PIDP 3240
PIDP 3240 Journal 3
Abstract. This journal is based upon my impressions and preliminary thoughts after reading chapters nine to eleven, inclusive, of the book Teaching Naked (Bowen, 2012). This book is used as the main teaching text for the Vancouver Community College (VCC) online Course PIDP 3240 Media Enhanced Learning, in my case, led and facilitated by instructor, Brian Cassell of VCC.
The statement that I reflected on for this third journal assignment is, “Being collaborative and seeing the larger picture has generally not been rewarded, so we are unlikely to be convinced that anything suggested by administrators is in the best interests of the institution.” (Bowen, 2012).
Objective. The above statement that”… Being collaborative and seeing the larger picture has generally not been rewarded …” is a cynical Bowen generalization that can at best be considered a negative personal opinion. Bowen’s further comment that “…we are unlikely to be convinced that anything suggested by administrators is in the best interests of the institution…” is a baseless accusation and downright defamatory comment against administrators. In my opinion, the comment is generally not accurate, not verifiable and does not present the reader with unbiased useful information that supports learning.
Is it true that being collaborative and seeing the larger picture has generally not been rewarded? What is meant by rewarded? Does personal satisfaction count for anything or is it only external validation that constitutes a reward from Bowen’s perspective? How it is that mankind continues to learn so much and succeeding generations are able to build and expand upon the discoveries of the previous generation?
The fact that my smartphone exists and my aggressive cancer was stopped cold in January this year are just two examples of humanity collaborating and seeing the larger picture for the good of society. Is that not a key part of what education is all about?
When Bowen states that “…we are unlikely to be convinced of anything….. who is he speaking for in using the pronoun ‘we’? One can assume that Bowen is speaking about educators, but does it really serve any beneficial purpose to pit educators against administrators?
Perhaps, to speculate, Bowen’s underlying cynicism regarding collaboration and seeing the larger picture is part of Bowen’s personal perceived challenges as a dean. If Bowen is an advanced educator, that can inspire critical thinking culminating in transformative learning, then why not use those same skills to transform the administrators and help them see the big picture if they are lacking in that regard?
Reflective. To Bowen’s credit I have been compelled to learn a great deal by reading his book, Teaching Naked. Ironically, I learned more because I found the book to be far too wordy and it ruffled my current beliefs in places. At times, I perceived that Bowen is very opinionated and arrogant and some of his wild claims infuriated me. Perhaps that was Bowen’s intention as he knows that learning is enhances when we are emotionally engaged (Saygayadevan, Jeyaraj, 2012).
On the other hand, some suggestions in the book are brilliant and insightful such as using technology in a far more integrated and effective way. With the advent of the cloud computing concept where the applications and information are stored and accessible from the internet rather than on the device why does one need multiple devices (Beal, 2016)? Do we still need the redundancy of a large personal computer and a laptop and a tablet and a smartphone? It is clearly advantageous to always have up-to-date software that is readily compatible across multiple computing platforms
I certainly don’t agree with all of the claims that Bowen makes. I don’t necessarily think that the tablet-of-choice should be an IPad. In fact, I think that the closed system that Steve Jobs promoted for Apple products was self-serving from a corporate perspective and more in the interests of Apple than humanity. And recently, Microsoft after generously donating to the world an amazing free platform in Window’s 10 which now will charge every business and institution using Windows 10 an ongoing monthly licensing fee. Like a free drug, and the addiction is now almost irreversible
Bowen’s inconsistent use of terminology was occasionally annoying to me For example, he states that there is a lot of knowledge out there. I flatly disagree. What is actually available, in almost infinite amounts, is information and the opportunity to learn and construct knowledge. When I learn new information, I turn some of that information into personal knowledge.
In some instances I considered some of Bowen’s wild notions and fantasies as fun brainstorming but little more. Certainly, there is a lot of truth in the book, and some brilliant suggestions, so I was forced to read and think about what was being said. It is my opinion that the information in Teaching Naked has to be filtered, sorted and processed, not just accepted. Perhaps that is Bowen’s intention as his occasional controversial claims stimulate critical thinking which helped me to learn.
Interestingly, I found myself doing a lot more online searching to prove to myself that my intuition might be right and Bowen is perhaps a biased cynic. Perhaps I was irritated by Bowen’s writing style because I too can be very opinionated and at the same time I am very visionary. Perhaps I read too many James Michener novels in my youth making me think that too many words, is okay. Ironically, in this course, I will be learning how to express information with no written words, in a Pecha Kucha format, namely, 20 slides at 20 seconds (PechaKucha.org 2016).
I chuckled when I learned the term epistemology for the first time. How appropriate! For those who don’t already know, “Epistemology studies the nature of knowledge, the rationality of belief, and justification” (Wikipedia, 2016) Yes, upon reflection, I was being forced by Bowen to think about information in the context of truth, belief, justification, skepticism.
My resistance, based upon my perception that Bowen in his book Teaching Naked is overly bashing traditional educational methodology is simple and explainable. My formal education years were the best time of my life. I loved gathering with my friends and peers in the classroom setting, I love learning, I love partying and having good company, I love travelling.
As I reflect back, I now would have preferred that I hadn’t been so shy when I went through my university years. I guess having far fewer dates, and studying more than some of my peers, helped me keep my GPA high. All in all, I really learned well, and I loved my higher education, all 8 years of it. So what is the big problem that Bowen is going on about? I didn’t care if the instructor used an overhead or a PowerPoint, or even a chalk board, as long as I saw the information and could hear and understand the instructor.
Perhaps too many surveys can be misinterpreted and miss-used. Do modern students really have it that bad when it comes to the opportunity to learn? Is there an implication that previous generations haven’t been able to learn with the advent of so many new technological breakthroughs?
In my opinion, too many false assumptions exist. Are all teachers dedicated and passionate about what a student learns? Is it possible that, for some, it is just a good secure prestigious job to be a teacher, with a decent pay cheque and lots of vacation entitlement each year?
And with respect to students…..who presumes that all students want to learn every course. Sorry to disappoint but my quest for knowledge is personal. Like most students, I just want decent grades in the courses I have to take, so that I can earn my credentials and put the program behind me. I am an adult with a job and family and bills to pay. I admit the concepts of Andragogy are accurate and applicable. I need information that is relevant, applicable and beneficial in my life, and something that I can use now (Smith, 2002).
If you survey the general population about whether they have enough money or whether they think that religion is important you will get a variety of opinions and responses, but is it really necessary to declare a state of emergency and declare the need for urgent transformation? Society in general is constantly transforming and adapting, whether we like it or not. We cannot force transformation in a specified direction. Transformation occurs over time in response to numerous mega factors including culture, economic and geopolitical considerations, and of course, new information and opportunities.
When I reflect on my learning journey in university, I loved the awesome instructors that were so passionate and engaging and really knew their subject. I also love the modern new amazing ways to get information any time and always be connected. What an amazing time to be alive! So exciting! Why would I think that formal education needs a radical overhaul? Tweaking, certainly!
Through advanced education, I learned an immense amount of information and also how to find new information. I was in classrooms with computers and without. I learned how to learn. I gained knowledge that empowers me to have a sense of understanding of my existence and purpose in life, and I became the successful contributing human being that I consider myself to be. In my graduating ceremonies for my doctorate, the graduating class was presented with the well-used cliché, that up to half of what we learned was obsolete, and unfortunately, the institution couldn’t tell us which half. It was true!
Most of us know that the information that we learn in school will disappear if we don’t get to use and apply it. For example, I took advanced calculus and I have never had to perform a single integration calculation in the past 30 years. I learned and still understand the concept of integration and how it is applicable and I know that I can now use an app or software to calculate the results that I may I want or rare occasion. But, I remember nothing about how to do the integration. The old adage use it or lose it certainly applies.
Because some of the contents of the book made me angry at times I was forced to read and listen to multiple online sources and think more to broaden my analysis and understanding. Upon reflection of my learning experience, I find this flipped classroom, online learning method to be far more work and more time consuming than traditional learning was for me.
I no longer have the luxury of having a knowledgeable expert filter my information sources for me. It was very convenient being told what were the reliable sources of information and what few books should be read. Now, I must think about 10 or 20 different sources of information and use my own critical thinking and analysis to decide what information is valid and reliable to learn form.
Interpretive. Learning is not just about information or the way that the information is conveyed to the human brain. Boyd (2015) discusses neuroplasticity and looks at what actually happens within the human brain when learning occurs. Boyd reports that initial learning involves a temporary chemical boost within our brain. Longer term learning involves functional alterations within our brain, and longer term learning actually results in structural and anatomical changes in our brain.
My interpretation from reading chapters 9 to 11 and thinking about Bowen’s message is that educators need to reassess what we are teaching and how we are teaching it. Education as a business must adapt to remain financially viable.
We must not think of education as a process of pushing out content, but rather giving learners the opportunity to learn how to critically think and understand the content. The content may change, but the ability to critically think is ongoing. In the naked classroom the concept is to create a safe environment which supports, thinking, dialogue, learner engagement and even safety in being wrong or failing initially before ultimately developing new knowledge. My interpretation is that Bowen is proposing that the learner can gather information from anywhere and then bring their initial understanding to a naked classroom in which they can connect with learned educator to learn from and attach meaning to the information that they are considering.
We now have many technological aids to help us connect and interconnect with our students. However, in the spirit of the classroom without technology, (the naked classroom) those technological aids should not be a replacement for or in competition with the true educator. I don’t prefer to call the instructors naked but let’s say the evidence supports the learning benefit associated with instructors who are available, caring supportive, flexible facilitators of the learning process Bain (2004).
Decisional. I have decided to take steps to allow more opportunities for discussion, group activities and critical thinking in the classroom. I am already strong proponent of active learning methodologies but I will place more of an emphasis in the classroom on understanding and thinking rather than content focus.
I intend to make some of my lesson plans more focused on concept rather than content. I will use learning strategies that include more self-directed online content retrieval and utilize group analysis and discussion by students. I will make the effort to break up the content retrieval process into various projects so that everyone is searching for different but related material that can be discussed in class.
I will use more of a blended learning approach to empower learners to be able to learn from multiple modes of information access.
With so much information available and the accelerated rate of information generation and change I will adapt and work with this reality. I will experiment with having some classes in which I encourage learners to use their tablet, phone or laptop in class in real time as we search, retrieve and discuss information. This would be the fully dressed approach, as opposed to naked! We can discuss what to search for and why it might be relevant and then as a group discuss and think critically about the information.
Because more self-directed learning may present challenges for some I will use social media platforms to be more connected and available to students that may have questions during reasonable specified after-class hours.
References
Beal, V. (2016). Cloud computing (the cloud), Retrieved from:
http://www.webopedia.com/TERM/C/cloud_computing.html
Bowen, J. (2012). Teaching naked
Boyd, L. (2015). After watching this, your brain will not be the same Retrieved from:
https://www.youtube.com/watch?v=LNHBMFCzznE
Epistemology, (2016). Wikipedia, Retrieved from
https://en.wikipedia.org/wiki/Epistemology
Sagayadevan, V., Jeyaraj, S. (2012). Journal of the Scholarship of Teaching and Learning: The
Role of Emotional Engagement in Lecturer-Student Interaction and the Impact on
Academic Outcomes of Student Achievement and Learning, Retrieved from:
http://josotl.indiana.edu/article/view/2152
Pecha Kucha (2016). Retrieved from: http://www.pechakucha.org/
Smith, M. K. (2002) ‘Malcolm Knowles, informal adult education, self-direction and
andragogy’, the encyclopedia of informal education, Retrieved from:
www.infed.org/thinkers/et-knowl.htm.
The statement that I reflected on for this third journal assignment is, “Being collaborative and seeing the larger picture has generally not been rewarded, so we are unlikely to be convinced that anything suggested by administrators is in the best interests of the institution.” (Bowen, 2012).
Objective. The above statement that”… Being collaborative and seeing the larger picture has generally not been rewarded …” is a cynical Bowen generalization that can at best be considered a negative personal opinion. Bowen’s further comment that “…we are unlikely to be convinced that anything suggested by administrators is in the best interests of the institution…” is a baseless accusation and downright defamatory comment against administrators. In my opinion, the comment is generally not accurate, not verifiable and does not present the reader with unbiased useful information that supports learning.
Is it true that being collaborative and seeing the larger picture has generally not been rewarded? What is meant by rewarded? Does personal satisfaction count for anything or is it only external validation that constitutes a reward from Bowen’s perspective? How it is that mankind continues to learn so much and succeeding generations are able to build and expand upon the discoveries of the previous generation?
The fact that my smartphone exists and my aggressive cancer was stopped cold in January this year are just two examples of humanity collaborating and seeing the larger picture for the good of society. Is that not a key part of what education is all about?
When Bowen states that “…we are unlikely to be convinced of anything….. who is he speaking for in using the pronoun ‘we’? One can assume that Bowen is speaking about educators, but does it really serve any beneficial purpose to pit educators against administrators?
Perhaps, to speculate, Bowen’s underlying cynicism regarding collaboration and seeing the larger picture is part of Bowen’s personal perceived challenges as a dean. If Bowen is an advanced educator, that can inspire critical thinking culminating in transformative learning, then why not use those same skills to transform the administrators and help them see the big picture if they are lacking in that regard?
Reflective. To Bowen’s credit I have been compelled to learn a great deal by reading his book, Teaching Naked. Ironically, I learned more because I found the book to be far too wordy and it ruffled my current beliefs in places. At times, I perceived that Bowen is very opinionated and arrogant and some of his wild claims infuriated me. Perhaps that was Bowen’s intention as he knows that learning is enhances when we are emotionally engaged (Saygayadevan, Jeyaraj, 2012).
On the other hand, some suggestions in the book are brilliant and insightful such as using technology in a far more integrated and effective way. With the advent of the cloud computing concept where the applications and information are stored and accessible from the internet rather than on the device why does one need multiple devices (Beal, 2016)? Do we still need the redundancy of a large personal computer and a laptop and a tablet and a smartphone? It is clearly advantageous to always have up-to-date software that is readily compatible across multiple computing platforms
I certainly don’t agree with all of the claims that Bowen makes. I don’t necessarily think that the tablet-of-choice should be an IPad. In fact, I think that the closed system that Steve Jobs promoted for Apple products was self-serving from a corporate perspective and more in the interests of Apple than humanity. And recently, Microsoft after generously donating to the world an amazing free platform in Window’s 10 which now will charge every business and institution using Windows 10 an ongoing monthly licensing fee. Like a free drug, and the addiction is now almost irreversible
Bowen’s inconsistent use of terminology was occasionally annoying to me For example, he states that there is a lot of knowledge out there. I flatly disagree. What is actually available, in almost infinite amounts, is information and the opportunity to learn and construct knowledge. When I learn new information, I turn some of that information into personal knowledge.
In some instances I considered some of Bowen’s wild notions and fantasies as fun brainstorming but little more. Certainly, there is a lot of truth in the book, and some brilliant suggestions, so I was forced to read and think about what was being said. It is my opinion that the information in Teaching Naked has to be filtered, sorted and processed, not just accepted. Perhaps that is Bowen’s intention as his occasional controversial claims stimulate critical thinking which helped me to learn.
Interestingly, I found myself doing a lot more online searching to prove to myself that my intuition might be right and Bowen is perhaps a biased cynic. Perhaps I was irritated by Bowen’s writing style because I too can be very opinionated and at the same time I am very visionary. Perhaps I read too many James Michener novels in my youth making me think that too many words, is okay. Ironically, in this course, I will be learning how to express information with no written words, in a Pecha Kucha format, namely, 20 slides at 20 seconds (PechaKucha.org 2016).
I chuckled when I learned the term epistemology for the first time. How appropriate! For those who don’t already know, “Epistemology studies the nature of knowledge, the rationality of belief, and justification” (Wikipedia, 2016) Yes, upon reflection, I was being forced by Bowen to think about information in the context of truth, belief, justification, skepticism.
My resistance, based upon my perception that Bowen in his book Teaching Naked is overly bashing traditional educational methodology is simple and explainable. My formal education years were the best time of my life. I loved gathering with my friends and peers in the classroom setting, I love learning, I love partying and having good company, I love travelling.
As I reflect back, I now would have preferred that I hadn’t been so shy when I went through my university years. I guess having far fewer dates, and studying more than some of my peers, helped me keep my GPA high. All in all, I really learned well, and I loved my higher education, all 8 years of it. So what is the big problem that Bowen is going on about? I didn’t care if the instructor used an overhead or a PowerPoint, or even a chalk board, as long as I saw the information and could hear and understand the instructor.
Perhaps too many surveys can be misinterpreted and miss-used. Do modern students really have it that bad when it comes to the opportunity to learn? Is there an implication that previous generations haven’t been able to learn with the advent of so many new technological breakthroughs?
In my opinion, too many false assumptions exist. Are all teachers dedicated and passionate about what a student learns? Is it possible that, for some, it is just a good secure prestigious job to be a teacher, with a decent pay cheque and lots of vacation entitlement each year?
And with respect to students…..who presumes that all students want to learn every course. Sorry to disappoint but my quest for knowledge is personal. Like most students, I just want decent grades in the courses I have to take, so that I can earn my credentials and put the program behind me. I am an adult with a job and family and bills to pay. I admit the concepts of Andragogy are accurate and applicable. I need information that is relevant, applicable and beneficial in my life, and something that I can use now (Smith, 2002).
If you survey the general population about whether they have enough money or whether they think that religion is important you will get a variety of opinions and responses, but is it really necessary to declare a state of emergency and declare the need for urgent transformation? Society in general is constantly transforming and adapting, whether we like it or not. We cannot force transformation in a specified direction. Transformation occurs over time in response to numerous mega factors including culture, economic and geopolitical considerations, and of course, new information and opportunities.
When I reflect on my learning journey in university, I loved the awesome instructors that were so passionate and engaging and really knew their subject. I also love the modern new amazing ways to get information any time and always be connected. What an amazing time to be alive! So exciting! Why would I think that formal education needs a radical overhaul? Tweaking, certainly!
Through advanced education, I learned an immense amount of information and also how to find new information. I was in classrooms with computers and without. I learned how to learn. I gained knowledge that empowers me to have a sense of understanding of my existence and purpose in life, and I became the successful contributing human being that I consider myself to be. In my graduating ceremonies for my doctorate, the graduating class was presented with the well-used cliché, that up to half of what we learned was obsolete, and unfortunately, the institution couldn’t tell us which half. It was true!
Most of us know that the information that we learn in school will disappear if we don’t get to use and apply it. For example, I took advanced calculus and I have never had to perform a single integration calculation in the past 30 years. I learned and still understand the concept of integration and how it is applicable and I know that I can now use an app or software to calculate the results that I may I want or rare occasion. But, I remember nothing about how to do the integration. The old adage use it or lose it certainly applies.
Because some of the contents of the book made me angry at times I was forced to read and listen to multiple online sources and think more to broaden my analysis and understanding. Upon reflection of my learning experience, I find this flipped classroom, online learning method to be far more work and more time consuming than traditional learning was for me.
I no longer have the luxury of having a knowledgeable expert filter my information sources for me. It was very convenient being told what were the reliable sources of information and what few books should be read. Now, I must think about 10 or 20 different sources of information and use my own critical thinking and analysis to decide what information is valid and reliable to learn form.
Interpretive. Learning is not just about information or the way that the information is conveyed to the human brain. Boyd (2015) discusses neuroplasticity and looks at what actually happens within the human brain when learning occurs. Boyd reports that initial learning involves a temporary chemical boost within our brain. Longer term learning involves functional alterations within our brain, and longer term learning actually results in structural and anatomical changes in our brain.
My interpretation from reading chapters 9 to 11 and thinking about Bowen’s message is that educators need to reassess what we are teaching and how we are teaching it. Education as a business must adapt to remain financially viable.
We must not think of education as a process of pushing out content, but rather giving learners the opportunity to learn how to critically think and understand the content. The content may change, but the ability to critically think is ongoing. In the naked classroom the concept is to create a safe environment which supports, thinking, dialogue, learner engagement and even safety in being wrong or failing initially before ultimately developing new knowledge. My interpretation is that Bowen is proposing that the learner can gather information from anywhere and then bring their initial understanding to a naked classroom in which they can connect with learned educator to learn from and attach meaning to the information that they are considering.
We now have many technological aids to help us connect and interconnect with our students. However, in the spirit of the classroom without technology, (the naked classroom) those technological aids should not be a replacement for or in competition with the true educator. I don’t prefer to call the instructors naked but let’s say the evidence supports the learning benefit associated with instructors who are available, caring supportive, flexible facilitators of the learning process Bain (2004).
Decisional. I have decided to take steps to allow more opportunities for discussion, group activities and critical thinking in the classroom. I am already strong proponent of active learning methodologies but I will place more of an emphasis in the classroom on understanding and thinking rather than content focus.
I intend to make some of my lesson plans more focused on concept rather than content. I will use learning strategies that include more self-directed online content retrieval and utilize group analysis and discussion by students. I will make the effort to break up the content retrieval process into various projects so that everyone is searching for different but related material that can be discussed in class.
I will use more of a blended learning approach to empower learners to be able to learn from multiple modes of information access.
With so much information available and the accelerated rate of information generation and change I will adapt and work with this reality. I will experiment with having some classes in which I encourage learners to use their tablet, phone or laptop in class in real time as we search, retrieve and discuss information. This would be the fully dressed approach, as opposed to naked! We can discuss what to search for and why it might be relevant and then as a group discuss and think critically about the information.
Because more self-directed learning may present challenges for some I will use social media platforms to be more connected and available to students that may have questions during reasonable specified after-class hours.
References
Beal, V. (2016). Cloud computing (the cloud), Retrieved from:
http://www.webopedia.com/TERM/C/cloud_computing.html
Bowen, J. (2012). Teaching naked
Boyd, L. (2015). After watching this, your brain will not be the same Retrieved from:
https://www.youtube.com/watch?v=LNHBMFCzznE
Epistemology, (2016). Wikipedia, Retrieved from
https://en.wikipedia.org/wiki/Epistemology
Sagayadevan, V., Jeyaraj, S. (2012). Journal of the Scholarship of Teaching and Learning: The
Role of Emotional Engagement in Lecturer-Student Interaction and the Impact on
Academic Outcomes of Student Achievement and Learning, Retrieved from:
http://josotl.indiana.edu/article/view/2152
Pecha Kucha (2016). Retrieved from: http://www.pechakucha.org/
Smith, M. K. (2002) ‘Malcolm Knowles, informal adult education, self-direction and
andragogy’, the encyclopedia of informal education, Retrieved from:
www.infed.org/thinkers/et-knowl.htm.
PIDP 3240 Journal 2
Abstract. This journal is based upon my impressions and preliminary thoughts after reading chapters four to eight, inclusive, of the book Teaching Naked (Bowen, 2012). This book is used as the main teaching text for the Vancouver Community College (VCC) online Course PIDP 3240 Media Enhanced Learning, in my case, led and facilitated by instructor, Brian Cassell of VCC.
The statement that I reflected on for this second journal assignment is, “Thus it is easier to teach change after failure than after success, so we need more planned failure in the college experience” (Bowen, 2012).
Objective. The above statement that”…we need more planned failure…” is another provocative Bowen generalization that lacks context and should not be accepted without significant contemplation and reflection. When contemplating terms such as success and failure without specific definition, it is readily apparent that the terms are subjective, and relative at best, and do not provide clarity or specifics regarding the meaning or extent of the planned failure that is allegedly needed?
When stating that it is easier to teach change, does an educator actually teach change? I would suggest that the learners’ change in thinking and perspective is a potential outcome of learning and critical thinking and the assigning new meaning and relevance to information while developing the knowledge and understanding.
Fakoya (2014) studied task failure patterns in accounting students and concluded that the more that the students failed, the more likely they were to fail in future. In a similar way, Cherry (2016) claimed that some students who performed poorly at a task quickly learned to believe that nothing they can do will improve their performance. This learned sense of inability or having no control was originally described as ‘learned helplessness’ by Seligman (1967).
Cherry, (2016) further claims that the learned helplessness often persists and can be later be associated with, or exacerbate, psychological disorders including anxiety, shyness, loneliness, phobias and depression.
Later in this journal I will present the evidence that supports the fact that Bowen didn’t really mean that there is a need to plan for more student failure. On the contrary, Bowen provides quotes claiming that the best teachers will provide their students more freedom in their learning to be able to take more learning and thinking risks in a “…supportive environment in which failure is tolerated…” Bain (2004).
Reflective. If a key objective of learning is developing the ability to think critically so that the learner can create knowledge and thus have an ability to change, and change is easier after failure, then why not design every lesson so that it ends in failure. The answer to that question is straight forward. Failure is stressful and stress inhibits learning Bain (2004).
It is difficult to argue the point that failure and powerful negative perceived experiences in life, including pain, shame, humiliation, betrayal, and so on, have a very significant impact on learning, especially in younger formative years. These perceived failures indeed cause learned changes but these types of learned changes are not necessarily healthy or beneficial.
After some significant or recurring failures, it can take years of having positive life experiences, and formal learning or even counseling to un-learn negative experiences that were internalized from early failures, in order to rebuild trust, hope, optimism, confidence, self-esteem and so on.
For a college professor to say there is a need to plan more failure was initially disturbing to me and made me think that it is a very good thing that the concept of the flipped classroom has been developed. What a relief that students can learn from each other and from positive life experiences, other people, and from the infinite amount of information on the web. Perhaps it is beneficial to spend very little time with someone that proposes more experiences of failure.
Upon further reflection, I realize that the experience of failure does have a place in enhancing learning. But the context in which a so called failure is safe to occur is critical. If I don’t know something or I get an answer wrong and I have an opportunity to learn, I will learn.
However, if I am wrong and that failure becomes a source of embarrassment, humiliation, discouragement, ridicule, and so on, and it is not a positive learning experience, I might not learn the information and in fact I may wish to block the whole matter from my mind.
From personal experience, I have discovered that getting an answer wrong in public usually only happens once for that particular piece of information. In the right context, in which it is not devastating to fail, a small failure certainly heightens my attention and significantly improves my learning ability. The familiar learning mantra of ‘trial and error’ implies that it is well accepted that we learn by getting things wrong and failing, and subsequently learning how to do something differently until we finally get it right.
When I reflect more on the topic, I have to agree that there are many instances in which it seems that it is quicker to learn and easier to remember what not to do when something results in failure. A practical example is the typical student process of practicing old multiple choice exams. I know firsthand that my only academic concern after doing practice exams was to look at the answers that I got wrong with the intent of knowing the ‘right’ answer. I also know from personal experience that the information that I retained from these low stakes failures was very substantial. I could often recognize the same multiple choice question months later on a final exam even though I had not tried to memorize anything during the practice exam review.
Interpretive. Planning for more student failure flies in the face of the teachings of classical learning theorists such as Vygotsky as described by Shabani (2010). Vygotsky in proposing the zone of proximal development, in which the optimal learning occurs when a task is within the grasp of the learner, with a little help from the instructor to succeed, is describing success based upon positive reinforcement rather than learning from failure.
The concept of academic failure and success has been well studied and the context for the success or failure is relative to the motivation and prior experience of the learner. Failure as a general term does not describe an experience that is identical for all learners. If a task is attempted that is certain to cause failure, such as a math problem that is too complex, some learners may develop an aversion to the task.
The prior experiences and motivation of the learner are critical in influencing how a learner responds to failure. A failure experience can go both ways. Some individuals facing a failure could conclude that they are not cut out for a demanding profession and drop out entirely. On the other hand, by way of example, if a student fails at a chemistry exam, and that failure is a threat to their professional aspirations to become a doctor, they may become far more motivated to do what is necessary to learn and succeed.
My overall interpretation after reviewing the topic of one’s ability to cope with success or failure, is that the matter is largely based upon personal factors and is far too complex and multifactorial for Bowen to simply generalize and conclude that more planned failure is needed.
The point is well taken, however, that the potential for learning exists from both positive and negative experiences and it is effective to challenge learners more but increase their emotional safety by lowering the stakes and reducing any adverse consequences for failure. This is best achieved by creating a supportive and tolerant learning environment (Bain 2004).
Decisional. Fortunately, upon reading further in the book, Teaching Naked, it became clear that the comment “…there is a need for more planned failure…” was presented without context and is in contradiction with further evidence provided in the text. I suspect that Bowen simply wanted to challenge the reader at that point to open up some questioning.
Reflecting and thinking about this topic has given me great educational insights that I can immediately and easily apply. Specifically I appreciated a number of key concepts from Bain (2004) regarding the characteristics of the best college professors.
I have decided that I will make much more effort to encourage and reward greater risk taking and unconventional thinking in the process of learning with my students. The concept of aiming for high standards while reducing the stakes for taking risks appeals to me in an educational context.
I will do more work with the class in the beginning when putting together class conduct agreements to create more of a supportive and tolerant learning environment. I will encourage more expression of thought rather than just seeking the ‘right’ content answer from the keen students.
I realize that I am to some degree forcing content awareness and regurgitation and not doing enough to promote understanding and critical thinking. The less keen students may be keen about something else, not in the lesson plan, that is worth thinking about and discussing within the class.
There are so many situations in which a seemingly ridiculous idea stimulates someone in the group to come up with a brilliant idea. I will endeavor to de-stigmatize the notion of failure in the learning process and consider it instead as a useful part of learning.
Every learning attempt, even those which seeming result in failure can present an opportunity to learn, grow, rethink and work together in the process of sharing and acquiring knowledge. As a practical example, the company 3M famously turned their failed attempt to produce a super adhesive product into the well-known and highly successful Post-it note product (Wikipedia 2016). I have decided to make more of an effort to view a lack of immediate correctness as a learning opportunity rather than a failure.
References
Bain, K. (2004). What the best college professors do. Retrieved from: http://people.vetmed.wsu.edu/jmgay/courses/documents/SynopsisWhatBestCollegeTeachersDo.pdf
Cherry, K. (2016). What is learned helplessness? Retrieved from:
https://www.verywell.com/what-is-learned-helplessness-2795326
Fakoya, M. (2014). Journal of Social Sciences. Failure modes and effects analysis of repeating
accounting students. Retrieved from: http://www.krepublishers.com/02-Journals/JSS/JSS-41-0-000-14-Web/JSS-41-1-14-Abst-PDF/JSS-41-1-037-14-1705-Fakoya-M-B/JSS-41-1-037-14-1705-Fakoya-M-B-Tx[5].pdf
Seligman, M. (1990). Learned helplessness. Retrieved from: http://polpsyca.netfirms.com/wp-content/uploads/2016/05/Martin_Seligman_-_Learned_Helplessness.pdf
Shabani K. (2010). Vygotsky’s zone of proximal development: Instructional implications and
teachers’ professional development. Retrieved from:
http://files.eric.ed.gov/fulltext/EJ1081990.pdf
Wikipedia, (2016) Post-it note. Retrieved from: https://en.wikipedia.org/wiki/Post-it_note
The statement that I reflected on for this second journal assignment is, “Thus it is easier to teach change after failure than after success, so we need more planned failure in the college experience” (Bowen, 2012).
Objective. The above statement that”…we need more planned failure…” is another provocative Bowen generalization that lacks context and should not be accepted without significant contemplation and reflection. When contemplating terms such as success and failure without specific definition, it is readily apparent that the terms are subjective, and relative at best, and do not provide clarity or specifics regarding the meaning or extent of the planned failure that is allegedly needed?
When stating that it is easier to teach change, does an educator actually teach change? I would suggest that the learners’ change in thinking and perspective is a potential outcome of learning and critical thinking and the assigning new meaning and relevance to information while developing the knowledge and understanding.
Fakoya (2014) studied task failure patterns in accounting students and concluded that the more that the students failed, the more likely they were to fail in future. In a similar way, Cherry (2016) claimed that some students who performed poorly at a task quickly learned to believe that nothing they can do will improve their performance. This learned sense of inability or having no control was originally described as ‘learned helplessness’ by Seligman (1967).
Cherry, (2016) further claims that the learned helplessness often persists and can be later be associated with, or exacerbate, psychological disorders including anxiety, shyness, loneliness, phobias and depression.
Later in this journal I will present the evidence that supports the fact that Bowen didn’t really mean that there is a need to plan for more student failure. On the contrary, Bowen provides quotes claiming that the best teachers will provide their students more freedom in their learning to be able to take more learning and thinking risks in a “…supportive environment in which failure is tolerated…” Bain (2004).
Reflective. If a key objective of learning is developing the ability to think critically so that the learner can create knowledge and thus have an ability to change, and change is easier after failure, then why not design every lesson so that it ends in failure. The answer to that question is straight forward. Failure is stressful and stress inhibits learning Bain (2004).
It is difficult to argue the point that failure and powerful negative perceived experiences in life, including pain, shame, humiliation, betrayal, and so on, have a very significant impact on learning, especially in younger formative years. These perceived failures indeed cause learned changes but these types of learned changes are not necessarily healthy or beneficial.
After some significant or recurring failures, it can take years of having positive life experiences, and formal learning or even counseling to un-learn negative experiences that were internalized from early failures, in order to rebuild trust, hope, optimism, confidence, self-esteem and so on.
For a college professor to say there is a need to plan more failure was initially disturbing to me and made me think that it is a very good thing that the concept of the flipped classroom has been developed. What a relief that students can learn from each other and from positive life experiences, other people, and from the infinite amount of information on the web. Perhaps it is beneficial to spend very little time with someone that proposes more experiences of failure.
Upon further reflection, I realize that the experience of failure does have a place in enhancing learning. But the context in which a so called failure is safe to occur is critical. If I don’t know something or I get an answer wrong and I have an opportunity to learn, I will learn.
However, if I am wrong and that failure becomes a source of embarrassment, humiliation, discouragement, ridicule, and so on, and it is not a positive learning experience, I might not learn the information and in fact I may wish to block the whole matter from my mind.
From personal experience, I have discovered that getting an answer wrong in public usually only happens once for that particular piece of information. In the right context, in which it is not devastating to fail, a small failure certainly heightens my attention and significantly improves my learning ability. The familiar learning mantra of ‘trial and error’ implies that it is well accepted that we learn by getting things wrong and failing, and subsequently learning how to do something differently until we finally get it right.
When I reflect more on the topic, I have to agree that there are many instances in which it seems that it is quicker to learn and easier to remember what not to do when something results in failure. A practical example is the typical student process of practicing old multiple choice exams. I know firsthand that my only academic concern after doing practice exams was to look at the answers that I got wrong with the intent of knowing the ‘right’ answer. I also know from personal experience that the information that I retained from these low stakes failures was very substantial. I could often recognize the same multiple choice question months later on a final exam even though I had not tried to memorize anything during the practice exam review.
Interpretive. Planning for more student failure flies in the face of the teachings of classical learning theorists such as Vygotsky as described by Shabani (2010). Vygotsky in proposing the zone of proximal development, in which the optimal learning occurs when a task is within the grasp of the learner, with a little help from the instructor to succeed, is describing success based upon positive reinforcement rather than learning from failure.
The concept of academic failure and success has been well studied and the context for the success or failure is relative to the motivation and prior experience of the learner. Failure as a general term does not describe an experience that is identical for all learners. If a task is attempted that is certain to cause failure, such as a math problem that is too complex, some learners may develop an aversion to the task.
The prior experiences and motivation of the learner are critical in influencing how a learner responds to failure. A failure experience can go both ways. Some individuals facing a failure could conclude that they are not cut out for a demanding profession and drop out entirely. On the other hand, by way of example, if a student fails at a chemistry exam, and that failure is a threat to their professional aspirations to become a doctor, they may become far more motivated to do what is necessary to learn and succeed.
My overall interpretation after reviewing the topic of one’s ability to cope with success or failure, is that the matter is largely based upon personal factors and is far too complex and multifactorial for Bowen to simply generalize and conclude that more planned failure is needed.
The point is well taken, however, that the potential for learning exists from both positive and negative experiences and it is effective to challenge learners more but increase their emotional safety by lowering the stakes and reducing any adverse consequences for failure. This is best achieved by creating a supportive and tolerant learning environment (Bain 2004).
Decisional. Fortunately, upon reading further in the book, Teaching Naked, it became clear that the comment “…there is a need for more planned failure…” was presented without context and is in contradiction with further evidence provided in the text. I suspect that Bowen simply wanted to challenge the reader at that point to open up some questioning.
Reflecting and thinking about this topic has given me great educational insights that I can immediately and easily apply. Specifically I appreciated a number of key concepts from Bain (2004) regarding the characteristics of the best college professors.
I have decided that I will make much more effort to encourage and reward greater risk taking and unconventional thinking in the process of learning with my students. The concept of aiming for high standards while reducing the stakes for taking risks appeals to me in an educational context.
I will do more work with the class in the beginning when putting together class conduct agreements to create more of a supportive and tolerant learning environment. I will encourage more expression of thought rather than just seeking the ‘right’ content answer from the keen students.
I realize that I am to some degree forcing content awareness and regurgitation and not doing enough to promote understanding and critical thinking. The less keen students may be keen about something else, not in the lesson plan, that is worth thinking about and discussing within the class.
There are so many situations in which a seemingly ridiculous idea stimulates someone in the group to come up with a brilliant idea. I will endeavor to de-stigmatize the notion of failure in the learning process and consider it instead as a useful part of learning.
Every learning attempt, even those which seeming result in failure can present an opportunity to learn, grow, rethink and work together in the process of sharing and acquiring knowledge. As a practical example, the company 3M famously turned their failed attempt to produce a super adhesive product into the well-known and highly successful Post-it note product (Wikipedia 2016). I have decided to make more of an effort to view a lack of immediate correctness as a learning opportunity rather than a failure.
References
Bain, K. (2004). What the best college professors do. Retrieved from: http://people.vetmed.wsu.edu/jmgay/courses/documents/SynopsisWhatBestCollegeTeachersDo.pdf
Cherry, K. (2016). What is learned helplessness? Retrieved from:
https://www.verywell.com/what-is-learned-helplessness-2795326
Fakoya, M. (2014). Journal of Social Sciences. Failure modes and effects analysis of repeating
accounting students. Retrieved from: http://www.krepublishers.com/02-Journals/JSS/JSS-41-0-000-14-Web/JSS-41-1-14-Abst-PDF/JSS-41-1-037-14-1705-Fakoya-M-B/JSS-41-1-037-14-1705-Fakoya-M-B-Tx[5].pdf
Seligman, M. (1990). Learned helplessness. Retrieved from: http://polpsyca.netfirms.com/wp-content/uploads/2016/05/Martin_Seligman_-_Learned_Helplessness.pdf
Shabani K. (2010). Vygotsky’s zone of proximal development: Instructional implications and
teachers’ professional development. Retrieved from:
http://files.eric.ed.gov/fulltext/EJ1081990.pdf
Wikipedia, (2016) Post-it note. Retrieved from: https://en.wikipedia.org/wiki/Post-it_note
PIDP 3240 Journal 1
Abstract
This journal is based upon my impressions and preliminary thoughts after reading the first three chapters of the book Teaching Naked (Bowen, 2012). This book is used as the main teaching text for the Vancouver Community College (VCC) online Course PIDP 3240 Media Enhanced Learning, which, in my case, is led and facilitated by instructor, Brian Cassell of VCC.
The statement that I reflected on for this first assignment is, "Games are ideal teachers, in part because they address different learning styles in sophisticated ways” (Bowen, 2012).
Objective. The above statement that games are ideal teachers could be generously described as very vague and ill-defined. Does an adult educator and teacher not address different learning styles in sophisticated ways for their diverse adult learners?
There is lack of consensus in the internet defining what an ideal teacher is, or even what a game is. The term ‘game’ is used to mean many different things; for example, game of chance, war game, fair game, head game, wild game, and board game and so on. Does the statement refer to a physical games such bowling or golf or is the statement implying that video games are the ideal teachers? For the purpose of this discussion I will consider games to include video games and online learning programs which could be considered like video games.
WebMD in a Video Game Addictions article states the following important point that also needs to be considered, “Compulsive video gaming is a modern-day psychological disorder that experts tell WebMD is becoming more and more popular.
Is it reasonable to suggest that games are the ideal teacher when it is possible that many purely recreational video games are not teaching learners what they need to know to thrive and grow in the real world? I don’t believe that many scholars would say that reactive adaptation is the same as critical thinking? The average American 21 year old will have played at least 10000 hours of games. (McGonigal, 2010, Prensky, 2010).
Does so much time spent playing mostly the same games over and over have any adverse effects? Bowen, (2012) states, “Our students, however, find requests not to text during these activities, (sic…concerts, lectures, movies, social activities…) strange, annoying and downright silly.” Do games, if they are to be called ideal teachers, not need to model ideal social values and behaviors, such as respect, compassion, consideration of others, responsibility, integrity, honesty, loyalty, and so on, like an ideal human educator should?
Reflective. Upon reflection I found that a number of statements in the first three chapters of Teaching Naked (Bowen, 2012) were annoying generalizations and not really considering some potentially destructive trends that may be happening in family structure and society (Taylor, 2013). There is no argument that some video games and teaching programs can efficiently help many game participants learn game or situation specific skills as they master the game or skill. This may include improved eye-hand coordination, intuition, logic and a number of other skills and abilities based upon the game design.
But, let’s reflect upon what is really happening. A game player is indeed learning something but it is by their own motivation, choices, interest, and determination combined with having the opportunity to discover and learn new things in their game learning environment. The game dynamic sets up a biofeedback loop, a reinforcement allowing the participant to quickly learn what is beneficial and what is not. It may be referencing very old studies, but B.F. Skinner in the 1930’s described the phenomenon of Operant Conditioning, where making a correct response was thought to stimulate the release of brain chemicals which elicited pleasure and reinforced the learned behavior (Mcleod, 2015).
Games and online lessons provide opportunities for learning according the objectives and strategies created by of the game or lesson designer. One could argue that games and lessons in and of themselves provide opportunities to learn but do not teach anything. When I look at a music sheet it does not teach me to play a new song. The delivery medium simply gives me information which I process and assimilate as I practice to learn the new song. Similarly, a video game just executes code written by the game programmers.
If video games are to be considered the ideal teacher then we should be prepared for a world where increasingly teachers will take a back seat in the game of teaching. We could in many instances leave teaching to automated teaching programs that can do a better job of interacting and adapting and even assessing the learning that is occurring.
Many administrators would agree that such education programs create an equal standard and can do a better job at many things including attendance, time assessment and grades record keeping. Many self-paced and self-directed courses or games are already available online in which the facilitation strategies and goals set by the adult educators and programmers are built into the programming and online delivery.
Of course online courses are very desirable and will continue to be a major growth industry. Why wouldn’t they be? They offer significant improvements in accessibility, convenience, profitability for the teaching institution and even cost savings for the learners. The bigger question remains in how to achieve the best learning outcomes overall, not just focusing on the cheapest and most efficient information delivery system.
Interpretive. Upon reflection, my interpretation is that Bowen does indeed make some generalizations that I don’t agree with, and perhaps skip some relevant social factors but so what! It is too early for me to form an impression of the book which may address my concerns in later chapters. I am here to learn and Bowen is very passionate about media enhanced learning and is emphatically making the point that there is a rapid cultural change affecting learners. I get the point that the traditional ways of teaching are generally not effective at engaging the modern learner. To be effective adult educators we must understand the characteristics of the adult learners and have a good level of working knowledge and awareness of the innovative media and technological tools and opportunities that we can use to engage the new socially connected learning community and individuals.
I have often seen the frustration that has gone along with the rapid pace of technological change. Operating systems change, software goes out of date, computers freeze, laptops can’t synchronize with media projectors and educators can look like fumbling buffoons if they aren’t prepared and can’t keep things on track in the classroom.
Not long ago, PowerPoint was considered such a marvelous innovative tool for presenting slides and information and now it is often nick-named as the death by PowerPoint teaching platform. Social media currently has its own problems with too many players in the social media space all doing similar versions of the same task in a slightly different way.
My overall interpretation is that many of the technological changes that we are immersed in are here to stay. Some players will dominate the market over time. In the meantime, those adult learners that I wish to assist have been significantly influenced by the technological changes and I need to have a deep understanding of the changes that are taking place in the learners and the technology, and what additional knowledge and tools will best prepare me to be an effective adult educator.
Decisional. Thinking about the first three chapters has influenced me to make it a higher priority to make sure that the information that I use for teaching is relevant and engaging. I am more motivated to look for new ways to leverage technology and promote increased active learning in the classroom and online. I also plan to incorporate more social media participation, team-learning opportunities, and discussion and reflection activities when I am facilitating learning sessions for adult learners. Lastly, I am more open to the concept of being more available online for adult learners who want more information or discussion.
References
McLeod, S. (2015). Skinner-operant conditioning. Retrieved from:
http://www.simplypsychology.org/operant-conditioning.html
Rauh, S. (2016). WebMD Video game addictions. Retrieved from:
http://www.webmd.com/mental-health/addiction/features/video-game-addiction-no-fun
Taylor, J. (2013). Is technology creating a family divide? Retrieved from:
https://www.psychologytoday.com/blog/the-power-prime/201303/is-technology-creating-
family-divide
Video Game addiction, (2016). Retrieved from: http://www.video-game-addiction.org/
This journal is based upon my impressions and preliminary thoughts after reading the first three chapters of the book Teaching Naked (Bowen, 2012). This book is used as the main teaching text for the Vancouver Community College (VCC) online Course PIDP 3240 Media Enhanced Learning, which, in my case, is led and facilitated by instructor, Brian Cassell of VCC.
The statement that I reflected on for this first assignment is, "Games are ideal teachers, in part because they address different learning styles in sophisticated ways” (Bowen, 2012).
Objective. The above statement that games are ideal teachers could be generously described as very vague and ill-defined. Does an adult educator and teacher not address different learning styles in sophisticated ways for their diverse adult learners?
There is lack of consensus in the internet defining what an ideal teacher is, or even what a game is. The term ‘game’ is used to mean many different things; for example, game of chance, war game, fair game, head game, wild game, and board game and so on. Does the statement refer to a physical games such bowling or golf or is the statement implying that video games are the ideal teachers? For the purpose of this discussion I will consider games to include video games and online learning programs which could be considered like video games.
WebMD in a Video Game Addictions article states the following important point that also needs to be considered, “Compulsive video gaming is a modern-day psychological disorder that experts tell WebMD is becoming more and more popular.
Is it reasonable to suggest that games are the ideal teacher when it is possible that many purely recreational video games are not teaching learners what they need to know to thrive and grow in the real world? I don’t believe that many scholars would say that reactive adaptation is the same as critical thinking? The average American 21 year old will have played at least 10000 hours of games. (McGonigal, 2010, Prensky, 2010).
Does so much time spent playing mostly the same games over and over have any adverse effects? Bowen, (2012) states, “Our students, however, find requests not to text during these activities, (sic…concerts, lectures, movies, social activities…) strange, annoying and downright silly.” Do games, if they are to be called ideal teachers, not need to model ideal social values and behaviors, such as respect, compassion, consideration of others, responsibility, integrity, honesty, loyalty, and so on, like an ideal human educator should?
Reflective. Upon reflection I found that a number of statements in the first three chapters of Teaching Naked (Bowen, 2012) were annoying generalizations and not really considering some potentially destructive trends that may be happening in family structure and society (Taylor, 2013). There is no argument that some video games and teaching programs can efficiently help many game participants learn game or situation specific skills as they master the game or skill. This may include improved eye-hand coordination, intuition, logic and a number of other skills and abilities based upon the game design.
But, let’s reflect upon what is really happening. A game player is indeed learning something but it is by their own motivation, choices, interest, and determination combined with having the opportunity to discover and learn new things in their game learning environment. The game dynamic sets up a biofeedback loop, a reinforcement allowing the participant to quickly learn what is beneficial and what is not. It may be referencing very old studies, but B.F. Skinner in the 1930’s described the phenomenon of Operant Conditioning, where making a correct response was thought to stimulate the release of brain chemicals which elicited pleasure and reinforced the learned behavior (Mcleod, 2015).
Games and online lessons provide opportunities for learning according the objectives and strategies created by of the game or lesson designer. One could argue that games and lessons in and of themselves provide opportunities to learn but do not teach anything. When I look at a music sheet it does not teach me to play a new song. The delivery medium simply gives me information which I process and assimilate as I practice to learn the new song. Similarly, a video game just executes code written by the game programmers.
If video games are to be considered the ideal teacher then we should be prepared for a world where increasingly teachers will take a back seat in the game of teaching. We could in many instances leave teaching to automated teaching programs that can do a better job of interacting and adapting and even assessing the learning that is occurring.
Many administrators would agree that such education programs create an equal standard and can do a better job at many things including attendance, time assessment and grades record keeping. Many self-paced and self-directed courses or games are already available online in which the facilitation strategies and goals set by the adult educators and programmers are built into the programming and online delivery.
Of course online courses are very desirable and will continue to be a major growth industry. Why wouldn’t they be? They offer significant improvements in accessibility, convenience, profitability for the teaching institution and even cost savings for the learners. The bigger question remains in how to achieve the best learning outcomes overall, not just focusing on the cheapest and most efficient information delivery system.
Interpretive. Upon reflection, my interpretation is that Bowen does indeed make some generalizations that I don’t agree with, and perhaps skip some relevant social factors but so what! It is too early for me to form an impression of the book which may address my concerns in later chapters. I am here to learn and Bowen is very passionate about media enhanced learning and is emphatically making the point that there is a rapid cultural change affecting learners. I get the point that the traditional ways of teaching are generally not effective at engaging the modern learner. To be effective adult educators we must understand the characteristics of the adult learners and have a good level of working knowledge and awareness of the innovative media and technological tools and opportunities that we can use to engage the new socially connected learning community and individuals.
I have often seen the frustration that has gone along with the rapid pace of technological change. Operating systems change, software goes out of date, computers freeze, laptops can’t synchronize with media projectors and educators can look like fumbling buffoons if they aren’t prepared and can’t keep things on track in the classroom.
Not long ago, PowerPoint was considered such a marvelous innovative tool for presenting slides and information and now it is often nick-named as the death by PowerPoint teaching platform. Social media currently has its own problems with too many players in the social media space all doing similar versions of the same task in a slightly different way.
My overall interpretation is that many of the technological changes that we are immersed in are here to stay. Some players will dominate the market over time. In the meantime, those adult learners that I wish to assist have been significantly influenced by the technological changes and I need to have a deep understanding of the changes that are taking place in the learners and the technology, and what additional knowledge and tools will best prepare me to be an effective adult educator.
Decisional. Thinking about the first three chapters has influenced me to make it a higher priority to make sure that the information that I use for teaching is relevant and engaging. I am more motivated to look for new ways to leverage technology and promote increased active learning in the classroom and online. I also plan to incorporate more social media participation, team-learning opportunities, and discussion and reflection activities when I am facilitating learning sessions for adult learners. Lastly, I am more open to the concept of being more available online for adult learners who want more information or discussion.
References
McLeod, S. (2015). Skinner-operant conditioning. Retrieved from:
http://www.simplypsychology.org/operant-conditioning.html
Rauh, S. (2016). WebMD Video game addictions. Retrieved from:
http://www.webmd.com/mental-health/addiction/features/video-game-addiction-no-fun
Taylor, J. (2013). Is technology creating a family divide? Retrieved from:
https://www.psychologytoday.com/blog/the-power-prime/201303/is-technology-creating-
family-divide
Video Game addiction, (2016). Retrieved from: http://www.video-game-addiction.org/
PIDP 3100 Course Assignments
Trends and Roles Blog Assignment
Learning Partner’s Blog Space
Topic: Prior Learning Assessments - An Overview
Reflections on Roles Adult Educators May Play in Prior Learning Assessments
New Insights. Do you think that it is fair or right that some adult learners’ can skip taking one or more accredited courses, and still somehow be granted the course credits, or exemption or admission to a course or program? Do they really have the same skill, knowledge and competency that one would expect see in those who took the pre-requisite course?
To learn more about these complex questions, my assigned learning partner for this assignment, Cindy W., and I agreed to research the topic of Prior Learning Assessments (PLA’s). We also agreed to meet after several weeks, to teach each other what we had learned from researching and reflecting on the topic. It was very interesting how the process of researching the same subject and then teaching each other and discussing our findings influenced our thinking. In my case, the learning allowed me to change my vote and expand my awareness and frame of reference regarding prior learning assessments. The following blog is my attempt to describe my thought journey in this exercise.
For starters, this assessment process goes by a variety of descriptive titles such as Recognition of Prior Learning (RPL), Prior Learning Assessment (PLA), Prior Learning Assessment and Recognition (PLAR) (Wikipedia 2012).
I initially approached this assignment with my notions already formed. My starting impression was that (PLA’s) were a bit tricky or underhanded and in the same fairness category as honorary doctorates which seem to be granted, at times, for political reasons rather than learning accomplishments. I thought that the RPL, PLA, and PLAR were processes that were contrived as a money grab, a short cut, a special enticement or offering from colleges to woo new students, an opportunity which could save time and money by allowing the skipping of some learning requirements. I even speculated that offering PLA’s might make even make some educational institutions more attractive to some students than other institutions by saving time or money to complete a program.
I confess, I received the convenience of course credits granted for prior learning in some courses in my own academic learning path. There was no real assessment of my skill, knowledge or competency. Perhaps that experience made me a bit skeptical of the process of PLA and that perception lingered until I delved more deeply into the matter while completing this assignment.
I went to the internet looking for everything negative to discredit PLA but instead I gained some new insights and understanding. I learned that the PLA process, while still not adequately standardized, it a very useful process that when done well significantly increases learning opportunities and offers many benefits to society. I learned that there are far more benefits to consider than risks. I read a summary sheet from Prior Learning Assessments Inside Out, containing opinions of adult educators who regularly work with PLA’s and found their reports both informative and enlightening PLAIO (2014).
A key factor that may be driving a demand for PLA’s is a rapid globalization of our world and widespread shortages of skilled trades and professions in many countries. There are veterans and other adult learners with significant knowledge and skills who are often not eligible, on the basis of their formal transcripts, to enter into higher education in a college or university. Necessity is forcing society to challenge the notion that the course credit showing on an official transcript is the only way to gain access or move forward along a formal educational path.
The insight that I gained from researching the topic of PLA’s is that I am much more aware of and supportive of the concept of using prior learning assessments when appropriate. I realize that there are challenges but there also tremendous opportunities for adult educators to contribute in a significant way as prior learning assessments take on a bigger role in the educational assessment, admission and administration process.
My insight from researching the topic is that adult educators should be prepared to teach a more diverse adult learner population as more adult learners from various backgrounds and parts of the world have greater access to education and become adult learners. More learners will result in an increased demand for adult educators both in conventional classrooms and in online course facilitation.
For some adult learners who are entering into a classroom after years of experiential learning in the workplace or a theatre of war, they may initially need more assistance from the adult educator to understand the learning process and feel connected with other adult learners in the same course. According to Klein-Collins (2010), studies have shown that adult learners who have been granted recognition for prior learning are more committed to learning and are less likely to drop out of their courses.
With greater use of prior learning assessments in the educational path, particularly for colleges, many adult educators will need to learn how to do prior learning assessments fairly, consistently and effectively. In addition, adult educators need to be able to be proficient and consistent in the prior learning assessment process.
In some countries, adult educators require certification to be able to conduct prior learning assessments. Adult educators are finding increasing opportunities to work with governments and universities to establish standards and policies for PLA.
Significant work also remains to be done by adult educators to contribute to the course accreditation process and transfer-ability of academic credentials provincially, nationally and globally but that is a different issue and reflection. In some educational institutes, such as the Montana University System, (MUS) Montana University (2015), considerable work has been done on Prior Learning Assessment policy and procedures development. Entire teams of adult educators at MUS are dedicated solely to supporting and assisting adult learners to utilize and benefit from using the PLA process. With greater use of PLA’s many adult learners have improved access to adult learning opportunities in colleges and universities.
Prior learning assessments are also used in other ways to determine the skills, knowledge and competency of an individual going into a profession governed by legislation. As an example, doctors, nurses, laboratory technologists and other health professionals that come to Canada hoping to find work in their fields, are subject to a skills, competency and knowledge evaluation before they can be granted a licence to practice in the Canada. This applies even to health professionals hoping to practice in another province where the licencing boards conduct some form of PLA to determine suitability within their jurisdiction. In such instances, where competency and knowledge are critical, to public safety, such as an airline pilot or a surgeon, a glowing reference letter from a previous employer is not adequate to establish competency. Specific essential learned attributes must be tested and verified or the individual is required to retake some of the training and education as necessary.
A review of the Canadian Society for Medical Laboratory Sciences CSMLS (2016) Prior Learning Assessment and Admissions guide, revealed a comprehensive and well-documented Prior Learning Assessment Process. This document is a good example of prior learning assessment principles being followed. The PLA policy is clearly defined, knowledge and skill competencies are standardized, and procedures are established and the PLA helps expedite the licencing process when it is appropriate.
Schinnerl (2001) who worked with the Ministry of Advanced Education in British Columbia in creating a “Suggested Policy Template for Undergraduates at British Columbia Universities” document identified key gaps in the PLS process that need to be addressed. This document is certainly worth reviewing by any educational organization or individual that is using or planning to use PLA’s. Schinnerl (2001), in preparing this document, consulted with 72 universities in three continents and identified the common practices and problems with PLA’s.
In spite of the excellent prior learning assessment policies and standards established in some organizations and educational institutions, the current lack of consistency in the standards established for PLA, is in my view, the biggest challenge and the biggest opportunity for adult educators
An example of the skepticism regarding the subjectivity in the PLA process is demonstrated by the following excerpt from Stenlund (2010) which shows typical instructions to a PLA applicant. “Evidence for RPL that you submit must be current and may include: Letters and references, including confirmation from your employers, clients or community groups. References from your paid or unpaid work experience. Samples of your work, including reports, articles or publications”. The potential problem with the preceding is that it is not a true assessment of an individual’s prior learning.
“Such potential subjectivity can be damaging for the credibility of educational credentials if the eligibility for courses is perceived to be arbitrary, institution specific, discretionary and inconsistent. According to Krause (2012) “Credit for prior experience” is essentially the formula used by diploma mills to justify their fake degrees– the “PhD in life,” so to speak. So until that well-deserved bias is overcome, getting actual college credit from an actual college will be tricky Krause (2012)”.
Adult educators because of their close relationship with adult learners are in the best position to observe and monitor the adult learners’ progress and assess the learning process. Adult educators need to be proactive in making recommendations to educational administrators for ongoing review and improvements of the educational process.
To learn more about these complex questions, my assigned learning partner for this assignment, Cindy W., and I agreed to research the topic of Prior Learning Assessments (PLA’s). We also agreed to meet after several weeks, to teach each other what we had learned from researching and reflecting on the topic. It was very interesting how the process of researching the same subject and then teaching each other and discussing our findings influenced our thinking. In my case, the learning allowed me to change my vote and expand my awareness and frame of reference regarding prior learning assessments. The following blog is my attempt to describe my thought journey in this exercise.
For starters, this assessment process goes by a variety of descriptive titles such as Recognition of Prior Learning (RPL), Prior Learning Assessment (PLA), Prior Learning Assessment and Recognition (PLAR) (Wikipedia 2012).
I initially approached this assignment with my notions already formed. My starting impression was that (PLA’s) were a bit tricky or underhanded and in the same fairness category as honorary doctorates which seem to be granted, at times, for political reasons rather than learning accomplishments. I thought that the RPL, PLA, and PLAR were processes that were contrived as a money grab, a short cut, a special enticement or offering from colleges to woo new students, an opportunity which could save time and money by allowing the skipping of some learning requirements. I even speculated that offering PLA’s might make even make some educational institutions more attractive to some students than other institutions by saving time or money to complete a program.
I confess, I received the convenience of course credits granted for prior learning in some courses in my own academic learning path. There was no real assessment of my skill, knowledge or competency. Perhaps that experience made me a bit skeptical of the process of PLA and that perception lingered until I delved more deeply into the matter while completing this assignment.
I went to the internet looking for everything negative to discredit PLA but instead I gained some new insights and understanding. I learned that the PLA process, while still not adequately standardized, it a very useful process that when done well significantly increases learning opportunities and offers many benefits to society. I learned that there are far more benefits to consider than risks. I read a summary sheet from Prior Learning Assessments Inside Out, containing opinions of adult educators who regularly work with PLA’s and found their reports both informative and enlightening PLAIO (2014).
A key factor that may be driving a demand for PLA’s is a rapid globalization of our world and widespread shortages of skilled trades and professions in many countries. There are veterans and other adult learners with significant knowledge and skills who are often not eligible, on the basis of their formal transcripts, to enter into higher education in a college or university. Necessity is forcing society to challenge the notion that the course credit showing on an official transcript is the only way to gain access or move forward along a formal educational path.
The insight that I gained from researching the topic of PLA’s is that I am much more aware of and supportive of the concept of using prior learning assessments when appropriate. I realize that there are challenges but there also tremendous opportunities for adult educators to contribute in a significant way as prior learning assessments take on a bigger role in the educational assessment, admission and administration process.
My insight from researching the topic is that adult educators should be prepared to teach a more diverse adult learner population as more adult learners from various backgrounds and parts of the world have greater access to education and become adult learners. More learners will result in an increased demand for adult educators both in conventional classrooms and in online course facilitation.
For some adult learners who are entering into a classroom after years of experiential learning in the workplace or a theatre of war, they may initially need more assistance from the adult educator to understand the learning process and feel connected with other adult learners in the same course. According to Klein-Collins (2010), studies have shown that adult learners who have been granted recognition for prior learning are more committed to learning and are less likely to drop out of their courses.
With greater use of prior learning assessments in the educational path, particularly for colleges, many adult educators will need to learn how to do prior learning assessments fairly, consistently and effectively. In addition, adult educators need to be able to be proficient and consistent in the prior learning assessment process.
In some countries, adult educators require certification to be able to conduct prior learning assessments. Adult educators are finding increasing opportunities to work with governments and universities to establish standards and policies for PLA.
Significant work also remains to be done by adult educators to contribute to the course accreditation process and transfer-ability of academic credentials provincially, nationally and globally but that is a different issue and reflection. In some educational institutes, such as the Montana University System, (MUS) Montana University (2015), considerable work has been done on Prior Learning Assessment policy and procedures development. Entire teams of adult educators at MUS are dedicated solely to supporting and assisting adult learners to utilize and benefit from using the PLA process. With greater use of PLA’s many adult learners have improved access to adult learning opportunities in colleges and universities.
Prior learning assessments are also used in other ways to determine the skills, knowledge and competency of an individual going into a profession governed by legislation. As an example, doctors, nurses, laboratory technologists and other health professionals that come to Canada hoping to find work in their fields, are subject to a skills, competency and knowledge evaluation before they can be granted a licence to practice in the Canada. This applies even to health professionals hoping to practice in another province where the licencing boards conduct some form of PLA to determine suitability within their jurisdiction. In such instances, where competency and knowledge are critical, to public safety, such as an airline pilot or a surgeon, a glowing reference letter from a previous employer is not adequate to establish competency. Specific essential learned attributes must be tested and verified or the individual is required to retake some of the training and education as necessary.
A review of the Canadian Society for Medical Laboratory Sciences CSMLS (2016) Prior Learning Assessment and Admissions guide, revealed a comprehensive and well-documented Prior Learning Assessment Process. This document is a good example of prior learning assessment principles being followed. The PLA policy is clearly defined, knowledge and skill competencies are standardized, and procedures are established and the PLA helps expedite the licencing process when it is appropriate.
Schinnerl (2001) who worked with the Ministry of Advanced Education in British Columbia in creating a “Suggested Policy Template for Undergraduates at British Columbia Universities” document identified key gaps in the PLS process that need to be addressed. This document is certainly worth reviewing by any educational organization or individual that is using or planning to use PLA’s. Schinnerl (2001), in preparing this document, consulted with 72 universities in three continents and identified the common practices and problems with PLA’s.
In spite of the excellent prior learning assessment policies and standards established in some organizations and educational institutions, the current lack of consistency in the standards established for PLA, is in my view, the biggest challenge and the biggest opportunity for adult educators
An example of the skepticism regarding the subjectivity in the PLA process is demonstrated by the following excerpt from Stenlund (2010) which shows typical instructions to a PLA applicant. “Evidence for RPL that you submit must be current and may include: Letters and references, including confirmation from your employers, clients or community groups. References from your paid or unpaid work experience. Samples of your work, including reports, articles or publications”. The potential problem with the preceding is that it is not a true assessment of an individual’s prior learning.
“Such potential subjectivity can be damaging for the credibility of educational credentials if the eligibility for courses is perceived to be arbitrary, institution specific, discretionary and inconsistent. According to Krause (2012) “Credit for prior experience” is essentially the formula used by diploma mills to justify their fake degrees– the “PhD in life,” so to speak. So until that well-deserved bias is overcome, getting actual college credit from an actual college will be tricky Krause (2012)”.
Adult educators because of their close relationship with adult learners are in the best position to observe and monitor the adult learners’ progress and assess the learning process. Adult educators need to be proactive in making recommendations to educational administrators for ongoing review and improvements of the educational process.
Reflections On Current Trends In Prior Learning Assessments
Trends. There is a demographic shift globally showing an increased proportion of senior citizens and also an increase in retirees. There is an upward trend in number of adult learners globally. The number of female adult learners is also increasing, United Nations Statistics Division (2015). There is an increase in the number of female adult educators in Canadian secondary and post-secondary institutions Statistics Canada (2009).
There is increased use of prior learning assessments by educational establishments, particularly colleges, to open the door for more adult learners to be accepted for enrollment in various educational programs. Lakin (2015) states that “Credit for prior learning is gaining traction as one strategy for advancing post-secondary degree attainment”.
There has been a trend in the job market of demanding higher level credentials. Where a baccalaureate degree was once applauded as a significant academic achievement, that learning milestone and triumph is often shunned now in favour of higher educational milestones such as Master or Doctorate.
There is widespread consensus regarding the need for increased standardization of prior learning assessments and the development and adoption of international standards and a number of high level formal bodies have been established to better govern the process of prior learning assessments Lakin (2015).
With a growing interest and increased demand in higher education there will be increased utilization of adult educators to fill that need. There is increased competition for educational institutions to attract students. With reference to the intense competition to attract students and using the practice of prior learning assessments to improve access to higher education, Schinnerl (2001) states that “if universities fail to respond to changing learning populations it is inevitable that alternative educational providers will seize the opportunity”. This competitive pressure is causing a trend in increased utilization, by many universities, of prior learning assessments in the adult learner admission process.
There is increased use of prior learning assessments by educational establishments, particularly colleges, to open the door for more adult learners to be accepted for enrollment in various educational programs. Lakin (2015) states that “Credit for prior learning is gaining traction as one strategy for advancing post-secondary degree attainment”.
There has been a trend in the job market of demanding higher level credentials. Where a baccalaureate degree was once applauded as a significant academic achievement, that learning milestone and triumph is often shunned now in favour of higher educational milestones such as Master or Doctorate.
There is widespread consensus regarding the need for increased standardization of prior learning assessments and the development and adoption of international standards and a number of high level formal bodies have been established to better govern the process of prior learning assessments Lakin (2015).
With a growing interest and increased demand in higher education there will be increased utilization of adult educators to fill that need. There is increased competition for educational institutions to attract students. With reference to the intense competition to attract students and using the practice of prior learning assessments to improve access to higher education, Schinnerl (2001) states that “if universities fail to respond to changing learning populations it is inevitable that alternative educational providers will seize the opportunity”. This competitive pressure is causing a trend in increased utilization, by many universities, of prior learning assessments in the adult learner admission process.
Reflections On Learning Partner Consultation
Learning Partner Consultation. The teaching exercise with my learning partner was very engaging and insightful. Although it seemed that we had come to essentially the same conclusions about the research findings regarding PLA the discussion deepened my analysis and interpretation of the information.
Starting with the lack of standard terminology, i.e. PLA, PLAR, and RPL we agreed that consensus is lacking in many aspects the subject of prior learning assessments. When it comes to prior learning assessments, there is a lack of consensus in purpose, policy, procedures, and even educational outcomes. We agreed that getting course exemptions or credits because of successful PLA’s may be the fastest and cheapest route to complete a set of studies and earn a diploma or certificate, but at what real cost? Is the earned credential as good and does it matter? Everyone’s learned knowledge and skills diminish over time anyway, if the skill or knowledge is not used.
Discussing and learning from each other brought a new perspective and even more questions, such as “when seeking prior learning assessment and recognition what is the primary motive of the adult learners”? “When offering PLA’s, what is the motive of the educational institution”? We agreed that using PLA’s is an innovative way to attract students, and offer the chance to save time and money, or even gain college admission when it wasn’t previously possible for some adult learners.
Because of the team learning exercise, we found ourselves engaging in conversations that were previously not considered. For example, we both agreed that anything that raises the level of learning and knowledge in society is ultimately good for society. Does the actual certificate or diploma or degree matter so much in the context of lifelong learning? How long after a PhD is earned does the individual forget the essence of what they researched? I do have my doctorate, but there is no possible way that I could pass my final exams if I had to write those exams now, decades after I first earned my degree.
If getting a few required courses waived by a successful PLA reduces some expenses and time, why wouldn’t an adult leaner go for that option and also select the educational institution that is offering such progressive terms?
Many universities for various reasons have reportedly held back more than the colleges in the general acceptance and use of PLA’s to waive some required courses for adult learners Schinnerl (2001). However, for economic reasons, more universities are now attempting to follow the lead of the colleges and make greater use of the PLA’s to be more attractive to adult learners from a wider range of backgrounds. Based upon the research that my learning partner and I did, the real issue regarding PLA’s is how to use the prior learning assessment tool to truly support quality, access and equity in adult learning.
Following the learning discussion it is my view that the PLA tool has a number of significant attractive features that promote adult learning and, as a result, it is a tool that is going to see increased utilization in promoting educational opportunities for adult learners. With the increased use of PLA’s it is imperative that Prior Learning Assessments Policy and Procedures should be mandated and standardized and have oversight at a national level.
Because of the fact that human memories can fade and manual skills can deteriorate over time when not used, the discussion led us to agree as a final point in the available time, that PLA’s should not be used to bypass relearning critical competency knowledge and skills in safety sensitive skills and positions. For example, an airplane navigator who has not flown for 10 years should not be granted prior learning credit for the prior navigation skills and knowledge because that knowledge is out of date. The instruments and procedures required for navigation have changed completely in the past decade and it is essential to refresh what was previously learned.
Although this was a brief exercise the learning partner experience demonstrated the creative benefit of collaboration and discussion of complex topics. As a result of the discussion and seeing the subject through another adult learners thoughts and experiences, many new ideas emerged which resulting in me learning and understanding more about the subject of prior learning assessments. One take away that I will incorporate more in future lesson planning is to provide more opportunities for adult learners to enhance and deepen their learning by teaching what they have learned to others.
References.
Canadian Society for Medical Laboratory Science. Retrieved from
http://go.csmls.org/cert/MLT_PLA_Guidebook.pdf
Council for Adult and Experiential Learning. Retrieved from http://www.cael.org
Klein-Collins, R., (2010). Fueling the race to postsecondary success: A 48-institution study of
prior learning assessment and adult student outcomes.
Lakin, M.B., (2015). The Council of State Governments Knowledge Center.
Credit for prior learning: Transfer models across the nation. Retrieved from
http://knowledgecenter.csg.org/kc/system/files/Lakin%202015.pdf
Montana University. (2015). Prior learning assessment expanded policy recommendations. https://mus.edu/2yr/PLA/Documents/MT%20PLA%20Expanded%20Policy%20Recommendations%209-11-15%20FINAL.pdf
Prior Learning Assessment Inside Out. (2014). Volume 2, Number 2 Retrieved from:
http://www.plaio.org/index.php/home/article/view/74/121
Schinnerl, S., (2001). Suggested policy template for undergraduates at British Columbia
universities. Retrieved from
http://www.aved.gov.bc.ca/pla/docs/17_SuggestedPolicyTemplate_for_Undergraduates.pdf
Stenlund, T. (2010). Assessment of prior learning in higher education: A review from a validity
perspective. Assessment & evaluation in higher education, 35(7), 783-797. Retrieved
from http://www.tandfonline.com/doi/abs/10.1080/02602930902977798
Turcotte, M. (2011). Statistics Canada. Women and education. Retrieved from
http://www.statcan.gc.ca/pub/89-503-x/2010001/article/11542-eng.htm#a13
United Nations Statistics Division, (2015). The world's women 2015. Trends and statistics. Ch
3. Retrieved from http://unstats.un.org/unsd/gender/chapter3/chapter3.html
Wikipedia (2012). Recognition of prior learning. Retrieved from
https://en.wikipedia.org/wiki/Recognition_of_prior_learning
Starting with the lack of standard terminology, i.e. PLA, PLAR, and RPL we agreed that consensus is lacking in many aspects the subject of prior learning assessments. When it comes to prior learning assessments, there is a lack of consensus in purpose, policy, procedures, and even educational outcomes. We agreed that getting course exemptions or credits because of successful PLA’s may be the fastest and cheapest route to complete a set of studies and earn a diploma or certificate, but at what real cost? Is the earned credential as good and does it matter? Everyone’s learned knowledge and skills diminish over time anyway, if the skill or knowledge is not used.
Discussing and learning from each other brought a new perspective and even more questions, such as “when seeking prior learning assessment and recognition what is the primary motive of the adult learners”? “When offering PLA’s, what is the motive of the educational institution”? We agreed that using PLA’s is an innovative way to attract students, and offer the chance to save time and money, or even gain college admission when it wasn’t previously possible for some adult learners.
Because of the team learning exercise, we found ourselves engaging in conversations that were previously not considered. For example, we both agreed that anything that raises the level of learning and knowledge in society is ultimately good for society. Does the actual certificate or diploma or degree matter so much in the context of lifelong learning? How long after a PhD is earned does the individual forget the essence of what they researched? I do have my doctorate, but there is no possible way that I could pass my final exams if I had to write those exams now, decades after I first earned my degree.
If getting a few required courses waived by a successful PLA reduces some expenses and time, why wouldn’t an adult leaner go for that option and also select the educational institution that is offering such progressive terms?
Many universities for various reasons have reportedly held back more than the colleges in the general acceptance and use of PLA’s to waive some required courses for adult learners Schinnerl (2001). However, for economic reasons, more universities are now attempting to follow the lead of the colleges and make greater use of the PLA’s to be more attractive to adult learners from a wider range of backgrounds. Based upon the research that my learning partner and I did, the real issue regarding PLA’s is how to use the prior learning assessment tool to truly support quality, access and equity in adult learning.
Following the learning discussion it is my view that the PLA tool has a number of significant attractive features that promote adult learning and, as a result, it is a tool that is going to see increased utilization in promoting educational opportunities for adult learners. With the increased use of PLA’s it is imperative that Prior Learning Assessments Policy and Procedures should be mandated and standardized and have oversight at a national level.
Because of the fact that human memories can fade and manual skills can deteriorate over time when not used, the discussion led us to agree as a final point in the available time, that PLA’s should not be used to bypass relearning critical competency knowledge and skills in safety sensitive skills and positions. For example, an airplane navigator who has not flown for 10 years should not be granted prior learning credit for the prior navigation skills and knowledge because that knowledge is out of date. The instruments and procedures required for navigation have changed completely in the past decade and it is essential to refresh what was previously learned.
Although this was a brief exercise the learning partner experience demonstrated the creative benefit of collaboration and discussion of complex topics. As a result of the discussion and seeing the subject through another adult learners thoughts and experiences, many new ideas emerged which resulting in me learning and understanding more about the subject of prior learning assessments. One take away that I will incorporate more in future lesson planning is to provide more opportunities for adult learners to enhance and deepen their learning by teaching what they have learned to others.
References.
Canadian Society for Medical Laboratory Science. Retrieved from
http://go.csmls.org/cert/MLT_PLA_Guidebook.pdf
Council for Adult and Experiential Learning. Retrieved from http://www.cael.org
Klein-Collins, R., (2010). Fueling the race to postsecondary success: A 48-institution study of
prior learning assessment and adult student outcomes.
Lakin, M.B., (2015). The Council of State Governments Knowledge Center.
Credit for prior learning: Transfer models across the nation. Retrieved from
http://knowledgecenter.csg.org/kc/system/files/Lakin%202015.pdf
Montana University. (2015). Prior learning assessment expanded policy recommendations. https://mus.edu/2yr/PLA/Documents/MT%20PLA%20Expanded%20Policy%20Recommendations%209-11-15%20FINAL.pdf
Prior Learning Assessment Inside Out. (2014). Volume 2, Number 2 Retrieved from:
http://www.plaio.org/index.php/home/article/view/74/121
Schinnerl, S., (2001). Suggested policy template for undergraduates at British Columbia
universities. Retrieved from
http://www.aved.gov.bc.ca/pla/docs/17_SuggestedPolicyTemplate_for_Undergraduates.pdf
Stenlund, T. (2010). Assessment of prior learning in higher education: A review from a validity
perspective. Assessment & evaluation in higher education, 35(7), 783-797. Retrieved
from http://www.tandfonline.com/doi/abs/10.1080/02602930902977798
Turcotte, M. (2011). Statistics Canada. Women and education. Retrieved from
http://www.statcan.gc.ca/pub/89-503-x/2010001/article/11542-eng.htm#a13
United Nations Statistics Division, (2015). The world's women 2015. Trends and statistics. Ch
3. Retrieved from http://unstats.un.org/unsd/gender/chapter3/chapter3.html
Wikipedia (2012). Recognition of prior learning. Retrieved from
https://en.wikipedia.org/wiki/Recognition_of_prior_learning
Course Journal Assignment - Reflective Practices Categories 1 - 4
Category 1
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I reflected on in the first category is, " 21st Century competencies include deep understanding, flexibility and the capacity to make creative connections and a range of so-called 'soft skills' including good team-working (Dumont and Istance 2010).”
Objective. The above quote highlights for me the acknowledgement that the very nature of learning is evolving rapidly and the level of unifying, and globalizing knowledge in many societies’ is increasing. The reference to good team-working caught my attention because all countries of the world need to work together and function more as a human-team to address the challenges of modern society.
From my perspective, real human team-work is not just another soft skill. Using knowledge and deeper understanding and flexibility appears to be essential to the long-term survival of the human race. The deep understanding statement evokes for me the hope that true human-team work will eventually arise and it will be as a result of critical learning and applied knowledge.
Reflective. The quote from Dumont and Istance (2010) emphasized for me the notion that good teaching is far more vital and far reaching to individuals, society and humanity as a whole than I previously considered. It also occurs to me that learning false information can prevent the development and assimilation of knowledge and result in catastrophic social consequences such as war, racism, discrimination and bigotry.
Interpretive. Reflection upon the quote made me realize more clearly that proper adult education is essential to a healthy society capable of changing, growing, working together and being creative to solve problems. On the other hand, it was startling to me when I contemplated that adult education is also commonly used to deceive society by using various social education strategies such as dishonest social marketing, propaganda, election campaigns, and other false advertising initiatives.
Decisional. Thinking about the quote has influenced me to make it a higher priority to make sure that the information that I use for teaching is relevant and accurate. I also plan to incorporate more participation, team-learning opportunities, and reflection activities when I am facilitating learning sessions for adult learners.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I reflected on in the first category is, " 21st Century competencies include deep understanding, flexibility and the capacity to make creative connections and a range of so-called 'soft skills' including good team-working (Dumont and Istance 2010).”
Objective. The above quote highlights for me the acknowledgement that the very nature of learning is evolving rapidly and the level of unifying, and globalizing knowledge in many societies’ is increasing. The reference to good team-working caught my attention because all countries of the world need to work together and function more as a human-team to address the challenges of modern society.
From my perspective, real human team-work is not just another soft skill. Using knowledge and deeper understanding and flexibility appears to be essential to the long-term survival of the human race. The deep understanding statement evokes for me the hope that true human-team work will eventually arise and it will be as a result of critical learning and applied knowledge.
Reflective. The quote from Dumont and Istance (2010) emphasized for me the notion that good teaching is far more vital and far reaching to individuals, society and humanity as a whole than I previously considered. It also occurs to me that learning false information can prevent the development and assimilation of knowledge and result in catastrophic social consequences such as war, racism, discrimination and bigotry.
Interpretive. Reflection upon the quote made me realize more clearly that proper adult education is essential to a healthy society capable of changing, growing, working together and being creative to solve problems. On the other hand, it was startling to me when I contemplated that adult education is also commonly used to deceive society by using various social education strategies such as dishonest social marketing, propaganda, election campaigns, and other false advertising initiatives.
Decisional. Thinking about the quote has influenced me to make it a higher priority to make sure that the information that I use for teaching is relevant and accurate. I also plan to incorporate more participation, team-learning opportunities, and reflection activities when I am facilitating learning sessions for adult learners.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Category 2
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I focused on in the second category is, “an educated person is one who has learned how to learn…how to adapt and change” Rogers (1969).
Objective. Reflecting on this quote forced me to stop and contemplate what Rogers meant when using the term educated. Do only educated people learn how to learn, adapt and change? Nature shows us clearly that most animal species have the inherent ability to learn, adapt and change. Are they educated?
When searching for related literature, I quickly learned that there is very little consensus regarding the generally accepted definition of an educated person. Some measures of education focus on literacy, enrolment rates in primary school, number of college graduates, UNESCO Institute for Statistics (2016).
Other writers, such as William Cronon (1998) in the article, "Only Connect...: The Goals of a Liberal Education, The American Scholar, Volume 67, No. 4, Autumn attempts to define the characteristics of the educated person as follows: “More than anything else, being an educated person means being able to see connections so as to be able to make sense of the world and act within it in creative ways...listening, reading, writing, talking, puzzle‐solving, seeing the world through others’ eyes, empowering others, leading—every last one of these things is finally about connecting.”
The concept that sticks with me the most is the importance of learning how to learn, and how that enables the development of knowledge and the ability to adapt and change as necessary.
Reflective. What I learned about teaching as a result of this quote is that more and more the emphasis in adult education is shifting away from just delivering core or required information and focusing more on helping the learner to develop their learning process. Information will often change, but the process for learning will continue, resulting in ongoing growth, development and knowledge acquisition.
Interpretive. This quote did not elicit an ‘aha’ moment for me but it did force me to ask a very important question. Can I make a person educated? One key insight that I have from reflecting on the quote and searching the internet is that there is no consensus on a specific definition for an educated person. Instead, an educated person may best be described as a person who has developed very positive adaptive and survival characteristics based upon their ability to learn, and develop greater knowledge and awareness of themselves, others and their surroundings.
Decisional. My insights from reflection on the quote will guide me to place more emphasis on the individual learner and learning process in future rather than the content and presentation methodology. During my reflection I realized that I am good at keeping my audience entertained and engaged in the show. Now I realize that I focused on my material and delivery, as any performer would. And yes, the adult learners were entertained and engaged, but now I am wondering how much they actually learned. I have to believe that having fun while receiving critical information in a relevant context somehow makes the message more memorable. Perhaps I will figure something out after more refection.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I focused on in the second category is, “an educated person is one who has learned how to learn…how to adapt and change” Rogers (1969).
Objective. Reflecting on this quote forced me to stop and contemplate what Rogers meant when using the term educated. Do only educated people learn how to learn, adapt and change? Nature shows us clearly that most animal species have the inherent ability to learn, adapt and change. Are they educated?
When searching for related literature, I quickly learned that there is very little consensus regarding the generally accepted definition of an educated person. Some measures of education focus on literacy, enrolment rates in primary school, number of college graduates, UNESCO Institute for Statistics (2016).
Other writers, such as William Cronon (1998) in the article, "Only Connect...: The Goals of a Liberal Education, The American Scholar, Volume 67, No. 4, Autumn attempts to define the characteristics of the educated person as follows: “More than anything else, being an educated person means being able to see connections so as to be able to make sense of the world and act within it in creative ways...listening, reading, writing, talking, puzzle‐solving, seeing the world through others’ eyes, empowering others, leading—every last one of these things is finally about connecting.”
The concept that sticks with me the most is the importance of learning how to learn, and how that enables the development of knowledge and the ability to adapt and change as necessary.
Reflective. What I learned about teaching as a result of this quote is that more and more the emphasis in adult education is shifting away from just delivering core or required information and focusing more on helping the learner to develop their learning process. Information will often change, but the process for learning will continue, resulting in ongoing growth, development and knowledge acquisition.
Interpretive. This quote did not elicit an ‘aha’ moment for me but it did force me to ask a very important question. Can I make a person educated? One key insight that I have from reflecting on the quote and searching the internet is that there is no consensus on a specific definition for an educated person. Instead, an educated person may best be described as a person who has developed very positive adaptive and survival characteristics based upon their ability to learn, and develop greater knowledge and awareness of themselves, others and their surroundings.
Decisional. My insights from reflection on the quote will guide me to place more emphasis on the individual learner and learning process in future rather than the content and presentation methodology. During my reflection I realized that I am good at keeping my audience entertained and engaged in the show. Now I realize that I focused on my material and delivery, as any performer would. And yes, the adult learners were entertained and engaged, but now I am wondering how much they actually learned. I have to believe that having fun while receiving critical information in a relevant context somehow makes the message more memorable. Perhaps I will figure something out after more refection.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Category 3
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I reflected on in the third category is, “…some suggested strategies for engaging in critical reflection possibly leading to transformative learning are modeling and peer learning (Brookfield, 2009), storytelling and dialogue (Tyler, 2009), coaching (Fisher-Yoshida, 2009), and action learning conversations (Marsick & Maltibia, 2009)”.
Objective. This quote caught my attention because quite simply put, each of the strategies mentioned was very effective at stimulating my learning process as I was growing up. I always marveled at how easy it seems to remember good stories, and how much faster I could learn a task, like a playing a new song on my guitar, when I watched my friends doing it. Whatever my friends could do I quickly learned how to also do, and vice versa.
I loved having a good coach when trying to get better at anything. Upon reflection, I realize that the coaches made me enjoy the process of learning. Once they defined and clarified the goals and showed me what I was capable of, and helped me find my confidence to achieve the goal, it was pure enjoyment of learning. Practice was fun and learning was so gratifying. I realize that my coaches taught me how to learn at a young age. Even after my coaches were no longer available I followed the same pattern of problem solving and learning.
Reflective. I learned from reflection on this quote that my emotional state had a great influence on the ease of learning for me. When I was interested in or even passionate about something, whether it was golf or tennis or some hobby, every time I wanted to know more or understand something better or get better at a task, I learned so quickly and easily and the knowledge seems to last.
Upon reflection, the best or most successful teachers and coaches were the ones that helped me find my passion and hunger for learning and understanding new things. At times, some profound life experiences were so powerful that they changed me very quickly. Upon reflection, I have a better understanding that those experiences were examples of transformative learning. Interestingly, even without a formal educational learning plan, those profound transformative learning experiences often involved considerable reflection, dialogue, a mentor, peer modeling, soul searching and ultimately learning and new knowledge that made me feel more connected within my life experience.
Interpretive. What stood out for me when reflecting on this quote is how I could personally relate to the quote and the sense of agreement that it elicited for me. This quote helped reinforce for me how important it is to go far beyond the information and find the ways to help the adult learner connect with the relevance of the information. That connection helps empower the adult learner to take interest in the learning the information so that it can be turned into useful and relevant knowledge. My one key insight is that I need to include in lesson planning more strategies mentioned in the quote for engaging adult learners in critical reflection.
Decisional. My insight from reflection upon the quote is that where the opportunities exist, I will aim to introduce one or more of the learning strategies discussed in the quote. I will also attempt to become less of a slave to my lesson plan and go with it, to the extent that it is reasonable, when relevant spontaneous learning opportunities arise within the adult learners group.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I reflected on in the third category is, “…some suggested strategies for engaging in critical reflection possibly leading to transformative learning are modeling and peer learning (Brookfield, 2009), storytelling and dialogue (Tyler, 2009), coaching (Fisher-Yoshida, 2009), and action learning conversations (Marsick & Maltibia, 2009)”.
Objective. This quote caught my attention because quite simply put, each of the strategies mentioned was very effective at stimulating my learning process as I was growing up. I always marveled at how easy it seems to remember good stories, and how much faster I could learn a task, like a playing a new song on my guitar, when I watched my friends doing it. Whatever my friends could do I quickly learned how to also do, and vice versa.
I loved having a good coach when trying to get better at anything. Upon reflection, I realize that the coaches made me enjoy the process of learning. Once they defined and clarified the goals and showed me what I was capable of, and helped me find my confidence to achieve the goal, it was pure enjoyment of learning. Practice was fun and learning was so gratifying. I realize that my coaches taught me how to learn at a young age. Even after my coaches were no longer available I followed the same pattern of problem solving and learning.
Reflective. I learned from reflection on this quote that my emotional state had a great influence on the ease of learning for me. When I was interested in or even passionate about something, whether it was golf or tennis or some hobby, every time I wanted to know more or understand something better or get better at a task, I learned so quickly and easily and the knowledge seems to last.
Upon reflection, the best or most successful teachers and coaches were the ones that helped me find my passion and hunger for learning and understanding new things. At times, some profound life experiences were so powerful that they changed me very quickly. Upon reflection, I have a better understanding that those experiences were examples of transformative learning. Interestingly, even without a formal educational learning plan, those profound transformative learning experiences often involved considerable reflection, dialogue, a mentor, peer modeling, soul searching and ultimately learning and new knowledge that made me feel more connected within my life experience.
Interpretive. What stood out for me when reflecting on this quote is how I could personally relate to the quote and the sense of agreement that it elicited for me. This quote helped reinforce for me how important it is to go far beyond the information and find the ways to help the adult learner connect with the relevance of the information. That connection helps empower the adult learner to take interest in the learning the information so that it can be turned into useful and relevant knowledge. My one key insight is that I need to include in lesson planning more strategies mentioned in the quote for engaging adult learners in critical reflection.
Decisional. My insight from reflection upon the quote is that where the opportunities exist, I will aim to introduce one or more of the learning strategies discussed in the quote. I will also attempt to become less of a slave to my lesson plan and go with it, to the extent that it is reasonable, when relevant spontaneous learning opportunities arise within the adult learners group.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Category 4
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I reflected on in the fourth category is, “we may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think Taylor (2009)”.
Objective. Reflection upon this quote made me laugh out loud. What stood out for me was my initial impression and reminder that what may be profoundly obvious to some may not be obvious to all. Then I researched and reflected a little deeper and realized that the matter is not so defined in the world of psychology experts and one can get very philosophical and controversial regarding the very essence of what is meant by the terms feeling and thinking.
In his lecture entitled What is Called Thinking, Martin Heidegger (1976) asserts that we “learn to think by giving our mind to what there is to think about”. He further asserts that not everyone can think. I think that his above statement is not helpful and is possibly not very popular. But, upon further reflection, is my opinion based on my thinking or just my reflexive reaction to my disagreement with what Heidegger was stating based upon my current level of awareness.
If one has to learn to think before they can think, as stated by Heidegger (1976) perhaps that is a bit of a quandary. Can one learn if they can’t think? In Pavlov’s classic conditioning experiments Pavlov demonstrated how dogs experientially learned to associate the sound of a bell with imminent delivery of food.
One can get more sophisticated and use terms like operant conditioning, B.F. Skinner (1938) but for the purpose of this reflection on Taylors’s quote, did the change in the dog’s behaviour involve thinking? Pavlov’s dogs felt the pleasure and gratification of the food reward and learned a new behaviour that increased the opportunity for that pleasure. Did the dogs think about what was going on and train Pavlov to ring a bell and then feed them? That would certainly be an added convenience for the dogs to have an audible alarm for food time.
Perhaps frequent misuse use of the word think in everyday dialogue creates some of the confusion. For example, I think I need to go to the washroom, I think I am hungry, I think I am going to be sick are not examples of thinking but rather expressions of feelings.
When looking at a human infant it is quite apparent that we are born as feeling creatures. We cannot speak, we cannot solve problems, we cannot engage in rational thought. We perceive our environment through our basic senses, and over time develop a sense of self in relation to that environment.
What I learned from reflection on Taylor’s quote is to remember that not everything is clear or known or certain and many theories abound on almost everything. To adult learners some information may initially seem nonsensical or even idiotic. It is still an extremely important part of the learning process to be able to do critical thinking and reflection and be able to make sense and meaning out of information. Adult learners often want fact, but the facts are not always available. The internet is proof that not everything that is posted is credible just because it is on the internet. However, the process of critical thinking, reflection, and dialogue, will stimulate thinking and promote learning.
Reflective. I am reminded from reflecting on Taylor’s quote that adult learners come from diverse backgrounds and life experiences and nothing should be taken for granted regarding how information is initially perceived or processed. Everyone perceives information in the context of their current understanding which is influenced by many variable factors. I realize more and more that effective teaching is about facilitating the learning process rather than just delivering information in an engaging and enjoyable way.
Interpretive. Reflecting upon Taylor’s quote impressed upon me that thinking and feeling coexist in the human experience and it is important to be cognizant of the feeling component when teaching adult learners. Thinking leads to learning and learning leads to thinking.
My initial personal experience when researching the theories on thinking and feeling was that there is a great amount of contradictory and controversial information that adult learners must be able to quickly assess as valid or invalid.
On a personal note, when I can’t relate to the information that I am being presented with, I am not as receptive to learning it, unless of course a mark or grade depended upon it. Extending that personal insight to other adult learners I will make an effort, when teaching complex or controversial topics, to better understand the feelings of the adult learners towards the subject matter and address barriers through discussion, reflection and other suitable means.
Decisional. Reflecting on Taylor’s quote has influenced me to decide to spend a bit more time with Adult Learners when teaching sensitive or controversial subjects to address and understand their feelings and attitudes and identify potential barriers to learning. The reflective exercise has opened my mind to focusing more on the learning process for adult learners.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Abstract
This journal is part of a compilation of four personal reflections, Category 1 to 4, based upon quotes from four different learning theorists mentioned in the text Adult Learning: Linking Theory and Practice (Merriam and Bierema, 2014). My reflections are based upon my new learning and understanding of the adult learning process from reading about and researching the following five basic learning theories: Behaviorism, Humanism, Cognitivism, Social Cognitive Theory and Constructivism.
The quote that I reflected on in the fourth category is, “we may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think Taylor (2009)”.
Objective. Reflection upon this quote made me laugh out loud. What stood out for me was my initial impression and reminder that what may be profoundly obvious to some may not be obvious to all. Then I researched and reflected a little deeper and realized that the matter is not so defined in the world of psychology experts and one can get very philosophical and controversial regarding the very essence of what is meant by the terms feeling and thinking.
In his lecture entitled What is Called Thinking, Martin Heidegger (1976) asserts that we “learn to think by giving our mind to what there is to think about”. He further asserts that not everyone can think. I think that his above statement is not helpful and is possibly not very popular. But, upon further reflection, is my opinion based on my thinking or just my reflexive reaction to my disagreement with what Heidegger was stating based upon my current level of awareness.
If one has to learn to think before they can think, as stated by Heidegger (1976) perhaps that is a bit of a quandary. Can one learn if they can’t think? In Pavlov’s classic conditioning experiments Pavlov demonstrated how dogs experientially learned to associate the sound of a bell with imminent delivery of food.
One can get more sophisticated and use terms like operant conditioning, B.F. Skinner (1938) but for the purpose of this reflection on Taylors’s quote, did the change in the dog’s behaviour involve thinking? Pavlov’s dogs felt the pleasure and gratification of the food reward and learned a new behaviour that increased the opportunity for that pleasure. Did the dogs think about what was going on and train Pavlov to ring a bell and then feed them? That would certainly be an added convenience for the dogs to have an audible alarm for food time.
Perhaps frequent misuse use of the word think in everyday dialogue creates some of the confusion. For example, I think I need to go to the washroom, I think I am hungry, I think I am going to be sick are not examples of thinking but rather expressions of feelings.
When looking at a human infant it is quite apparent that we are born as feeling creatures. We cannot speak, we cannot solve problems, we cannot engage in rational thought. We perceive our environment through our basic senses, and over time develop a sense of self in relation to that environment.
What I learned from reflection on Taylor’s quote is to remember that not everything is clear or known or certain and many theories abound on almost everything. To adult learners some information may initially seem nonsensical or even idiotic. It is still an extremely important part of the learning process to be able to do critical thinking and reflection and be able to make sense and meaning out of information. Adult learners often want fact, but the facts are not always available. The internet is proof that not everything that is posted is credible just because it is on the internet. However, the process of critical thinking, reflection, and dialogue, will stimulate thinking and promote learning.
Reflective. I am reminded from reflecting on Taylor’s quote that adult learners come from diverse backgrounds and life experiences and nothing should be taken for granted regarding how information is initially perceived or processed. Everyone perceives information in the context of their current understanding which is influenced by many variable factors. I realize more and more that effective teaching is about facilitating the learning process rather than just delivering information in an engaging and enjoyable way.
Interpretive. Reflecting upon Taylor’s quote impressed upon me that thinking and feeling coexist in the human experience and it is important to be cognizant of the feeling component when teaching adult learners. Thinking leads to learning and learning leads to thinking.
My initial personal experience when researching the theories on thinking and feeling was that there is a great amount of contradictory and controversial information that adult learners must be able to quickly assess as valid or invalid.
On a personal note, when I can’t relate to the information that I am being presented with, I am not as receptive to learning it, unless of course a mark or grade depended upon it. Extending that personal insight to other adult learners I will make an effort, when teaching complex or controversial topics, to better understand the feelings of the adult learners towards the subject matter and address barriers through discussion, reflection and other suitable means.
Decisional. Reflecting on Taylor’s quote has influenced me to decide to spend a bit more time with Adult Learners when teaching sensitive or controversial subjects to address and understand their feelings and attitudes and identify potential barriers to learning. The reflective exercise has opened my mind to focusing more on the learning process for adult learners.
References
Cronon, W. (1998). Only Connect...: The Goals of a Liberal Education. The American Scholar. Volume 67, No. 4, Autumn
Dumont, H., Istance, D. (2010). The Nature of Learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf
Fisher-Yoshida, B. (2009). Coaching to transform perspective.
Heideger, M. (1976). What is Called Thinking. Retrieved from http://hermitmusic.tripod.com/heidegger_thinking.pdf
Marsick, V.J., Maltbia, T.E. (2009). The transformative potential of action learning conversations: Developing critically reflective practice skills.
Merriam, S.B., Bierema, L.L. (2014). Adult Learning: Linking theory and practice.
Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.
Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace.
UNESCO, (2016). Institute for Statistics. Fact sheets. Retrieved from http://www.uis.unesco.org/FactSheets/Pages/default.aspx
Lesson Planning Assignment
Lesson Planning
Lesson Plan Components
Component 1: Characteristics of Adults as Learners
Website URL: http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/Ten_Characteristics_Adults-Learners.pdf
Rationale for selecting this resource
This excellent summary of Ten Characteristics of Adults as Learners’ document was written by Dr. Gary Kuhne for "ADTED 460 - Introduction to Adult Education," a course offered through Penn State's World Campus.
I selected this document because it is insightful, comprehensive and very concise. Not only are the ten characteristics of adults as learners described in very clear and practical terms, the implications of the characteristics are also discussed.
Remembering to always take time to get to know and understand the learning audience will help me facilitate the learning process for adult learners in a relevant and suitable manner.
Component 2: Creating a Positive Learning Environment
Website URL: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/
Rationale for selecting this resource
This useful webpage is from Faculty Focus Higher Ed Teaching Strategies from Magna Publications, Brooks Doherty (2012) Dean of faculty at Rasmussen College in Minnesota.
I selected this article for its clarity and authenticity. The recommendations made and the rationale provided by Doherty resonate with my own understanding and experience as an adult learner.
I know that when I can’t readily see or hear the facilitator or the learning location is too cold or too dark or distracting, it can significantly impede the learning process. I will always try to ensure the learning environment is supportive to the adult learner.
Component 3: Motivational Techniques
Website URL: http://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners/ The eLearning Coach, Connie Malamed
Rationale for selecting this resource
This webpage from The eLearning Coach, Connie Malamed briefly discusses what motivation is and provides thirty great suggestions on how to motivate adult learners.
I selected this resource because it provides a more detailed list of points to consider than most of the other articles that I reviewed for connecting with and motivating adult learners. The resource appears to be based upon practical insights rather than theory.
I expect to improve my instruction techniques by being a bit more flexible when facilitating adult learning. When appropriate, I will utilize additional motivating strategies that I had not previously used or considered.
Component 4: Assessment
Website URL: https://teal.ed.gov/tealguide/lessonplanning
Teaching Excellence in Adult Literacy (TEAL) Just Write! Guide February 2012.
Rationale for selecting this resource
I selected this resource from TEAL which discusses the importance of first establishing the learning objectives then assessing the adult learner, before during and after the facilitated learning to show how the adult learning objectives were met.
The warm-up, introduction, presentation, practice, evaluation, application, acronym WIPPEA, is a lesson plan model in which each learning concept builds on the previous one (Hunter, 1982). This six-step lesson planning approach has learners demonstrate mastery of concepts and content at each step before the instructor proceeds to the next step. I will improve my instruction by incorporating the WIPPEA approach into my lesson planning.
Component 5: Media (Possible Considerations)
Website URL: http://cde.athabascau.ca/online_book/ch6.html
Rationale for selecting this resource
This in-depth resource from Athabasca University (Fahy, 2004) entitled |Media Characteristics and Online Learning Technology reviews the attributes and effects of conventional media such as print and text, still graphics and illustrations, sound and music, video and moving graphics, and multimedia on adult learners.
I selected this article because it is evidence based, comprehensive and detailed. It answered many of my questions and concerns regarding how and when to best use the various media options with adult learners. Incorporating what I have learned and updating my instructional resources will make my lessons more contemporary and vibrant.
References
Doherty, B., (2012). Faculty Focus, Tips for teaching adult students. Retrieved from: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/
Fahy, P.J., (2004). Athabasca University. Media Characteristics and Online Learning Technology. Retrieved from http://cde.athabascau.ca/online_book/ch6.html
Kuhne, G., (2016). ADTED 460 - Introduction to Adult Education. Ten Characteristics of Adults as Learners. Penn State’s World Campus Retrieved from http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/Ten_Characteristics_Adults-Learners.pdf
Malamed, C., (2014). The eLearning Coach. Get your audience pumped: 30 ways to motivate adult learners. Retrieved from http://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners/
TEAL, (2012.) Teaching Excellence in Adult Literacy. Just Write! Guide. Retrieved from https://teal.ed.gov/tealguide/lessonplanning
Lesson Plan Components
Component 1: Characteristics of Adults as Learners
Website URL: http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/Ten_Characteristics_Adults-Learners.pdf
Rationale for selecting this resource
This excellent summary of Ten Characteristics of Adults as Learners’ document was written by Dr. Gary Kuhne for "ADTED 460 - Introduction to Adult Education," a course offered through Penn State's World Campus.
I selected this document because it is insightful, comprehensive and very concise. Not only are the ten characteristics of adults as learners described in very clear and practical terms, the implications of the characteristics are also discussed.
Remembering to always take time to get to know and understand the learning audience will help me facilitate the learning process for adult learners in a relevant and suitable manner.
Component 2: Creating a Positive Learning Environment
Website URL: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/
Rationale for selecting this resource
This useful webpage is from Faculty Focus Higher Ed Teaching Strategies from Magna Publications, Brooks Doherty (2012) Dean of faculty at Rasmussen College in Minnesota.
I selected this article for its clarity and authenticity. The recommendations made and the rationale provided by Doherty resonate with my own understanding and experience as an adult learner.
I know that when I can’t readily see or hear the facilitator or the learning location is too cold or too dark or distracting, it can significantly impede the learning process. I will always try to ensure the learning environment is supportive to the adult learner.
Component 3: Motivational Techniques
Website URL: http://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners/ The eLearning Coach, Connie Malamed
Rationale for selecting this resource
This webpage from The eLearning Coach, Connie Malamed briefly discusses what motivation is and provides thirty great suggestions on how to motivate adult learners.
I selected this resource because it provides a more detailed list of points to consider than most of the other articles that I reviewed for connecting with and motivating adult learners. The resource appears to be based upon practical insights rather than theory.
I expect to improve my instruction techniques by being a bit more flexible when facilitating adult learning. When appropriate, I will utilize additional motivating strategies that I had not previously used or considered.
Component 4: Assessment
Website URL: https://teal.ed.gov/tealguide/lessonplanning
Teaching Excellence in Adult Literacy (TEAL) Just Write! Guide February 2012.
Rationale for selecting this resource
I selected this resource from TEAL which discusses the importance of first establishing the learning objectives then assessing the adult learner, before during and after the facilitated learning to show how the adult learning objectives were met.
The warm-up, introduction, presentation, practice, evaluation, application, acronym WIPPEA, is a lesson plan model in which each learning concept builds on the previous one (Hunter, 1982). This six-step lesson planning approach has learners demonstrate mastery of concepts and content at each step before the instructor proceeds to the next step. I will improve my instruction by incorporating the WIPPEA approach into my lesson planning.
Component 5: Media (Possible Considerations)
Website URL: http://cde.athabascau.ca/online_book/ch6.html
Rationale for selecting this resource
This in-depth resource from Athabasca University (Fahy, 2004) entitled |Media Characteristics and Online Learning Technology reviews the attributes and effects of conventional media such as print and text, still graphics and illustrations, sound and music, video and moving graphics, and multimedia on adult learners.
I selected this article because it is evidence based, comprehensive and detailed. It answered many of my questions and concerns regarding how and when to best use the various media options with adult learners. Incorporating what I have learned and updating my instructional resources will make my lessons more contemporary and vibrant.
References
Doherty, B., (2012). Faculty Focus, Tips for teaching adult students. Retrieved from: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/
Fahy, P.J., (2004). Athabasca University. Media Characteristics and Online Learning Technology. Retrieved from http://cde.athabascau.ca/online_book/ch6.html
Kuhne, G., (2016). ADTED 460 - Introduction to Adult Education. Ten Characteristics of Adults as Learners. Penn State’s World Campus Retrieved from http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/Ten_Characteristics_Adults-Learners.pdf
Malamed, C., (2014). The eLearning Coach. Get your audience pumped: 30 ways to motivate adult learners. Retrieved from http://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners/
TEAL, (2012.) Teaching Excellence in Adult Literacy. Just Write! Guide. Retrieved from https://teal.ed.gov/tealguide/lessonplanning