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Adult education. Lifelong learning --- Adult education --- Continuing education --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Education --- Adults, Education of --- Education of adults --- Open learning

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Books and articles on instructional design in online learning abound but rarely do we get such a comprehensive picture of what instructional designers do, how they do it, and the problems they solve as their university changes. Power documents the emergence of an adapted instructional design model for transforming courses from single-mode to dual-mode instruction, making this designer's log a unique contribution to the fi eld of online learning.

Universities and colleges --- Instructional systems --- Curriculum planning. --- Distance education. --- Curricula --- Planning. --- Design. --- Planning --- Distance learning --- Education --- Open learning --- Telecommunication in education --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education, Higher --- Curriculum development --- Instructional design --- Design --- education --- instructional design --- online learning --- distance learning

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This volume brings together an international group of contributors to explore ways in which social sustainability can be integrated into Adult and Vocational Education (AVE) practices. While it is clear that given the rapid change of work, job-specific training for adults is clearly vital the world over, it is argued here that job-specific training needs re-orientation to include life-specific learning as well. This can come about when the learning opportunities to which citizens have access prepare them for participation in work which is economically productive and at the same time engages them in related civic activities which promote environmental and social sustainability. The re-orientation of current AVE systems can be achieved in two ways: by broadening the educational agenda to include elements of environmental science, politics and the arts, and by including more dialogic and collaborative teaching and learning styles.

Adult education. --- Education. --- Vocational education. --- Education --- Social Sciences --- Education, Special Topics --- Vocational guidance. --- Business, Choice of --- Career choice --- Career counseling --- Career patterns --- Career planning --- Careers --- Choice of profession --- Guidance, Student --- Guidance, Vocational --- Occupation, Choice of --- Occupational choice --- Profession, Choice of --- Student guidance --- Vocation, Choice of --- Vocational opportunities --- Education, Vocational --- Vocational training --- Work experience --- Adults, Education of --- Education of adults --- Professional & Vocational Education. --- Counseling --- Educational counseling --- Occupations --- Professions --- Technical education --- Continuing education --- Open learning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Professional education. --- Education, Professional --- Career education --- Education, Higher

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This comparative survey was conducted in 2006 and shows the structure, organisation and types of provisions of continuing higher education in six countries (in alphabetical order): Austria, Finland, France, Germany, the United Kingdom and the United States of America. In addition to that, other "important players" in the field of lifelong learning are included, such as corporate universities and research associations. All country studies analyse the functions and restraints of continuing higher education. This is done by analysing a) the relevant framework conditions in each country, b) the management (organisational structures, financial management, marketing, quality assurance, programme portfolios, learn settings etc.) and c) the types of provisions (face-to-face lessons, online learning, blended-learning; admission to courses; accreditation of prior learning; credit points etc.). The summary of the country studies finally shows a survey of the individual situations and displays the similarities and differences. It draws conclusions for the activities of higher education institutions as lifelong learning institutions.

Adult education. --- Continuing education. --- Education, Higher. --- Education. --- Continuing education --- Adult education --- Education, Higher --- Education --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- College students --- Higher education --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- School management and organization. --- School administration. --- Educational policy. --- ducation and state. --- Higher education. --- Lifelong learning. --- Higher Education. --- Lifelong Learning/Adult Education. --- Educational Policy and Politics. --- Administration, Organization and Leadership. --- Postsecondary education --- Universities and colleges --- Adults, Education of --- Education of adults --- Open learning --- Education and state. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Inspection --- Management and organization --- Government policy

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The delivery of adult education programs has developed into an industry with global players in education and corporate institutions. Education is increasingly becoming a commodity exported to emerging economies by "first world" institutions. With the thirst for such blended shore programs by these consumers, there is a danger of malpractice if educators do not mindfully and critically examine their practice and learn through reflection and analysis. While maintaining a commitment to adult education as a means to educate, train and develop leaders for social sustainability, the impact of these educational practices also needs to be examined. In the Handbook of Blended Shore Education, educators and trainers critically examine their experience with blended shore programming and derive recommendations for good practices from such reflection and analysis. A group of internationally renowned authors raise vital questions about the export of education as a commodity wherein education maintains a purely instrumental value. It introduces an interdependent "next level" in blended shore education that can be achieved when the partner countries reach a transformation point where both benefit from examined values and the time and costs invested in the program. With that, this important book proffers a paradigm of good practices for blended shore programs that goes beyond delineating so-termed best practices. Sound adult education principles and models of adult education are presented as a means for sustainable social and economic development. Sharing the lessons learned about program design and delivery with candid narrations about the design, development, and delivery of such programs, and narrated by authentic voices in the field, authors from around the world contribute to the emerging knowledge base of international (or blended shore) adult education. This is a knowledge base that acknowledges the value of indigenous wisdoms, the importance of individual performance improvement, and the inextricability of international education based on interdependence and collaborative education program design and delivery. The recommendations support a professional practice of international adult education that is clearly rooted in an examined praxis, and are useful for program planners, practitioners, and chief learning officers in public and private education endeavors from the grass roots to the boardroom. With a backdrop of non-formal education; higher education; corporate training; workforce development; and basic education program settings, the Handbook of Blended Shore Education, examines what worked and what didn't work and brings the lessons learned to today's program administrators, CLOs, trainers, teachers, and community workers.

Adult education -- Planning. --- Adult education teachers. --- Continuing education -- Planning. --- Education --- Social Sciences --- Theory & Practice of Education --- Education, Special Topics --- Spinal canal --- Lumbar vertebrae --- Lumber vertebrae --- Spine --- Pathological Conditions, Anatomical --- Pathological Conditions, Signs and Symptoms --- Bone and Bones --- Spinal Canal --- Constriction, Pathologic --- Skeleton --- Diseases --- Musculoskeletal System --- Anatomy --- Surgery & Anesthesiology --- Health & Biological Sciences --- Surgery - General and By Type --- Stenosis --- Diagnosis --- Abnormalities --- Radiography --- Surgery --- Adult education. --- Blended learning. --- Hybrid learning --- Adults, Education of --- Education of adults --- Education. --- International education. --- Comparative education. --- Lifelong learning. --- Lifelong Learning/Adult Education. --- Learning & Instruction. --- International and Comparative Education. --- Continuing education --- Open learning --- Learning --- POLYMERS --- MEMBRANES --- Monograph --- Polymers. --- Polymere --- Polymeride --- Polymers and polymerization --- Macromolecules --- Learning. --- Instruction. --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Learning process --- Comprehension --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education --- History