Hattie‘s study »Visible Learning« is no reason to call for didactic changes in adult education - this is this article’s conclusion of the New Zealander’s meta-study from a continuing educational perspective. Nontheless, Hattie provides significant suggestions for the didactic debate. These suggestions include guidelines for suitable teaching activities as well as his rather provocative findings on the positive effects of actively guided lessons, which do not contradict adult educational conside…
The report presents central findings of the PIAAC Study (»Programme for the International Assessment of Adult Competencies«) conducted by the OECD and provides first estimates about its significance for adult education. Although PIAAC cannot offer any information about the correlation between causes and effects. However, it is reasonable to increase basic educational endeavours and extend the programmes for groups in danger of social exclusion. Finally, research tasks are pointed out.
This article acknowledges Hattie’s Meta-Study »Visible Learning« from a practical perspective, particularly from the continuing educational perspective of adult educators. The author regards Hattie’s findings on the learning effectiveness of instructors as particularly compatible. »Excellent instructors« are aware of their educational activities and adjust their actions to the logic of learning. Two examples are taken to point out which approaches are particularly effective for learning and how…
In this report, three different methods to approach Howard Gardner‘s »Five Minds for the Future« are revealed, which are each a connecting factor to adult education. As a popular scientific article to psychology and education in the context of a general educational debate, »Five Minds« indicates that the concept of independent adult education is not generally acknowledged. As educational theory, it serves as a useful tool for determining educational objectives. As a scientific creation, which c…
The report examines the transferability of Howard Gardner’s approach »Five Minds for the Future« to the field of continuing education. Along the »Five Minds«, he points out their significance as a plea for holistic education. Thus, future-oriented education does not impart a definite canon of knowledge but a positive preservation of learning. This pretence is transferable to continuing educational institutions which already include various holistic topics and forms of learning in their programm…
http://www.diezeitschrift.de/12014/bildungsforschung-01.pdf
