Posted on March 20th, 2005 by Camille
“This chapter has presented a discussion of transformational learning theory. Probably more than any other approach, this theory has captured the attention of adult educators within the past decade, so much so that Hanson (1996) feels that its dominance has replaced andragogy as the primary learning theory of the moment. Whether transformational learning will remain [...]
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Filed under: coursework, training and development
Posted on March 17th, 2005 by Camille
Case study of use of satellite technology in combination with other media and techniques to help educate women members of local governance structure and their right to participate as well as to facilitate discussion on ways to overcome obstacles to participation.
Problems to confront: practical realities of women’s lives, poor self-image and lack of confidence, ignorance [...]
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Posted on March 17th, 2005 by Camille
Recognition that just material input no good for real development; must inform, provide knowledge and skills, “help people exchange experiences, find common ground for decisions, and actively participate in and guide development activities.” Problem of digital divide—ICT no good if it doesn’t reach the people who need it (my thought). Radio, video, desktop publishing become [...]
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Posted on March 17th, 2005 by Camille
ICT not just for commercial gain but for social communication. Using older, low-cost tech not just new, exciting tech that is more expensive and harder to implement with populations with lower literacy. Older and easier tech often makes development/production by users more possible. Author’s experience is with audio cassette development. He also mentions radio as [...]
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Posted on February 18th, 2005 by Camille
Again with the corporate orientation—assuming that there are problems that need to be solved and that individuals can be assessed and then pumped full of the necessary knowledge—gap analysis. Voila-problem solved. Also very management-focused (witness her second and fourth goals for needs analysis—to gain management support and to determine the costs and benefits of training—and [...]
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Posted on February 18th, 2005 by Camille
Contrasts models of professional education—“front end loading” of knowledge, skills, abilities, theories that practitioners were thought to need before beginning to practice vs. “practitioner-centered” model that assumes that practitioners continually construct their own understandings of their work which can be enhanced by theory or other critical perspectives that are useful to their work. Foley says [...]
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Posted on February 16th, 2005 by Camille
from Lynton, R.P. and Pareek, K., Training for devlopment, West Hartford, CT: 1990.
More of a corporate model of training—one that sees efficiency as the main goal of training, ROI, notable from language such as “human resources” “An effective training strategy therefore focuses on making training an effective instrument of action in the field” They [...]
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Posted on February 11th, 2005 by Camille
How do you train people–development practioners and devlopment trainers–for learning in an area that is so ambiguous and ever-changing? How do you give people th etools to take their current practice and articulate what they know and learn what they will need ot know? Mann boils this down to three questions:
What is the purpose of [...]
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Posted on February 11th, 2005 by Camille
Kretzman and McKnight oppose the needs-focused or “deficiency model” of most community programs and advocate for an asset or capacity-based focus that takes into account the skills, strengths and capacities of individuals, associations and institutions in a community. Wordy McWord! This is hitting so many recent buttons–the readings we’re doing in the #9 group about [...]
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Posted on December 1st, 2004 by Camille
One of the big things about this chapter is how many aspects of self-care I am missing–physical, spiritual, recreational (except for reading but a lot of that is escape or avoidance not renewal). I’ve mostly got occupational in the very traditional sense and it’s not always whole-hearted. Something to work on.
But I like her [...]
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Filed under: coursework, educational psychology
