Chapter ThreeContext Drives Design

In the last two chapters we looked at the way your identity and history as an educator and the learning careers of participants affect the learning process. In this chapter I turn to the context in which learning and teaching occur. Context is not just a container for the education process—it is a powerful influence on the design of education. As Cervero and Wilson (1994) put it, “because education is a practical art, program planners are judged by how well they deal with concrete planning situations in which they have a specific group of learners (not the generic adult learner), a specific organizational context, and limited resources of money and time” (p. 19).

The first section of this chapter looks at ...

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