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Webinar Series
A Deep Dive into "Transition from Pedagogy to Andragogy"
Join us for a special four-part webinar series showcasing international contributors to the edited volume Transition from Pedagogy to Andragogy: An International Perspective, edited by Dr. Leslie Cordie.
Presenters
Dr. Shermaine Barrett, University of Technology, Jamaica
SESSION 1: Chapter 5 – 21st Century Learning Powered by Problem-Based/Project-Based Learning: A Caribbean Perspective.
Date: March 5, 2026 | 12:30-1:00 PM CT
Chapter Focus: Problem-Based and Project-Based Learning in Jamaican Higher Education
In this session, Dr. Shermaine Barrett presents her chapter examining the Jamaican higher education system through the lens of problem-based and project-based learning (PBL). She explores how PBL supports the development of both technical and transferable skills essential for today’s workforce. Drawing on examples from fashion presentation, business management, and restaurant management programs, Dr. Barrett discusses the theoretical foundations, benefits, and practical implementation of PBL in professional education. The session concludes with reflections on the role of higher education in fostering lifelong learning and preparing graduates to navigate the complexities of contemporary work environments.
Dr. Julia Denholm, Simon Fraser University, Canada
SESSION 2: Chapter 8 – An Overview of Higher Education Transitions: Narratives From Canada.
Date: March 12, 2026 | 12:30-1:00 PM CT
Chapter Focus: Higher Education Transitions and Access in Canada
In this session, drawing on three case studies, Dr. Julia Denholm will provide a comprehensive overview of Canada's public post-secondary system. She will explain how the system has evolved and expanded to offer a wide range of programs that cater to various educational backgrounds and learner aspirations. Canada's diverse populations and geographical challenges have led to a higher education system that responds to linguistic, demographic, and locational needs, resulting, Denholm argues, in Canada's high overall educational attainment.
Dr. Jan Schiller, Helmut-Schmidt-University / University of the Federal Armed Forces, Hamburg, Germany
SESSION 3: Chapter 7 – Digitalization and Higher Education in Germany: Promotion of Transformative Digital Competences
Date: March 19, 2026 | 12:30-1:00 PM CT
Chapter Focus: Digitalization and Transformative Digital Competencies in Higher Education
In this session, Dr. Jan Schiller presents his chapter, co-authored with Lisa Breitschwerdt and Therese Rosemann, which addresses the growing need to embed digital competencies within German higher education curricula. He examines the gap between strategic digitalization goals and their practical implementation in teaching and learning. Drawing on examples from the DigiTaKS* research project, Dr. Schiller illustrates how higher education institutions can foster transformative digital competencies and support students’ development as lifelong learners in an increasingly digitalized society.
Dr. Colette February, University of the Western Cape, South Africa
SESSION 4: Chapter 9: Authenticating Lifelong Learning in a South African Higher Education setting: An Educator’s Perspective on Andragogy
Date: March 26, 2026 | 12:30-1:00 PM CT
Chapter Focus: Authenticating Lifelong Learning in South African Higher Education
In this session, Dr. Colette February presents her chapter grounded in her experiences as a university lecturer in South Africa. She emphasizes the importance of positioning lifelong learning as a core function of university education in order to better serve both traditional and nontraditional students. Dr. February explores how integrating lifelong learning into institutional practices can address diverse learner needs and promote more inclusive educational environments. The session also examines how reconceptualizing lifelong learning through both pedagogical and andragogical lenses can lead to more flexible, meaningful, and effective teaching and learning arrangements.