Ann Hanson – författare
Visar alla böcker från författaren . Handla med fri frakt och snabb leverans.
13 produkter
13 produkter
Häftad, Engelska, 1992
754 kr
Skickas inom 10-15 vardagar
The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?
Häftad, Engelska, 1995
767 kr
Skickas inom 10-15 vardagar
Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision.This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
Inbunden, Engelska, 2001
2 343 kr
Skickas inom 10-15 vardagar
This Open University Reader examines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts trace the widening scope of academic understanding of learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies.The particular focus of this Reader is on the psychological or cognitive phenomena that happen in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education from around the globe.
Häftad, Engelska, 2001
754 kr
Skickas inom 10-15 vardagar
This Open University Reader examines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts trace the widening scope of academic understanding of learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies.The particular focus of this Reader is on the psychological or cognitive phenomena that happen in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education from around the globe.
E-bok
PDF, Engelska, 1993384 kr
Läs direkt efter köp
The text of People from Our Side consists of Peter Pitseolak''s manuscript -- originally written in syllabics -- and a narrative drawn from interviews conducted by Dorothy Eber with the help of young Inuit interpreters. Peter Pitseolak learned the system of reading and writing brought by the missionaries and from an early age formed the habit of keeping a diary. He took his first photograph for a white man who was afraid to approach a polar bear and later, in the early 1940s, acquired his own camera and taught himself, with the help of his wife Aggeok, to develop films in igloo, tent, and hut. His pictures catch, as no white photographer''s could, the authentic quality and detail of Eskimo life in the last days of the camp system. Sweeping from nomadic times to the early 1970s, Peter Pitseolak provides a frank and vigorous account of how change came to Baffin Island. A realist who knew he was providing a social history of a vanishing way of life, his story is a farewell to traditional camp life and to Seekooseelak -- where the people of Cape Dorset once had their camps.
E-bok
Engelska, 2001899 kr
Läs direkt efter köp
This Open University Reader examines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts trace the widening scope of academic understanding of learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies.The particular focus of this Reader is on the psychological or cognitive phenomena that happen in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education from around the globe.
E-bok
PDF, Engelska, 2001896 kr
Läs direkt efter köp
This Open University Reader examines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts trace the widening scope of academic understanding of learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies.The particular focus of this Reader is on the psychological or cognitive phenomena that happen in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education from around the globe.
E-bok
PDF, Engelska, 2013896 kr
Läs direkt efter köp
The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?
E-bok
Engelska, 2013896 kr
Läs direkt efter köp
The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?
E-bok
PDF, Engelska, 2013913 kr
Läs direkt efter köp
Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from ''education'' to ''learning'' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision.This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
E-bok
Engelska, 2013913 kr
Läs direkt efter köp
Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from ''education'' to ''learning'' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision.This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
Inbunden, Engelska, 2016
2 342 kr
Skickas inom 10-15 vardagar
Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision.This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
Inbunden, Engelska, 2017
2 342 kr
Skickas inom 10-15 vardagar
The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?