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Adult Education and Adult Learning Processes with ICT

Adult Education and Adult Learning Processes with ICT

Y. Inoue
Copyright: © 2009 |Pages: 7
ISBN13: 9781599048451|ISBN10: 1599048450|EISBN13: 9781599048468
DOI: 10.4018/978-1-59904-845-1.ch003
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MLA

Inoue, Y. "Adult Education and Adult Learning Processes with ICT." Encyclopedia of Information Communication Technology, edited by Antonio Cartelli and Marco Palma, IGI Global, 2009, pp. 14-20. https://doi.org/10.4018/978-1-59904-845-1.ch003

APA

Inoue, Y. (2009). Adult Education and Adult Learning Processes with ICT. In A. Cartelli & M. Palma (Eds.), Encyclopedia of Information Communication Technology (pp. 14-20). IGI Global. https://doi.org/10.4018/978-1-59904-845-1.ch003

Chicago

Inoue, Y. "Adult Education and Adult Learning Processes with ICT." In Encyclopedia of Information Communication Technology, edited by Antonio Cartelli and Marco Palma, 14-20. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-845-1.ch003

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Abstract

Cognitive walkthrough (CWT) is a usability inspection method which allows users to learn a system by using it to achieve tasks rather than studying a manual or documentation. It starts with a task analysis that specifies the sequence of steps required by the users to complete a task, and the system responses to those actions. The users then walkthrough the steps as a group and questioning themselves at each step. Data and information are gathered during the CWT and potential problems are identified. However, problems rose if the CWT and user based evaluation were being conducted in the mobile context environment. It became clear that static lab is not ideal for the CWT to be carried Brookfield (1995) has identified four areas as representing unique and exclusive adult learning processes: (1) self-directed learning (which focuses on the process by which adults take control of their own learning—in particular, how they set their own learning goals); (2) critical reflection (which is the idea of the decade for many adult educators who have long been searching for a form and process of learning that could be claimed to be distinctively adult); (3) experiential learning (which is based on the notion that “experience” is the adult’s continuing process of evaluating experiences); and (4) learning to learn (which is the ability of adults to learn how to learn to become skilled at learning in a range of different situations). Brookfield has further noted that one of the trends in the study of adult learning that emerged during the 1990’s, and that promises to exercise influences into the 21st century, might be the ways in which adults learn within the systems of education (distance education, computer assisted instruction, and open learning systems, for instance) that are linked to technological advances.

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