Trends in Adult Higher Education: Carol Kasworm Preparing the information workforce

 OBSOLETE Knowledge– ? Past ways of understanding knowledge is problematic  Distributors of Knowledge as STATIC UNITS –  Information delivery is insufficient response  Human Learning in ACTION –  Knowledge creation and use  Reframing life and work challenges  Skills to consider past assumptions and understandings.

 Creative Contextual Authentic Learning  Digital age support  Cyclical access and  Universal participation  Critically Reflective Engagement-  Learning for continuous change ---Knowledge creation ---Changing mind frames – paradigms

Trend in dramatic increase and blurring of credit and noncredit offerings - in basic and advanced knowledge focused on authentic, contextual learning

 Community and higher education environments, as well as professional groups and associations  Significant Growth of providers and adult participants  Projected that 70-80% professionals in learning  Work environments  Four OECD countries – 35% of adults participated in non formal work-related learning  US – 52% of adults participated in formal training/ learning – prodominantly focused upon work topics.  Individual self-directed learning environments

 Learning in Action. Experiential engagement.  Authentic tasks in creative problem-solving  Understanding through application and adaptation through embodied learning ( noncognitive)  Solving “non-routine problems”  Innovative instructional designs – active learning, problem-based learning.  Social networked learning

Digital providers: Access and Participation

 Programs and providers – interwoven with digital content, delivery, communications  Underskilled adult learners –  Continuous adult learners –  Consumer, “just-in-time” learners  Issue of identifying “QUALITY” adult learning -

 New Knowledge Workers – Needed competencies: Integrating contextual knowledge with influential “tacit”understandings Critically reflective learning Using social tools – e-tools in creative Participate in socially heterogenous, multi- cultural gorupings

 Our work – “Learner as Innovative Expert”  Develop and research critically reflective skills -  Enhance within adult learners:  Capacity for self- invention  Creative problem-solving & reflective stance  Non-routine framing of life tasks  Creative class – individuals involved in creation of new economic possibilities – 30% of new economic development

 Past era - providing stable, proven knowledge and skills  New era - creating learners who are in a self- directed learning journey – towards developing new understandings, actions, and applications.  Creative class – individuals creation of 30% new economic possibilities  Creative community of practice– work units and organizations

For Dialogue and Exchange:

 Rockefeller Institute Report A New Paradigm for Economic Development: How Higher Education Institutions Are Working to Revitalize Their Regional and State Economies March 10, 2010www.rockinst.org Key drivers of economic development and community revitalization.  Applying research for new ideas that will strengthen the country’s competitive edge in the new economy  Knowledge-focused services to businesses and other employers, including customized job-training programs, hands-on counseling, technical help, and management assistance.  Leadership in the cultural, social, and educational revitalization of their home communities.  Educating people to succeed in the innovation age.