{"product_id":"creating-courses-for-adults-9781118438978","title":"Creating Courses for Adults","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eBecome an effective adult educator by approaching teaching systematically\u003c\/b\u003e  \u003cp\u003eAs the author describes at the beginning of \u003ci\u003eCreating Courses for Adults,\u003c\/i\u003e The big idea of this book is that education for adults has to be designed. Whether in basic skills training, English language classes, professional development workshops, personal interest courses, or formal degree programs, good teaching tends to conceal all the planning and decisions which had to be made in order to present participants with a seamless and coherent process for learning. The author posits that nobody is a completely intuitive teacher and that everybody has to make a series of choices as they put courses together. The decisions they make are important and far-reaching, and deserve to be considered carefully.\u003c\/p\u003e \u003cp\u003eStarting with the three core factors which must be taken into account when creating courses, \u003ci\u003eCreating Courses for Adults\u003c\/i\u003e walks readers through a manageable process for addressing the key d\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eWhy Design? xv\u003c\/p\u003e \u003cp\u003ePerspective on Learning xix\u003c\/p\u003e \u003cp\u003eFurther Information xx\u003c\/p\u003e \u003cp\u003eAcknowledgments xxi\u003c\/p\u003e \u003cp\u003eAbout the Author xxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One Core Factors in Teaching\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne\u003c\/b\u003e All About You 3\u003c\/p\u003e \u003cp\u003eWhy Who You Are and What You’ve Done Matters 4\u003c\/p\u003e \u003cp\u003eReflecting on Your Approach 7\u003c\/p\u003e \u003cp\u003eWhat Are We Doing It For? 11\u003c\/p\u003e \u003cp\u003eWhy Identity Matters 16\u003c\/p\u003e \u003cp\u003eGoing Further 18\u003c\/p\u003e \u003cp\u003eConclusion: Pulling It Together 21\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo\u003c\/b\u003e Engaged and Involved Learners 23\u003c\/p\u003e \u003cp\u003eHow Do People Learn? 24\u003c\/p\u003e \u003cp\u003eEngagement in Learning 30\u003c\/p\u003e \u003cp\u003eLearner Diversity 36\u003c\/p\u003e \u003cp\u003eResponding to Diversity 47\u003c\/p\u003e \u003cp\u003eConclusion: Making Difference Matter 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree\u003c\/b\u003e Context Drives Design 53\u003c\/p\u003e \u003cp\u003eWhy Context Matters 54\u003c\/p\u003e \u003cp\u003eBall Gown or Boots: Formality 56\u003c\/p\u003e \u003cp\u003eWired Learning 59\u003c\/p\u003e \u003cp\u003eOrganizational Context 62\u003c\/p\u003e \u003cp\u003eThe Aims of the Course 65\u003c\/p\u003e \u003cp\u003eTime, or the Lack Thereof 67\u003c\/p\u003e \u003cp\u003eSomewhere to Sit: Physical Resources 69\u003c\/p\u003e \u003cp\u003eConclusion 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two The Key Decisions\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour\u003c\/b\u003e Knowing Where You Are Going 77\u003c\/p\u003e \u003cp\u003eObjectives—And Some Objections 80\u003c\/p\u003e \u003cp\u003eThe Educator 86\u003c\/p\u003e \u003cp\u003eThe Learners 88\u003c\/p\u003e \u003cp\u003eThe Context 90\u003c\/p\u003e \u003cp\u003eConclusion 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive \u003c\/b\u003eContent and Resources for Learning 95\u003c\/p\u003e \u003cp\u003eInformation and Objects 98\u003c\/p\u003e \u003cp\u003eResources and Materials 101\u003c\/p\u003e \u003cp\u003eThe Educator 103\u003c\/p\u003e \u003cp\u003eThe Learners 105\u003c\/p\u003e \u003cp\u003eThe Context 107\u003c\/p\u003e \u003cp\u003eConclusion 109\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix \u003c\/b\u003eWays of Working Together 111\u003c\/p\u003e \u003cp\u003eThe Range of Methods 114\u003c\/p\u003e \u003cp\u003eThe Educator 121\u003c\/p\u003e \u003cp\u003eThe Learners 123\u003c\/p\u003e \u003cp\u003eThe Context 125\u003c\/p\u003e \u003cp\u003eConclusion 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven\u003c\/b\u003e What Do the Learners Say? 131\u003c\/p\u003e \u003cp\u003eDesigning Evaluation 134\u003c\/p\u003e \u003cp\u003eThe Educator 138\u003c\/p\u003e \u003cp\u003eThe Learners 140\u003c\/p\u003e \u003cp\u003eThe Context 142\u003c\/p\u003e \u003cp\u003eConclusion 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight\u003c\/b\u003e Making Learning Visible 147\u003c\/p\u003e \u003cp\u003eCounting What Counts 150\u003c\/p\u003e \u003cp\u003eThe Educator 157\u003c\/p\u003e \u003cp\u003eThe Learners 159\u003c\/p\u003e \u003cp\u003eThe Context 162\u003c\/p\u003e \u003cp\u003eConclusion 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine\u003c\/b\u003e You Can Take It with You! 167\u003c\/p\u003e \u003cp\u003eMoving Learning beyond the Course 170\u003c\/p\u003e \u003cp\u003eThe Educator 174\u003c\/p\u003e \u003cp\u003eThe Learners 176\u003c\/p\u003e \u003cp\u003eThe Context 178\u003c\/p\u003e \u003cp\u003eConclusion 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen \u003c\/b\u003eDesign Frames Practice 183\u003c\/p\u003e \u003cp\u003eThe Book in a Box 183\u003c\/p\u003e \u003cp\u003eAn Example of a Program Design 186\u003c\/p\u003e \u003cp\u003eFor New Educators of Adults 187\u003c\/p\u003e \u003cp\u003eConclusion 191\u003c\/p\u003e \u003cp\u003eReferences 193\u003c\/p\u003e \u003cp\u003eAppendix A: A Blank Design Framework 199\u003c\/p\u003e \u003cp\u003eAppendix B: Where to Find Further Resources 201\u003c\/p\u003e \u003cp\u003eIndex 203 \u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49406869930327,"sku":"9781118438978","price":28.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118438978.jpg?v=1730497393","url":"https:\/\/bookcurl.com\/products\/creating-courses-for-adults-9781118438978","provider":"Book Curl","version":"1.0","type":"link"}