Thousands of years ago storytelling was available primarily in one format, the oral word passed down from generation to generation in order to communicate wisdom. Each of us represents the intersection of many generational stories blending fact and fiction. In the context of a continual search for ways to define, secure, and shape our existence, it is vital to expand the understanding of the evolving forms and applications of storytelling so societies can continue in the tradition of using stories to define, preserve, and shape society (Benjamin, 2006; Sax, 2006). This chapter looks at how technology impacts the practice of storytelling and how it affects not only the relationship with storytelling, the concept of the story itself, but also the practice of collaborative storytelling through the power of technology.

Stories provoke learning, promote discovery, encourage exploration, fuel re-imagination, and help in subsequent learning. Storytelling is much more than just a strategy that engages or connects students to their learning; it helps evoke emotions and stimulate the intellect. Tools of transformative pedagogy cultivate the development for critical reflection and create a classroom experience that is particularly enriching and potentially, long term. The belief that storytelling is a necessary and beneficial art of our times has sparked a renaissance of transformative learning, which has room in the scholarship for fire-birds and microchips. This chapter explores transformative learning and the power of storytelling.

Technology plays a vital role in the field of e-Learning in adult education curriculum. The intent for this chapter is to explore the implications for e-Learning in hopes to stimulate attention as it relates to the acquisition of knowledge and inferences for higher education practitioners and program designers in terms of the contexts of students, embedded technology, and faculty. Conquering the challenges facing technology implications in any educational system is vital and ideally this chapter offers a means of collective literature to increase the quite extensive and potentially overwhelming components of effective curriculum programs within the field of adult education, using embedded technology. This chapter highlights briefly some of the concepts and identifies simple and applicable suggestions for increasing effectiveness of embedded technology into higher education curriculum and adult education teaching.

Transformation is how adults make meaning from and interpret experiences. Transformation know-how is an important attribute to demonstrate while leading. This paper examines the transformational ability of leaders. It is generally perceived that since leaders have similar leadership skills, the perception of how they transform their organizations into learning organizations would be uniform. Expectations directly influence meaning and how the perspective changes to accommodate the new experience. This could be attributed to factors like a leader’s educational background, experience in a complex organization, or exposure to successful change efforts. This study attributes specific leadership experiences and perceptions toward the ability to transform an organization. Critical success factors are sound awareness of transformation, the courage to engage in a disoriented dilemma, to accept the knowledge that a perspective requires new understandings of those who lead at all levels within the organization, and the ability to articulate the strategic direction and gain the motivation and engagement from all stakeholders. Four leadership skills are found in the literature that acknowledges transformational leaders have similar skills and perceptions on transforming a traditional organization into a learning organization: a) sense of urgency, b) envision a new vision, c) catalyst for a cultural shift, and d) strategic thinking.

The future of higher educational institutions is in need of innovators, creative thinkers, problem solvers, and people who can envision transcending across disciplines into a transdiciplinarity environment that by its nature requires institutions of learning to identify the challenges that affect humanity and investigate and implement solutions throughout the life of those challenges, working continuously to iteratively improve upon yesterday's solutions. Allowing the coexistence of old and new, being able to deal with change and disorder while explaining persistence and order requires practices that connect contextually things, people, and events that are distant and only partially congruent. Transdisciplinarity as a construct or framework can guide institutions of higher learning to break from outdated models and structures to form new ways of being that are fluid, heuristic, and holistic. Transperformative education can serve as a model to operationalize transdisciplinarity at the curricula, instructional, operational, and strategic level.