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This page lists the newest additions to the Training and Development Library by day. You'll find new material on all aspects related to the improvement of training and development effectiveness.
Top : New : 14-Jan-2010
Training and Development Free Resource Library: What's New
16 New Links:
Adult Learning and Andragogy
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Self-direction and informal education
By
na
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Many books and articles about lifelong learning talk glibly about self direction. Too often this idea is seen as unproblematic - an obvious good. But things are not quite as they seem.
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14-Jan-2010
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Experiential Learning
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Why Experiential Learning is so Effective
By
SABRE
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Well, at least here are a number of contentions, but don't expect much proof. If you believe you'll believe. If not, you won't be convinced.
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14-Jan-2010
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Why Experiential Learning is so Effective
By
SABRE
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Well, at least here are a number of contentions, but don't expect much proof. If you believe you'll believe. If not, you won't be convinced.
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14-Jan-2010
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Group Dynamics
Leaders In Learning and Training
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David A. Kolb - Experiential Learning
By
na
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David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems.
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14-Jan-2010
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Jerome Bruner and the Process of Education
By
na
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Jerome Bruner has made a profound contribution to our appreciation of the process of education and to the development of curriculum theory. We explore his work and draw out some important lessons for informal educators and those concerned with the practice of lifelong learning. Bruner is relatively unknown within the field of training, and is much more closely linked to education and cognition.
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14-Jan-2010
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Michael Polanyi and tacit knowledge
By
na
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Michael Polanyi helped to deepen our appreciation of the contribution of 'tacit knowing' to the generation of new understandings and social and scientific discovery. We briefly explore his relevance to educators.
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14-Jan-2010
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Paulo Freire and informal education
By
na
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Perhaps the most influential thinker about education in the late twentieth century, Paulo Freire has been particularly popular with informal educators with his emphasis on dialogue and his concern for the oppressed.
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14-Jan-2010
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206
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Measuring and Evaluating Training Effectiveness
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Evaluation: theory and practice for informal and community educators, youth workers
By
na
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lot is written about evaluation in education - a great deal of which is misleading and confused. Many informal educators such as youth workers and social pedagogues are suspicious of evaluation because they see it as something that is imposed from outside. It is a thing that we are asked to do; or that people impose on us. As Gitlin and Smyth (1989) comment, from its Latin origin meaning 'to strengthen' or to empower, the term evaluation has taken a numerical turn - it is now largely about the measurement of things - and in the process can easily slip into becoming an end rather than a means. In this discussion of evaluation we will be focusing on how we can bring questions of value (rather than numerical worth) back into the centre of the process.
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14-Jan-2010
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Teaching In Higher Education
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SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCTION
By
Chickering and Zelda F. Gamson
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Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses -- so rolls the drumfire of criticism of higher education. More than two years of reports have spelled out the problems. States have been quick to respond by holding out carrots and beating with sticks.
There are neither enough carrots nor enough sticks to improve undergraduate education without the commitment and action of students and faculty members. They are the precious resources on whom the improvement of undergraduate education depends.
But how can students and faculty members improve undergraduate education? Many campuses around the country are asking this question. To provide a focus for their work, we offer seven principles based on research on good teaching and learning in colleges and universities
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14-Jan-2010
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Tools for Teaching - Preparing to Teach the Large Lecture Course
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Barbara Gross Davis
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A sizable portion of the work involved in teaching a large lecture course takes place well before the first day of classes. For example, in a seminar you can make a spur-of-the-moment assignment, but in large classes you may need to distribute written guidelines. Similarly, in small classes students can easily turn in their homework during class. In large lectures you must decide how to distribute and collect papers without consuming precious class time. All these tasks take planning and organization. Many of the following suggestions for teaching large classes will also work for small classes: good teaching practices apply to classes of any type.
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14-Jan-2010
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Delivering a Lecture
By
Barbara Gross Davis
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Lecturing is not simply a matter of standing in front of a class and reciting what you know The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students' attentiveness and learning. Use the following suggestions, based on teaching practices of faculty and on research studies in speech communication, to help you capture and hold students' interest and increase their retention.
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14-Jan-2010
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Tools for Teaching - Collaborative Learning: Group Work and Study Teams
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Barbara Gross Davis
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Students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes. (Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988)
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14-Jan-2010
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Teams and Team Building
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7 Reasons Why Top Teams are Vital in Times of Crisis | Team Building
By
Talan Miller
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Why are effective teams so important in challenging times? Because history invariably proves that organizations who husband their teams well in challenging times, are those who will still be standing at the end of those times.
The Chinese use two distinct brush strokes for the word “crisis”, one stands for “danger” and the other for “opportunity”. Well prepared, cohesive and effective teams can avoid the former and capitalise on the latter in a time of crisis. Focusing on the basic fundamentals of teamwork and hard work can ensure that when the going gets tough, the tough can really get going
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14-Jan-2010
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Cross Functional Team Development
By
na
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Many clients are finding that "cross-functional" working issues are impacting more and more upon their business. Things in the corporate world are moving faster (communications, globalisation and technology reduce decision-making cycles and turn-around, as we know).
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14-Jan-2010
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To Classify
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The Teachable Moment
By
James Neal
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Experience and learning seems to happen in fits, stops, and starts. Sometimes it seems one is going nowhere or even backwards. Other times there is steady, plodding progress. And yet other times seem to be peak learning moments, when everything comes together. Such crescendous learning moments are often very memorable. As people look back over their lives they often note their watershed learning experiences - their first kiss, love, death, achievements, etc.
Just prior to significant learning moments, one sits at the eye of the storm, having experienced the ups and downs and arounds, there is suddenly only pure curiosity and confidence in flowing with the task/problem/challenge. This state may be experienced as flow (or optimal arousal). In such moments, an individually is primed for discovering and developing a new understanding of a phenomena. It is a "teachable moment".
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14-Jan-2010
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Pages Updated On: 29-Oct-2010 - 09:53:14
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