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Transformative Curriculum Design and Program Development: Creating Effective Adult Learning by Leveraging Psychological Capital and Self-Directedness through the Exercise of Human Agency

Transformative Curriculum Design and Program Development: Creating Effective Adult Learning by Leveraging Psychological Capital and Self-Directedness through the Exercise of Human Agency

Sharon E. Norris
Copyright: © 2014 |Pages: 24
ISBN13: 9781466658721|ISBN10: 146665872X|EISBN13: 9781466658738
DOI: 10.4018/978-1-4666-5872-1.ch007
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MLA

Norris, Sharon E. "Transformative Curriculum Design and Program Development: Creating Effective Adult Learning by Leveraging Psychological Capital and Self-Directedness through the Exercise of Human Agency." Andragogical and Pedagogical Methods for Curriculum and Program Development, edited by Viktor Wang and Valerie C. Bryan, IGI Global, 2014, pp. 118-141. https://doi.org/10.4018/978-1-4666-5872-1.ch007

APA

Norris, S. E. (2014). Transformative Curriculum Design and Program Development: Creating Effective Adult Learning by Leveraging Psychological Capital and Self-Directedness through the Exercise of Human Agency. In V. Wang & V. Bryan (Eds.), Andragogical and Pedagogical Methods for Curriculum and Program Development (pp. 118-141). IGI Global. https://doi.org/10.4018/978-1-4666-5872-1.ch007

Chicago

Norris, Sharon E. "Transformative Curriculum Design and Program Development: Creating Effective Adult Learning by Leveraging Psychological Capital and Self-Directedness through the Exercise of Human Agency." In Andragogical and Pedagogical Methods for Curriculum and Program Development, edited by Viktor Wang and Valerie C. Bryan, 118-141. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5872-1.ch007

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Abstract

The objective of this chapter is to introduce improvisational self-directed learning as a transformative approach to developing effective adult learning. Improvisational self-directed learning is a method that encourages individuals to leverage their psychological capital and self-directedness through the exercise of human agency. It is common practice to focus on content-related learning objectives while designing educational curriculum and programs. Less routine is a simultaneous focus on the psychological state, human agency, and self-directedness of those involved in the entire process. The type of transformative learning communities necessary for effective 21st century adult education require ongoing faculty and student development. This chapter provides a theoretical framework based on human agency, psychological capital, improvisational behavior, and adult learning. The use of improvisation is presented as a technique for leveraging psychological capital, human agency, and self-directedness to create thriving 21st century learning communities.

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