Adult learning continuum application

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The Learning Continuum

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From Pedagogy to Heutagogy - A Teaching and Learning Continuum

This course encompasses the planning, conducting, and assessment of outcomes for teaching knowledge and skills to a variety of learners professionals and lay people. To be an effective teacher we must develop an understanding of learning theories, assessment, instructional methods and activities, and course design which produces significant learning experiences. Course design illustrates teaching and learning practices grounded in andragogy, contributing to curriculum program development and the enhancement of student teaching skills. Students will: 1 examine teaching and learning theories, 2 explore adult learning principles andragogy , 3 consider the influence of culture and context, and 4 learn to create significant learning experiences and design a course that promotes student engagement and improves learning. To examine and apply teaching and adult learning theories and principles in the delivery of education as needed in teaching programs, professional workshops, and research presentations specific to occupational therapy knowledge and skills.
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Course Description

Remember me Log in. Lost your password? This course encompasses the planning, conducting, and assessment of outcomes for teaching knowledge and skills to a variety of learners professionals and lay people. To be an effective teacher we must develop an understanding of learning theories, assessment, instructional methods and activities, and course design which produces significant learning experiences. Course design illustrates teaching and learning practices grounded in andragogy, contributing to curriculum program development and the enhancement of student teaching skills.
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The curriculum is one of the most effective tools for bridging the gap between education and development. However, there is little to no normative guidance on what constitutes a well-balanced responsive curriculum at different levels of education. Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges. Research evidence on the nature of learning is impressively accumulating and at a fast pace. However, this impressively accumulating wealth of knowledge is not being effectively applied to improve practice in the facilitation of learning.
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