute to discriminatory practices, ultimately leading to the marginalization and trivialization of older workers. The Ageist Myth Overall, ageist stereotypes depict mature workers as less energetic, technically outdated, slow, less productive, rigid, unwilling to change, uninterested in learning, less innovative, technology- and computer-phobic, susceptible to physical ailments and less able to learn. As with the other "isms," such as racism and sexism, that marginalize sectors of the population, those discriminated against commonly internalize the majority's negative beliefs about themselves. In the case of ageism, this happens more often to those who are not well educated. This internalization can, in turn, lead to lower self-esteem, unhappiness and often depression, not to mention a lower sense of personal control, self-efficacy and even learned helplessness. Vulnerability to ageism is heightened among those who are already discriminated against because they are members of other low-status groups, such as racial minorities or single, divorced, or widowed women. …

Abstract: Web-based training is taking the training and education world by storm. Just to get a sense of how fast Web-based training is growing, consider some of these indicators. * The U.S. market for Web-based training generated $197 million in revenue in 1997, according to a report published by International Data Corporation (IDC). The IDC report forecasts that this market will exceed $6 billion by 2002, representing a compound annual growth rate of almost 95 percent from 1997 to 2002. * A survey by the Graphic, Visualization and Usability Center (GVU) at Georgia Tech found 64% of Web users in the United States surveyed have experienced Web-based training. * Training Magazine's 1998 Industry Report, which tracks training trends reported that 19 percent of formal training courses are delivered via computer (CD-ROM, diskettes, and online via the Internet). These indicators suggest Web-based training is here to stay and it will continue to grow. This article provides an overview of why Web-based training is growing so rapidly and a summary of the issues adult educators face when developing programs. Why Organizations Choose Web-Based Training Web-based training (WBT) is growing rapidly because of the tactical and strategic advantages it offers companies. Initially companies were drawn to WBT because of its potential to save money. The tactical advantages are easy to calculate. Web-based training reduces the travel costs associated with instructor-led courses. Firms using WBT do not pay for airline tickets, hotel rooms, rental cars, or meals for employees who attend training programs. This can save firms an average of $1,500 per employee. A related cost savings is known as opportunity cost. Opportunity cost refers to the revenues that are lost as a result of choosing one option over another. For example, a sales representative who chooses to attend training will incur expenses related to traveling and enrolling in the course. He or she will also incur the opportunity cost of lost sales. The company will lose the revenues the sales person would have made if he or she had worked, rather than attended class. Opportunity costs can be very high for sales people, consultants, or workers who generate billable hours. Firms dealing with high turnover rates for entry level positions, such as bank tellers and call center representatives, quickly recognize the benefits of training anytime and anywhere. Traditionally, these organizations conduct new-hire training every few weeks or when there is enough demand. This inflexible scheduling results in managers waiting 3-6 weeks for a new-hire class to run before they could fill a position. In other cases, new-hire training requires trainers or experts to cycle through a regional office to deliver courses. These trainers and experts are frequently a scarce resource. Web-based training is seen as a way of making experts more widely accessible and class scheduling more flexible. Companies that have spent thousands of dollars on personal computers, networks, and servers identified Web-based training as yet another application that justifies the organization's spending on technical infrastructure. One of the most compelling reasons for putting training online is the ability to track employees' enrollment and test scores. Web-based training offers tools that link the learner's records to his or her personnel file. These systems not only take advantage of the existing infrastructure, but they help with workforce planning, performance reviews, and documentation for legal purposes. Substantial savings take place by eliminating traditional media such as manuals and self-paced workbooks. Organizations that utilize web-based training do not have to print and distribute hundreds of copies of paper-based materials. This also allows for eliminating the costs associated with writing-off obsolete material. Web-based training programs are updated easily, by placing a new file on the server. …

Abstract: Educational levels for Aboriginal people in Canada, though they have been improving significantly, remain low in comparison with the general population. The concentration of Aboriginal people is highest in Canada's prairie provinces, where it reaches about 12 percent and is growing considerably more rapidly than the general population. Undereducation of Aboriginal people is linked not only to economic and social hardship for their community, but to significant problems for the larger society. This is similar to how the inadequate educational achievement of African-American and Latino populations causes harm to U.S. society as a whole. Over the past 25 years, a series of programs developed in the province of Manitoba collectively have had very significant success in providing high quality postsecondary education to populations, primarily Aboriginal, that had previously been excluded from such education. These programs, called "Access programs," are based on the belief that if academic, social, personal and financial barriers are addressed, minorities and disadvantaged groups will enroll and succeed in postsecondary studies at the same levels as non-excluded members of society. The programs follow the tenet of equality of condition that demands that mere access is not sufficient, but must be accompanied with the kinds of supports that are given to students who are motivated, but poorly prepared and underresourced, and a realistic opportunity to succeed (Unruh & Levin, 1990). Since its inception, the Access programs have demonstrated that hundreds of people who had not completed secondary school and would never have been admitted, under ordinary circumstances, to a college or university can enter, succeed and contribute to the community as well as change their own lives. In taking on this task, the programs have had to challenge some important myths about higher education. The most central of these is the supposed inherent incompatibility of accessibility and quality. This position can become self-fulfilling, in that its proponents believe that if a large number of underqualified students fail, it demonstrates their unsuitability, but if a large number succeed, it means that standards have been lowered. As a number of studies, as well as the experiences related in this paper have shown, however, completion rates can be improved without any decline in standards if institutions set out to do so through appropriate teaching and support services (Lavin & Hyllegard, 1996). The Access programs, started in the early 1970s, were, from the beginning, intended largely for Aboriginal people, but also included inner-city poor and visible minorities. The federal government contributed more than half the cost of a number of the programs until a decade ago, with the rest coming from the Provincial government. Since their inception there have been approximately 20 different Access programs. Most have been operated in collaboration with universities, but community colleges also have been involved. (In Manitoba, the community colleges are primarily technical, applied arts and business training institutions.) The programs have provided access to the full range of university studies and to quite a few key technical areas. Open Access programs, such as the University of Manitoba Access Program (UMAP), allow students to study in arts and science or to compete with the regular student body to enter restricted programs such as law or management. Other programs exist in specific fields such as engineering, nursing, education, social work and pre-medical, (which also includes dentistry and medical rehabilitation). There also is a program to provide support in the professional health programs for those who complete preliminary studies and are accepted into a professional health faculty. The programs themselves do not provide certification. They provide access to the same academic skills and certification that any person would attain in a given academic program. …

Abstract: When we examine the gap between the promises of technology in education and the reality, what we find is a lot of wishful thinking" (Kearsley, 1998). The connections between distance education (DE) and adult education in this country are clear: the majority of distance learners in the U.S. are adults. Many adult educators have already felt the push to get on the DE bandwagon. Graduate students in the field know that they will increase their chances -- of finding employment if they can include the words "distance education" somewhere on their vitas. With government and private agencies eager to sponsor distance learning initiatives, getting involved in DE seems hard to resist. But, perhaps we should hesitate i for a moment and ask ourselves what all the fuss is about. Access for All Proponents of DE are quick to point out that one of the greatest, if not the greatest, advantage of learning at a distance is that larger numbers of people will have access to education and training. Access can be limited not only by geographical factors, but also by the physical limitations of learners, inconvenient scheduling, or lack of relevant information or experts. Now, with new technologies such as videoconferencing and computer-based networks, adult learners can study on their own at home or work with greater ease than ever. It is no surprise that distance learning, perhaps because of its strong association with technology, is being touted by some as a panacea for many of the challenges facing education today. However, as most adult educators know, if something seems too good to be true it probably is. Access for Whom There is clearly nothing wrong with increasing access to adult education, but who are we providing access to? A short list of characteristics of the typical American distance learner (Moore & Kearsley, 1996) looks like this: * Most are adults aged 25-50. * Distance learners take courses for many reasons, particularly to learn new subjects and skills or update old ones. They may enroll to fulfill a personal goal or for work-related reasons. * Most participate in a DE course voluntarily. * Most are not strangers to formal education. * The more experience the learner has with formal education, the better his/her chances are of completing a distance learning course. * Distance learners tend to be more field independent and self-directed than traditional learners. * Most take learning seriously, are highly motivated, committed, and task-oriented students who want to use the knowledge they have gained. Additionally, what we know about the typical adult learner is that he/she is well-educated, white, and middle-class. Also, as with traditional learning settings, the most successful distance students are those who most educators would term "good students." By combining all of these factors, we find that DE is providing increased access, quite often, to the same people who have always had relatively good access to educational opportunities. In other words, we are increasing access, but not necessarily broadening it. Providing education to those who need it, regardless of their socioeconomic status, is of great importance. However, if educators focus too narrowly on the technology issues in DE, they can inadvertently widen the gap between the educational "haves" and "have nots." Most studies done on why adults do not participate in learning activities focus on the typical adult learner (Merriam & Caffarella, 1991). Even for these adults, with relatively high levels of education and stable work situations, there are still barriers to overcome. Making time to attend courses and study, being able to afford tuition, finding information about a course--all of these can keep even a highly motivated learner from continuing his/her education. Furthermore, research has shown that in the case of DE, adult learners tend to need a great deal of guidance and support to complete a course (Kearsley, 1998). …

Abstract: The uses of technology for adult literacy and adult education have grown exponentially in recent years, from computer-assisted instruction to the information highway, to the simple improvements engendered by the use of personal computers in management and information systems. It is apparent that the growth calls into question many of our assumptions about adult education, as learners begin to use the technology for communicating and learning. The funding and creation of new learning objects, the growth of multimedia, the use of telecommunications, and incorporation of the computer into other tool functions (such as reading, glasses, notebooks, and calculators) creates a very different image of what adult education could be, and many hope, will be. The recent growth and rising expectations of technology for adult education can be explained by five phenomena: * a technology explosion in American culture and the rise of the Internet as a primary tool for communications, commerce, and information; * the fact that for more than a decade policymakers have engaged in a national discussion about the perceived shortcomings of adult education programs and the need for new solutions to an enduring problem; * a realization that, a majority of American adults who are considered functionally illiterate will never enroll in a traditional adult education program. Of those who do enroll in programs, they tend to participate for only short periods of time and drop-out quickly; * history - millions of American's used Kentucky Educational Television's G.E.D. on TV' series since the early 1970s to earn a G.E.D. Software products such as Plato are widely accepted, and the Internet is a growing force; * multi-million dollar investments made on the behalf of adult education in Crossroads Cafe, PBS LiteracyLink, and Adult Literacy Media Alliance (ALMA). The growth and expectations are further driven by the potential technology has to improve both educational attainment and skill acquisition. Evidence exists that adults who use educational technology can acquire greater knowledge and develop active learning skills, problem solving skills, and critical thinking skills. National policymakers are excited about the power technology has to bridge the gap between educational disparities of race, income, and region, as well as provide greater access to adult learning. The recent trend toward the development of convergent technology (merging of computer and telecommunications technologies) has great potential for facilitating daily access to adult learning. Access to video learning materials through broadcast, videotape, and on-line is just one example of this trend in technology toward multiple channels of access and interoperability. Networking technologies also have the capacity to close such gaps by opening channels of communication, and providing access to information resources to marginalized communities and individuals. State policymakers are excited about the potential technology has to improve program effectiveness and contribute to accountability by reinforcing learner-centered instruction and outcomes-based education, while overall improving the relationship between teaching, learning, assessment, and effectiveness. They also expect technology to reconcile the gaps between learning in the workplace and learning in school by bringing "real world" learning experiences into classroom settings. By the same token, they want technology to make it possible to extend learning opportunities, once available only in the classroom, into the world beyond the school Program directors are looking to technology to motivate and sustain adult learning and accommodate learning differences. Given the noncompulsory nature of adult learning, it is critically important that learning tasks not only be challenging, but also be rewarding. Adults are motivated to learn when they can see that the time and effort devoted to learning will pay off. …

Abstract: At the end of the twentieth century, those of us in the education world have been exploring the potential of technology. One important aspect of this is the growth of educational opportunities available to those who might not be able to otherwise partake, due to inconvenient location and time, or competing demands of job and family Similarly, we have expected that technology might have a positive impact on the educational process itself whether through customized tutoring systems that respond to the learner's needs, or through enhanced and enriched instructional activities that promote higher quality leads Periodically, it is useful to stand back and reflect on if and how we are moving achieving these goals. Certainly, if we consider simple access to information as a basis for informal, self-directed, and self-managed learning, then we have been very successful. Computer technology and the commitment of individuals and organizations to make information available electronically have made it possible for people to have libraries at their fingertips and to find answers to their questions, explore new ideas, or inform their decision-making, with only a click of a mouse. Indeed, one need only find an Internet connection at an increasing number of locations such as local libraries, community centers, or other public access points to drive onto the information highway. Many people, however, need or desire participation in more traditional, structured educational formats such as credit or non-credit higher education courses, workplace distance education has been a reality for many decades. I remember that in the late 1950's my father: who worked and had a family, took distance education courses (then called correspondence courses) because they allowed for flexible learning time. He received his course materials, read and studied the instructional materials, completed and submitted his assignments and any questions he had, received individualized feedback from an instructor on his work and questions, took exams and received grades (He impressed us with all A's). All this was managed through the mail. Later, distance education courses also included multimedia components in the form of video-tapes of lectures that could be viewed, and re-viewed, at convenient times at home. In some cases technology adds little to "correspondence courses" other than a faster turnaround time (assuming that instructors respond quickly to learners' questions and provide meaningful feedback in a timely manner). Some electronics courses have opportunities for learners to enter their short answer or multiple choice responses to assigned questions, and received immediate pre-programmed feedback and provide alternative branching paths to meet individual needs (hints of programmed learning texts). Yet, technology can radically change the nature of traditional distance education with its potential for enhancing communication, community collaboration. Traditional distance education was a solitary endeavor; each learner worked alone and drew upon course materials and limited communications with the instructor as the sources of information, ideas, and feedback. With videoconferencing capabilities, synchronous and asynchronous communication, and shared workspaces (such as whiteboards), learners can work on projects together, learn from each other, and feel they are part of a learning community. These functions may reduce the dropout rates for distance education courses by reducing feelings of isolation, frustration, or boredom. The learning experience can be richer through the synergy produced by a group of people with a similar goal. In short, technology can help make distance education more like traditional education where learners have opportunities to learn from other students informally, and in study groups, as well as from their instructors. The challenge in designing distance education courses is to build in the need and opportunity for learners to communicate, collaborate, and build a community with fellow learners. …

Abstract: Mark Reardon isa Lead Facilitator for Learning Forum, designing curriculum andtrainingfor Quantum Learning, a researchbased model ofbrain-compatible learning. He isco-author of Quantum Teaching: Orchestrating Student Success, HotTips: 25 Ways to Enhance your Effectiveness asa Communicator, and HotTips: Increasing Student Engagement. Mark can bereached at CentreePointe Education 760-433-4133, 264Azalea Way, Oceanside, California, andat [email protected]. For more information about Quantum Learning Programs contact Learning Forum at 1725 South Coast Highway, Oceanside, California 92054, 1-800-28LEARN.

Abstract: Educators of all populations are constantly confronted with how to help individuals make meaning of their experience, both in informal and non-formal settings. Adults bring to their learning situations complex and varied experiences that have both a positive and negative impact on their learning. Part of our task as educators is to provide a context for learning, so that new information and new concepts can be understood. Additionally, educators have been concerned with expanding the horizons of their students, although the exact meaning of such "expansion" has changed over time. The concern for educators has been expanding the horizons of their students, although the exact meaning of this has changed over time. It once referred to the impact of learning particular pieces of information and tying into an educational tradition. Today, this emphasis has shifted. Adult educators, in particular, talk more about reflection in practice, ideology, and the need for individuals to understand their unspoken assumptions. A concomitant point is that individuals, through education, will change their perspective, the way they ascribe meaning to experience, and hence become more productive (thoughtful, reflective, or critical) members of society. Educators are thus faced with multiple tasks. On the one hand, they are helping learners understand their own contexts and their own situations, while they are also trying to understand the worldviews of their students. They are trying to both individualize and generalize about their clientele at the same time, activities that can seem at times to be contradictory or at best confusing. Additionally, much of the language of this new educational focus, such as critical reflection, dialogue and praxis, are borrowed from the language of revolution, but today are used to mean a variety of activities often with little or no political aspect. As the language of the classroom becomes mixed with that of social movements, there has been a seeming fusion of purpose, as if both groups had similar aims and goals. Within this situation, "Learning Across Cultures" is an enticing concept. It expands our notion of diversity, emphasizing not simply racial and ethnic categories, but moving beyond these to encompass different cultural milieus, ideologies and ways of living. This approach also offers ample room for a confusion of goals and mixing of political intentions. At heart is the issue of what are the goals of this type of learning, what kinds of learning are anticipated, what are the purposes and what will the consequences be of such learning? All too often, educators discuss these issues without regard for the political aspects that these questions can raise. Present-day discussions of diversity owe a lot to earlier notions of cultural pluralism. (Although there are significant debates about whether there is a direct link and what the nature of the relationship is.) The older idea of cultural pluralism as put forward by Horace Kallen and Alain Locke, posited that different cultures were a fundamental aspect of American identity. Thus, the "American idea" to use Kallen's term, was constantly changing and evolving as new cultures were added to it. Inherent within this concept was the notion that understanding of one's own culture could lead to greater appreciation for the other cultures that make up the broader American culture. Cultural pluralism was the antithesis of the "melting pot," which presented American culture as a merging of different cultures into one. Cultural pluralism, on the other hand, was committed to the notion of cultural identity and distinctiveness within the "American tapestry" Kallen went so far as to assert that ethnic identity and consciousness were biologically rooted and could not be erased. Nevertheless, attempts to develop programs around the notion of cultural pluralism are rooted in the cognitive. That is, simply learning about one's own culture and by extension others, would foster understanding and lead to a different way of thinking and interacting with people from other cultures. …

Abstract: Mark Reardon isa Lead Facilitator for Learning Forum, designing curriculum andtrainingfor Quantum Learning, a researchbased model ofbrain-compatible learning. He isco-author of Quantum Teaching: Orchestrating Student Success, HotTips: 25 Ways to Enhance your Effectiveness asa Communicator, and HotTips: Increasing Student Engagement. Mark can bereached at CentreePointe Education 760-433-4133, 264Azalea Way, Oceanside, California, andat [email protected]. For more information about Quantum Learning Programs contact Learning Forum at 1725 South Coast Highway, Oceanside, California 92054, 1-800-28LEARN.

Abstract: activity that oxcurs awway from the providers traditional place of business. It may take the fomi of live classes, telecouws, or more recently, Internet cla~sses in which students read and react to supplied material and each other's electronic contributions. 'I'he rapid proliferation of technology since the early 198O's, and the subsequent advances in our ability to connect, communicate, ;tnd educate tias occurred faster than our ability to ;tuiniilate tlie technology siiitwtlily into classr(x)m practices at most educational institutions. It has also txcurrtul faster than our ability to understand the stxial :ind psychologic:il issues involved with students and faculty i n this profound departure from \"the college iiorni.\" At the \"lnternation:tl Conference on the Stxial Impact of Infomiation 'I'echnologies\" during the fall of 1998 in St. Imis, 22 papers were presented by higher education fimlty that identified both opportunities and challenges with regard to educational technologies. One dominant theme portrayed in many of tlie papers wxs the need to get organixd, :tiid harness the technological capabilities to benefit society in gener;il, and our students in particular. ' * D simply ;I.. an orgiiniiwi learning Since public policy is ostensively designed to benefit society, it may also play a role in

Abstract: ublic Issues Education (PIE) is a term used in the Cooperative Extension Senice to describe a range of multi-party approaches for addressing public issues, from formal conflict resolution procedures to coalition-building and collaborative problem solving. Although some of these activities m part of Cooperative Extension’s community education tool kit from its inception, there is a renewed awmness of their potential importance today Among the societal changes making PIE especially relevant today m: the recognition of tradeoffs (read “conflict”) among agriculture, environment and development; the advent of new agricultural technologies and/or production practices that address certain problems or productivity constraints, while raising other concerns about social, environmental or community impacts; an appreciation of the potential benefits of collaboration in relation to community and economic development, public health and human/social senices; budgetary and policy changes at state and federal levels that devolve some responsibilities to localities; and an appreciation that many public issues cannot be resolved by government alone, but q u i r e the active involvement of interested and affected parties from the community.

Abstract: Praxis is a term quite frequently associated with the field of education, particularly teacher education. According to Merriam-Webster, praxis means "doing, action" and "the exercise or practice of an art, skill or science." However, for the purposes and desired outcomes of the North Carolina Agricultural and Technical State University Adult Education program, praxis speaks specifically to "self-creative activity through which men and women ... change (shape) the historical human world and themselves" (Sholle & Denski, 1993, 300). Thus, in my first year of teaching, the following question struck me as paradoxical: "Why is a practicum required for adults who are already professionals?" This verbalized resistance to the application and demonstration of ones' knowledge was unexpected. Even though they were professionals with undergraduate degrees, they represented a myriad of backgrounds including business, sociology, psychology, technology and special education. In addition, with required adult education core courses and electives completed, the learners were also armed with content knowledge of the field. However, content knowledge alone was not enough. As Jarvis (1999) explains, there is content knowledge and process knowledge. The former concept indicates "why" and the latter "how." Therefore, at this particular juncture of the program, learners needed to understand that "theory into praxis" was supposed to occur. In other words, each individual had to practice in a setting of choice that which she or he had learned. Central to the process was the creation of practice situations in which learning, thinking, reflecting and acting occurred. Exposure to the planning of educational activities and gathering of materials to enhance the teacher-learner transaction was new for some members of the class. Adults were expected to find their own practicum sites. Therefore, the adult learners decided that collaborative efforts should be made. The coexistence of structure (academic) and function (performance) was the next stage of development, leading to final outcomes gained from hands-on experience. The Practicum Mission Today, the adult education practicum strives to provide adult learners an opportunity to use and apply what they have learned. It encourages the learners to think critically and to constantly redefine the content and process of the learning experience. The practicum also is expected to heighten individual awareness of community issues, motivate learners to create opportunities, embrace new ideas and give direction to positive change. Collaboration Our adult learners bring varied academic backgrounds and an assorted array of practical interests to the program. The first step is to secure a complementary site for each adult learner and identify the nature and extent of the special interests of each, then match this interest to a site. The second step is to initiate a survey of participants' preferences for placement, identify matching hosts (facilities), and initiate contacts and queries on the availability of on-site mentoring and supervision. Special considerations are usually extended to those adult learners living more than 50 miles beyond the main campus. They are given the flexibility to contact agencies on their own and to choose sites in close proximity to their communities. However, university faculty supervisors advise and assist "distance-commuters" that fail to secure placement on their own. In order for us to monitor the effectiveness of the program, the cooperating agencies are asked to follow these guidelines: * Accept adult learners for placement without regard to race, ethnic origin, sex, age, religion, disability, marital status and political persuasion. Moreover, the agency retains the right to reject or dismiss any adult learner who fails to function in the on-site program in a satisfactory manner. * Provide the adult learner with opportunities to observe and participate in each and every phase of the program. …

Abstract: New educational technologies offer the potential to affect service to all learners, but especially adult learners. Because of this fact, adult educators have become enamored by the possibilities offered through the Internet, distance education, and computers in general. Recently, Adult Learning covered this topic several times. Key research trends deal with the following issues: How much do the new technologies improve access to adult education? Are they as good, in terms of learning outcomes, as more traditional approaches? Are they better than traditional approaches? Are they appropriate for certain groups and not others? If so, what are the parameters of these differences? Are some groups excluded by the heightened emphasis on learning via distance and/or by computer? What are the policy implications of these findings? This column begins an examination of the meaning of new technologies both to educators and the general public. At every turn, there are those who hailed technological breakthroughs as the ultimate panacea; the point at which access will finally be opened and the hurdles to learning will evaporate. It is useful to remember that the Internet and computers are part of a long chain of innovations that have simultaneously promised diffusion and the possibility of interaction. Of course, the first in this chain of diffusion was the printing press, followed by the lending library, which was not a technological innovation. The lending library is still viewed as a democratic invention that encourages the spread of knowledge. Andrew Carnegie, whose Corporation would later be so instrumental in funding organized adult education, had as his primary philanthropic mission the establishment of public libraries. In terms of modern efforts at technology and diffusion, the telephone at one time was hailed as a new educational invention, followed by movies, radio, and television. All offered the potential of allowing people to continue their learning in a convenient fashion, with the possibility of immediate access. The library, nonetheless, preceded all of these. While each provide important sources of diffusion, none live up to the promise of diffusing information to every corner of society. Yet the dream continues. Those writing about the Internet emphasize the possibility it offers for immediate access to information. The new wrinkle, of course is the opportunity for immediate feedback and discussion, which earlier innovations did not possess. This is not quite true, however, since back in the nineteenth century, the telephone possessed the same potential. While all of education is subject to fads, it seems that adult education has more than its share. This is probably due to adult education's lack of an organized structure with its' built-in system of control. As many writers indicate, this allows for greater flexibility, but it also precludes the development of a coherent vision. A field without a sense of vision cannot really develop, it merely spurts ahead in many different directions. What, then is the vision presented by the new technologies? This vision is quite simple and embodies principles that define efforts at adult education and diffusion for over one hundred years. They present the possibility of education on demand. The dream is that when computers become the norm, people will be able to access information from all over the world. This is the notion that somehow the wires of technology will replace the older traditions that connected people to each other. …

Abstract: Nearly 20 years ago, I packed my belongings and left my home state of Minnesota. Shortly afterward, while attending a wedding in another state, I was shocked to discover there would be no polka dance band at the reception. "What," I asked, "do you mean you don't dance the polka?!" I soon discovered I would have to learn a different dance if I were to enjoy my new surroundings. It wasn't long before I realized the polka was only one of many aspects of my native culture that made it unique. I found there were many dances I didn't know outside of Minnesota. Learning new dances was, for me, the beginning of learning across cultures. I would like to introduce this issue by considering a definition for "culture" and its relevance to educators of adults. Next, I'll look at the phrase "learning across cultures." Examples from earlier issues of the journal illustrate the way in which the theme has taken shape during the last 10 years. Next, I'll provide a brief overview of each article included in this issue. Finally, I'll use the concept of dialogue, a critical component of learning across cultures, to further illustrate how the editors and the contributing authors envision the theme. As we move into the new millennium, the ability to bridge cultures (and learn new dances!) is more important than ever before. Nieto, in her book Affirming Diversity, (Longmont, 1996) describes culture as "the ever-changing values, tradition, social and political relationships and worldview created and shared by a group of people bound together by a combination of factors that can include a common history, geographic location, language, social class, and/or religion, and how these are transformed by those who share them" (138). To foster learning among the cultural milieu in which we live and work requires that we continue to reflect on and develop cultural self-awareness. If, as Nieto suggests, culture is "ever changing," then this will be a lifelong process. As educators, it is to our advantage to develop our own cultural self-awareness and foster an environment that enables adult learners to do the same. In his book Emotional Intelligence (Bantam Books, 1994), Goleman suggests three reasons for learning to deal with diverse cultures. First, the workforce is shifting. "White males who used to be the dominant group are becoming a minority," he states. Second, the increase of international companies requires "employees who not only put any bias aside to appreciate people from diverse cultures and markets but also turn that appreciation to competitive advantage." Finally, Goleman suggests that it "heightens collective creativity and entrepreneurial energy" (155-156). So what exactly does the phrase "learning across cultures" mean? Webster defines "across" as "to be understandable." Educators of adults seek to understand and be understood by students who are members of other cultures. While preparing this issue, I perused issues of Adult Learning dating back to 1989. I found that practitioners have actively engaged in learning across cultures for several years. There only few issues that used words tike "diversity" or "intercultural" to describe their focus. Yet, educators were working with adult learners representing many aspects of diversity. For example, literacy programs are conducted in prisons. ABE and GED programs serve adults who represent minority cultures in terms of their economic position in society or racial/ethnic background. "Women Working Technical," in New Jersey, trains women to work in non-traditional fields (May 1996). The Arkansas Witness Project focuses on increasing cancer survivorship skills and awareness in the African-American community (July 1996). Other community development programs in Korea and Germany were covered (July 1996; January 1997). The culture of the workplace received attention in several of the earlier issues, as did older adult learners. Learning is reported among adults with disabilities (April 1992) and adults who are homeless (January 1997). …

Abstract: When we think of educational delivery systems and technology we usually think first of computers, the Internet and e-mail Interactive television is another electronic option that has the added advantage of multi-modal socialization opportunities; people get together in person at site locations, and they connect not only there but also with people at distant places Participants have the advantage of communicating face-to-face via technology They can exchange ideas and share information in small groups at one site, they can be grouped across two or three sites to work together via the interactive system by using a split-screen monitor, or they can communicate with everyone on the system at the same time Interactive television can provide a more personal, and sometimes more effective, means of communicating than the other forms of technology used to impart information A one-day seminar for 150 elders at 12 sites was conducted throughout the State of Vermont The purpose of the seminar was to inform elders about Elder Cottage Housing Opportunity (ECHO), an economical housing option that offers an alternative to institutionalization and enables elders to remain in their local communities ECHO units are self-contained, portable homes that may be placed next to existing dwellings Elders can live in either the unit or the existing house while their adult children reside in the other dwelling Our seminar about ECHO housing was developed because data analyses from 296 questionnaires completed by elders living in Rural Vermont revealed that over 50 percent of them would like to live next to their families or friends Over 80 percent of the elders' adult children who responded said they would like their parents to live next to them Ironically, though, only 80 percent of all the elders and their adult children had ever heard of ECHO These findings led to our conclusion that more education about ECHO housing should be made available to elders and their families to, meet a need they had identified How could we reach a large number of elders scattered in rural areas throughout Vermont? Interactive television was chosen because the two-way audio and video system gives the feeling of being in the same room with other participants, although they may actually be hundreds of miles apart All participants can be involved in the educational experience simultaneously and can interact easily To reach the 150 interested elders, the seminar leaders would need to repeat the program 12 times and travel to 12 different locations around the state Consequently, interactive television saved both time and money How did we access interactive television? Vermont Interactive Television commonly known as VIT, is a statewide video conferencing and distance learning system, which was established in 1988 The purpose of VIT is to increase access to education and training throughout the state and to offer organizations a way to conduct business more efficiently and economically VIT does this by providing a means for people around the state to communicate with each other through two-way audio and video This enables participants to see and hear each other almost as if they were in the same room Because there is a VIT site within approximately 50 miles of every Vermont resident, people who have used the system have saved hours of driving time, seen significant savings in their travel budgets and, in many cases, reached many more people than ever before with their existing education programs The system is used not only by education but also by business, government, and not-for-profit organizations The 12 sites in the state are located in a hospital, Cooperative Extension office building, town hall, state office building, private school, public high school, vocational-technical-career centers, technical and private colleges, and the state university How is VIT managed, funded, and governed? …

Abstract: Cultural difference is sometimes such a subtle thing that we can walk right by it without seeing it. It leaps out at us if it comes packaged in different coloured skin, ethnic dress or foreign speech cadences. Rural and urban values and lifestyles, the survival skills learned in economic disadvantage or a refugee camp, the challenges of raising a child with special needs, coming to terms with one's sexual orientation, or trying to sustain a livelihood in an emergent and little-known occupation might easily fall outside our definition of cultural difference -- yet many of the same principles of diversity and inclusion apply. Life's deepest learnings -- the lessons that really stick with us and become part of who we are -- seldom happen in a classroom. The more we open ourselves up to startling and unsettling discoveries that can occur anywhere, at any time, the more the journey becomes an adventure of the unknown, lived from the heart. Learning how to learn from one another across cultural boundaries calls for openness of spirit. Recognizing and moving beyond our own deeply rooted assumptions is a crucial first step -- willingly trying on someone else's perspective, and accepting that it is just as valid as our own. Our maps often prove unreliable and we may be called upon to rethink not only our route but also our very destination, making our way together through uncharted territory toward a shifting end point. But we will eventually find our way Chances are very good that some of the views along the route will be quite breathtaking. Creating a Climate of Safety Being listened to is something I've always taken for granted. In my early work with a subsidized housing community, I soon discovered that not everyone has been so fortunate. When such a simple thing has been withheld for so long, it becomes of monumental significance. The most powerful thing I could do for these people was incredibly basic: to listen to their stories, openly and wholeheartedly, without judging. For many of them, this was an entirely new experience. As they became more at ease with me, they poured out their hearts -- their hurts and frustrations, their hopes and dreams -- all of themselves. I was honoured and humbled by their trust and thunderstruck by the very different reality that I was seeing through their eyes. The certainty of unconditional caring has to come first. That's a huge commitment. When people have been deeply hurt, their trust, once earned, can never be treated lightly. Only on these terms can we create a safe place in which to be authentic -- with ourselves as well as with one another. Paradoxically, it is only when we feel safe that we are ready to take risks. Leading from the Middle The other prevailing concern was to ensure that these people remained in charge of whatever might occur between us -- nothing would be done against their wishes or without their agreement, and no one would attempt to exert control over them. If the community members sat on couches and chairs, I sat on the floor in order to stay below their eye-level and avoid any hint of dominance. I took special care to avoid jargon or unfamiliar idioms. If we recorded flip chart notes, we made a game of enlivening them with humourous little drawings. In this light-hearted and transparent way we melted literacy barriers. Those sheets of notes always stayed in the community, rather than leaving with me. We chose any "outside experts" with care, selecting people who were both committed and genuine, who valued and respected differently-acquired wisdom and who would be open to whatever they might learn along the way. All of these measures helped to reinforce that these people, themselves, owned the process -- and that it was one of "outreach and inreach," a multidirectional flow of learning. I was there only to act as the midwife, if you will; this was their baby to which I was helping them give birth. …

Abstract: As we approach the millennium, it is clear that the nature of the social and economic forces shaping our society is more challenging than at a n y point in human history. Today we live in a knowledgebased economy, affected by extremely rapid changes in technology and constantly shifting social patterns. The need to understand and shape this continuous change has increased the significance of educational institutions. Basic research and industrial development of new technologies are fundamental to economic competitiveness, while life-long learning is essential to assuring the human capacities and skills required to function as a citizen and a worker in our complex society. I n the United States, universities are the knowledge centers through which these needs have traditionally been met. Traditionally, our graduates carried new ideas and practices into industries and communities a i d thereby affected change; but today’s rates of change require new approaches. In little more than a decade there was an extraordinary transformation in how universities are asked to think about their role in society and in the nature, wale and complexity of their involvement with learners, organizations and the needs of their regions. And, as with all social and organizational changes, there are many “disconnects” between new social demands and existing institutional capacities. Educational institutions designed for one set of purposes often find themselves i l l equipped to meet new and emerging needs. Sometimes they are so comfortable with their traditional functions that they often simply “miss’’ what’s happening. Sometimes they have become so committed ideologically or bureaucratically to their traditional functions that they actively “resist” change. More often, institutions struggle to find ways to “integrate” new demands with existing capacities through an adaptive process. Sometimes, the vehemence with which institutions resist change, or the slowness with which they respond, leads to the creation of wholly new entities such as the University of l’hoenix or Knowledge Ilnivew in education. In light of these changing forces in society and the challenges they represent for higher education, the purpose of this article is to: 1 .) describe the ways in which the knowledge based “new economy” is placing new demands on traditionally structured institutions of higher education; 2.) describe the new capacities that institutions of higher education need to “integrate” these new demands in an adaptive manner and; 3.) suggest some of the policy initiatives both within the academy and the larger education environment which could facilitate this process.

Abstract: While once considered to be a topic that was almost unresearchable, brain research has seen an exponential growth during the past decade. New methods have opened up the field. In the past, the study of the actual working of the brain was more a matter for philosophy; these days, the areas of neuroscience and cognitive neuroscience are rapidly expanding their knowledge bases. The increase inthe numbers of studies (as well as their growing sophistication) has much to do with the changing technology of brain research. Advances inmethods, and particularly inthe use of the computer, allow researchers to conduct studies that were unthinkable even twenty years ago. According to Kosslyn and Koenig (995),computers allow these kinds of studies to take place in two ways. First of all, they allow researchers to theorize about and develop models of brain functioning using computers to mimic the rapid activity of the brain cells. Secondly, computeraided brain scans can test these theories. Whereas previously brain research was conducted on brains that were deemed pathological, itcan now be conducted on healthy brains. These studies have led to a whole new field of cognitive neuroscience which can be defined as, \"how mental activities are carried out by the brain.\" (Kosslyn and Koenig, 1995, p.3) The present-day study of the brain merges several formerly distinct areas. Psychologists have long looked atthe underlying structure of the brain, including memory, perception, mental imagery and language. Cognitive psychologists and those who work with artificial intelligence look atthe processes of the brain without examining the brain per se. Thus, researchers have separated the brain from the mind. The newer research is attempting to merge these categories and look atthe mind and the brain as integrated. As Kosslyn and Koenig (1995) explain, \"\". the mind is what the brain does.\" (p. 4) In other words, within the new paradigm the mind cannot be separated from brain functioning. Researchers looking atthe brain identified different functions orsystems that the brain controls. Specifically, they examine the circuitry of the brain, including how connections are made and what the biochemical relationship is between the circuit connections and actual behavior orreaction. Much of the study of the brain has focused on two populations: young children and the brain damaged. The work on young children and on neo-natal development yields information on the acquisition of cognitive functioning. Examination of \"damaged\" brains leads to details on how the brain repairs itself, and most importantly, asks questions about how the brain actually works. This work conveys a new conception of the brain as acontinually changing organ. While it was previously thought that the brain, once developed, was static, we now know itis constantly changing and continually growing, even into adulthood. Additionally, different regions of the brain develop atdifferent times and atdifferent rates. This leads to new dimensions inthe old nature/nurture debate. It was originally thought that genetic information determined brain development, but we now know that brain development is determined partly by innate characteristics and partly by experience. Researchers now believe that