Creating Courses for Adults: Design for Learning (2015), by Ralf St. Clair
Notice bibliographique
Résumé
In the book Creating Courses for Adults: Design for Learning, Ralf St. Clair outlines critical elements for effective course design within adult learning contexts using a socio-cultural learning theory lens that is concerned with interactions between learning stakeholders during a teaching and learning process.The author's theoretical perspectives about learning, grounded in the above learning theory, influence his overall approach for the book.He believes that sociocultural values-which recognize shared experiences and the value of situational interactions between teaching and learning stakeholders-should inform all educators' approach to design and learning, just as they do his.At its core, the book speaks to the importance of investing deliberate and sufficient thought and effort into the process of designing and learning for adults.The author believes and stresses that failing to follow this intentional and rigorous approach would significantly undermine and compromise the value, impact and outcome of learning for all stakeholders involved-especially the learner.The nine-chapter text is divided into two parts.The first part consists of three chapters which address what St. Clair considers to be the three key factors that must be taken into account for effective adult course creation: Educator factors (including their experience and learning/teaching philosophy and preferences); learner factors (including learner expectations, personalities and influences during learning); and contextual factors (such as learning location, spaces and environments).According to him, the ability of educators to meaningfully reflect on their teaching philosophy and approach as well as the underlying origins and assumptions is foundational to successful course creation.Combining this first step with a comprehensive understanding and accommodation of relevant learner and contextual factors, as part of the overall learning architecture by the educator, is the main thrust of part one.In the second part, the author dedicates six chapters to unpacking the key categories of decisions that educators should make in relation to the three key factors (i.e.educator, learner and context) of course design expounded on in the first part.The foundational decision for course designers is presented as the ability to determine the objective or purpose of the course from a perspective that both integrates the formal course aims as well as the interests and needs of the learners who will be attending the course.The author stresses that educators should decide on an approach that also reflects the learners' particular interests (at least to a significant degree) as this would better support effective learning and realization of meaningful outcomes.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,005 | 0,005 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,004 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».