Susan Goethel Campbell’s exhibition Field Guide explores the nature of art and the conceptual process through a multimedia installation that also reflects upon temporality, art history, ecology and science. Introduced with a time-lapse video of weather patterns captured by web cam over the course of an entire year, atmospheric effects assume the quality of translucent washes that blur distinctions between opacity and transparency, painting and technology. Aerial views of built environments set against expansive cityscapes present essential imagery for large-format digital woodblock prints realized in monochromatic tonals and saturated grids of yellow and blazing orange. Some combine undulating wood grain patterns with pinhole perforations to admit light; others consist of diaphanous walnut stains applied to hand-crafted paper, a self-referential allusion to art’s planarity and permeable membrane. The evanescence of these views is echoed in pristine impressions of filtered dust and shimmering milkweed assemblages contained in Plexiglas light boxes. Known as Asclepias, milkweed is an herbaceous flower named by Carl Linnaeus after Asclepius, the Greek god of healing, due to its efficacious medicinal powers. Like the weather, the milkweed’s reflective silver filaments respond to shifting currents of air paired with gently wafted treetops projected in the viewing room. Here pearls of light corresponding to the spheres and pinpricks of the prints on the walls float randomly over the fictitious frame of a cubical vitrine. Orbs appear and disappear amid nocturnal shadows as figments of the imagination, their languid dispersion eliciting not-ofthis-world sensations of suspension, ascent and transcendence. This joined to the mesmerizing stillness of a gallery pierced occasionally by the sound of supersonic aircraft, a reminder of the machine in the garden. Beyond, the history of landscape photography and the Romantic sublime are encoded in works titled “Old Stand” that render minuscule figures of stationary box photographers against the grandeur of ice-capped Rockies. In some of the works the human figure is effaced as a historical memory through exquisitely modulated rubbings whose unbounded spatiality contrasts with the reflexive interiority of the viewing room. Campbell’s incandescent vision of nature asserts the phenomenal power of art to elevate the human spirit in the presence of heart-stirring beauty. It dares to reaffirm the timeless union between the material and immaterial substance of the universe, between human life and the ephemera of the natural world. f i l m

This Changes Everything: Capitalism vs. the Climate

'New directions for adult and continuing education', published quarterly, is part of The Jossey-Bass Higher and Adult Education Series. This issue, entitled 'Contemporary viewpoints on teaching adults effectively' brings together the perspectives of nine experts on teaching adults. The chapters are: 'Good teaching: one size fits all?' by Daniel D. Pratt (p. 5-15) which cautions against a one-size fits all approach to teaching adults; 'Teaching style: where are we now?' by Joe E. Heimlich and Emmalou Norland (p. 17-25) which reminds the readers that there is no one single approach to teaching and that understanding one's teaching style can serve as a basis for the improvement of instruction; 'The role of the teacher as mentor' by Lois J. Zachary (p. 27-38) which explores the relationship between the roles of mentor and teacher, points out that these two roles are not synonymous and describes key dimensions of effective mentoring; 'Race matters: the unspoken variable in the teaching-learning transaction' by Juanita Johnson-Bailey (p. 39-49) which points to the importance of examining and understanding race as a variable which affects the teaching and learning transaction; 'Teaching all learners as if they are special' by Nancy F. Gadbow (p. 51-61) which considers special learning needs of adult learners and examines effective strategies and technologies that can be employed to meet these special needs; 'Teaching for transformation' by Patricia Cranton (p. 63-71) which provides a brief synopsis of transformative learning theory, seven facets of the transformative learning process as well as teaching strategies designed to promote each of these facets; 'Quantum learning: teaching as dialogue' by Jane Vella (p. 73-83) which examines the relationship between teaching and learning, beginning with a definition of quantum learning and then outlining the dialogue approach to quantum learning; 'Effective teaching of adults: themes and conclusions' by Jovita M. Ross-Gordon (p. 85-91) which integrates information from the previous chapters and discusses the underlying themes and issues related to effective teaching of adults.

New directions for adult and continuing education, no. 93, Spring 2002

The Information Age: Economy, Society and Culture. Volume I. The Rise of the Network Society

Introducing a new hobby for other people may inspire them to join with you. Reading, as one of mutual hobby, is considered as the very easy hobby to do. But, many people are not interested in this hobby. Why? Boring is the reason of why. However, this feel actually can deal with the book and time of you reading. Yeah, one that we will refer to break the boredom in reading is choosing learning to be the world of education today and tomorrow as the reading material.

Learning to be: the world of education today and tomorrow.

It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that underlie research on online participation in e-learning settings. A classification scheme was iteratively developed and used when publications on the topic were reviewed. It was found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation. However, some researchers aim to study more complex dimensions of participation, such as whether participants feel they are taking part and are engaged in dialogues, reflected by using a combination of perceived and actual measures of participation. In conclusion, a definition of online learner participation that acknowledges its more complex dimensions, such as doing, communicating, thinking, feeling, and belonging, is proposed.

/pdf/what-is-online-learner-participation-a-literature-review-4n9vsqm7s9.pdf

What is online learner participation? A literature review

This article draws on a larger study of the dynamics of work and study among adult students in public higher education institutions in South Africa. This study found that over 50% of all 
students in the higher education system in the country are over 23 years of age, and 80% of 
them are at undergraduate level. The focus of this particular article is a case study at the 
University of the Western Cape (UWC), which has a long history of making provision for 
working adult students. It focuses on the extent to which adult students are engaged in work, 
and the influence that this might have on their studies. In a context where broadening the social base of higher education is a national 
imperative, and the majority of students are driven through economic necessity to work, the 
dynamics between students and their workplaces become an important matter. The 
improvement of throughput rates is a national concern. The issue that we address is whether 
adult students' success could be enhanced if there was greater knowledge and understanding 
of the relationships between students and their work. Our findings are suggestive of both the 
implications for institutions and the potential benefits for students. The findings also identify 
areas for further research.

Working adults learning in South African higher education : research article

This article draws on a larger study of the dynamics of work and study among adult students in public higher education institutions in South Africa. This study found that over 50% of all \nstudents in the higher education system in the country are over 23 years of age, and 80% of \nthem are at undergraduate level. The focus of this particular article is a case study at the \nUniversity of the Western Cape (UWC), which has a long history of making provision for \nworking adult students. It focuses on the extent to which adult students are engaged in work, \nand the influence that this might have on their studies. In a context where broadening the social base of higher education is a national \nimperative, and the majority of students are driven through economic necessity to work, the \ndynamics between students and their workplaces become an important matter. The \nimprovement of throughput rates is a national concern. The issue that we address is whether \nadult students' success could be enhanced if there was greater knowledge and understanding \nof the relationships between students and their work. Our findings are suggestive of both the \nimplications for institutions and the potential benefits for students. The findings also identify \nareas for further research.

Working Adults Learning in South African Higher Education.

The GRALE reports are a product of UNESCO, coordinated by the UNESCO Institute for Lifelong Learning (UIL). A primary source of information for GRALE 4 is a self-reporting survey from 159 of the 19...

4th Global report on adult learning and education – Leave no one behind: Participation, equity and inclusion

This article contextualizes and reviews the third global report on adult learning and education (ALE) released by UNESCO in 2016. The authors suggest that it is a visionary document, which is articulated through the bringing together of data from a range of areas that are usually kept apart. They recognize the report as a bold attempt to project what role ALE plays, or could play, within a holistic philosophy and approach to lifelong learning. They argue that given the ambitious nature of the task, and the inevitable tensions and contradictions that exist within a report of this nature, the report both fails to present a robust picture of ALE and succeeds as an advocacy document toward achievement of the Sustainable Development Goals. They recognize that the political and pedagogical work undertaken by the third Global Report on Adult Learning and Education is at an early stage. Alongside this work, they argue for the importance of the broader nonformal and informal ALE, including popular education, as a ...

/pdf/reflecting-on-the-global-report-on-adult-learning-and-3kz7jl1djc.pdf

Shirley Walters

Papers

Working adults learning in South African higher education : research article

Working Adults Learning in South African Higher Education.

4th Global report on adult learning and education – Leave no one behind: Participation, equity and inclusion

Reflecting on the "Global Report on Adult Learning and Education" in the "Post-Truth Society".

Critical human rights, citizenship, and democracy education: Entanglements and regenerations