Traditions and Experential Learning. When Should We Break Traditions?

I only made it to page 3 of this week's chapter, Experience and Learning, to find resonance and meaning.  According to Dewey and Knowles, experience is at the heart of adult learning but can also serve as a barrier to new learning (Merriam & Bierema, 2014). Upon reading this, I began to consider how our own good or bad educational experiences effect new learning.  For example, individuals who have positive past learning experiences tend to want to reproduce that learning environment in new learning opportunities.  Conversely, individuals who have negative past learning experiences tend to stray away from that learning environment and may change the way they learn when learning something new. However, bad past learning experiences may serve as a barrier for new learning altogether.

Let's face it, by the time one becomes an adult learner many habits, biases, and perceptions have developed which could stall or motivate us in learning new and alternative ways of thinking.  Chances are that the development of these learning habits were passed onto us by our individual learning mentors and environment.  Based upon this thought, we are all products of an educational system filled with educational traditions.  Tradition can be described as the transmission of an established way of thinking, feeling, or doing and is rooted in experience. Traditions are important to many people, organizations, and communities because they provide familiarity, security, and a way of doing things. Sometimes though, traditions paralyze us from exploring new experiences. Therefore, how do we determine which educational traditions serve our purpose and which ones inhibit us from moving forward?  Educational leaders and instructors struggle with traditions and how to implement change.

Retrieved from http://niftymarketing.com/wp-content/uploads/2012/01/fiddlerontheroof.jpg

Since experience is the process of personally undergoing, observing, or encountering something, educational traditions can be changed.  How do we do that?  According to Lewins' organizational change theory, there are three steps to implement change in learning (2014).  First, one's previous learning must be unfrozen by introducing new information that reveals a discrepancy between past thinking and desired new thinking (2014). Secondly, the actual change in knowledge and thinking takes place and finally, the new learning is refrozen in the individual (2014). This process is similar to transformative learning in which a reflective experience and new knowledge emerges from questions about discrepancies between past and present situations.  Flipping the classroom, gamification, and the utilization of current technology are some examples of changing traditional lecture learning to new engaging learning methods.

While I believe traditions provide familiarity and security for many instructors and students, we cannot accomplish a desired educational culture  of self-directed, responsible, and engaged adult learners if we are not willing to create new traditions.

Retrieved from http://starrsackstein.com/wp-content/uploads/2013/03/Tradition-vs-Innovation.jpg 



 References:

Merriam, S.B. and Bierema, L.L. (2014). Adult learning:  Linking theory and practice. San Francisco, CA:  Jossey-Bass.

Chapter 6 or Nine Routes, Five Philosophical Conceptions, Four Abilities, Three phases of Critical Reflection, and a Partridge in a Pear Tree

This chapter focused on the relationship between life experience and learning as interpreted by several researchers and educators. Despite the number of definitions and terms crammed into these few pages making this relationship seem complicated, one only need to consider his or her own experiences to make sense of this chapter. For example consider your first experience cooking. Hopefully, you started out simple, learning to make eggs or pancakes. Mastering these simple breakfasts probably gave you the confidence to tackle more difficult dishes. You probably reflected (whether you called it this or not) on your experiences, deciding what worked and what didn't. Perhaps the skillet was too hot for the first two pancakes or you were overzealous in scrambling your eggs. The next time you went to make these dishes, you learned from your reflection and applied what you learned to make even better food. Dewey would say your fruitful experience in the kitchen allowed you to continue in your culinary pursuits building off of that basic knowledge. However, if you jumped right into the kitchen and decided your first dish would be a soufflé chances are, it did not turn out like the cookbook picture because souffles are difficult to make even for the experienced chef. In this case you might have been hesitant to try another dish because your experience was lacking.

How does this reciprocal relationship between learning and life experience affect us as educators and as students? As educators we need to consider where our students may be on Kolb’s continuum of learning styles. We need to plan experiences for students who are “doers” (AE) as well as for those who are “watchers” (RO) and for those who prefer “thinking” (AC) over “feeling” (CE). As students we should try to see what we are learning and how it applies to the big picture. Life experience cannot be discounted when we step into a classroom. I like the constructivist approach to this topic outlined by Fenwick where learning is make possible through reflection on past experiences (113). Since our unique experiences make us who were are, how can they be separated from our learning? What are some other considerations you can think of as educators or students?

Fran. (N. D.). [Cartoon. Retrieved February 24, 2015 from http://www.cartoonstock.com/directory/l/life_experiences.asp].

Merriam, S. B. & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.

Transformative Learning Era

Future Workforce
NSF's Advanced Technological Education program celebrates 20 years of connecting students with STEM careers.  With the leadership of community college educators and their industry partners, the National Science Foundation's Advanced Technological Education (ATE) program has achieved an impressive record of incubating innovative science, technology, engineering, and mathematics (STEM) programs.  ATE's mission to increase the quality of technicians working in fields of strategic importance to the nation's economy and security has led to improvements in two-year technical programs, secondary school STEM classes, and faculty professional development throughout the nation (Madison, P., 2014).

President Applauds ATE
President Barack Obama wrote in the introduction to ATE Centers Impact, "To keep America on the cutting edge, we must ensure our students and employees have the tools they need to reach their full potential and excel in the jobs of today and tomorrow.  For over 20 years, the National Science Foundation's Advanced Technological Education program has committed to this important task...By building strong partnerships in education and industry, government and the non-profit sector, this program helps prepare students for their careers.”  (Madison, P., 2014).

Personal Thoughts
An abundant amount of our reading assignments in this graduate program has informed us of the transformation of the educational structure.  My thought is, will future historical data call this era ‘The Great Transformation’.  I believe this time will change every area of our lives if we apply it, and that will be personal, private, and professionally.

The video is a must see for current and future CC students!

References

Fleming, K. (2012, January 1).  Success in the New Economy.  Retrieved February 21, 2015, from https://vimeo.com/67277269

Patton, M. (2014).  FUTURE WORKFORCE. Community College Journal, 85(2), 36-39.   Retrieved from http://0 search.proquest.com.library.acaweb.org/docview/1648981418?accountid=13505

                                                 Transformative Learning

Transformative Learning is "The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action" (Mezirow, 1996: 162). Transformative Learning has emerged in the field of adult learners with great enthusiasm. Dr Mezirow developed his theory, as women were going back into the workforce.  These women were attending community colleges in order to learn new skills and begin new careers. As they were exposed to new ideas and beliefs they began to question how they saw themselves in their current circumstance and what changes they would need make in the future to attain their goal.  They also began to question their past beliefs and wondered if they could incorporate the new ideas they were learning into their current belief system.  This experience caused some of the women to embrace the new ideas and undergo a personal transformation. The self examination that the women went through and the struggle to accept new ideas is called critical reflection. Dr Mezirow believes that critical reflection is necessary for transformational learning. That is a very brief discussion of transformative learning.  I would like to share through this blog post how online instructors can use Dr. Mezirow’s theory of critical reflection. Instructional strategies that would promote critical reflection would be:  discussion, artistic expression of ideas and collaboration of students in the online classroom. 

Critical reflection:  As mentioned above this is necessary to promote growth in the learner.  The learner needs to have an intense experience that will cause them to examine their current beliefs. This also challenges them to decide how they will incorporate these new ideas into their belief system. As the learner accepts the new ideas they will experience transformational learning.

Discussion:  As students discuss and defend their beliefs , these discussions will help the student develop an awareness of what they believe. This self reflection will assist the student in understanding what assumptions are part of their belief system and if they are willing to change what they believe.

Artistic Expression:  It has been suggested that poetry, art, photography, and music can help a student to experience transformative learning, because art is something that everyone is familiar with.  I think that art can be incorporated in the online classroom through projects.  Students can use art to make movies, posters, and Prezi presentations. 

Collaboration:  In the college setting, students are required to work in collaborative groups. As students begin the collaborative process, they begin to examine their ideas and beliefs.  This process happens as they are defending their ideas and beliefs to the group. As the student interacts with the group, hopefully they are able to recognize any ideas and beliefs that are no longer meaningful and need to be changed.  By working with others and reflecting on past  beliefs students will discover what is important to them as a learner.

As an online instructor is is important to consider these strategies when  planning your classes. As instructors we have the opportunity to expose our students to meaningful content through our classes.  This expose can have a lasting impact on their sense of who they are and how they see themselves moving forward. By using these strategies you could assist your students in having a transformative learning experience.

 I found this graphic on a page overflowing with graphics that presented Transformative Learning in a  graphic form.  I was drawn to this particular graphic, as a visual learner, because of the simplicity in its appearance. I think that this would be a good reference for an Instructor to remind them of the impact that Transitional Learning can have on students.

References:

Barnes & Hopper, 2011; Adapted from Schell, 2008

EDDE 801, Ed D at Athabasca University, Canada on August, 2009

Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, Volume 6(2), 104-123. 

Merriam, S. (2014). Adult learning linking theory and practice. San Francisco: Jossey-Bass

Mezirow, J. (1998b). On critical reflection. Adult Learning Quarterly, 48(3), 185-198.

Su-Tuan Lulee; Mary McNabb; Gordon Preston; Rebecca Walker

Transforming Learning

Diversity Acceptance in Adults using Transformative Learning

According to Patricia Cranton, author of Understanding and Promoting Transformative Learning: A Guide for Educators of Adults, states that an individual becomes aware of holding a limiting or distorted view. If the individual critically examines this view, opens him/herself to alternatives, and consequently changes the way he/she sees things, he/she has transformed some part of how he/she makes meaning out of the world (Cranton, 1994). In the professional world where my interactions with different people are extremely important, more specifically, teaching acceptance practices and encouraging adults to make conscious changes to alter their perspectives is a real-life example of transformative learning that I am apart of every day. As an avid trainer in Diversity and Safe Zone, I utilize transformative methods to encourage adults to consider other points of view about the lesbian, gay, bisexual, transgender, gender-queer, intersex, and asexual (LGBTQIA) community.

Three common Themes
The three common themes addressed by Jack Mezirow, a leader and educator in transformative learning, were (1)experience, (2) critical reflection, and (3) rational discourse. As a foundation, adults come to training with established experiences as a starting point to consider change. Critical reflection was a theme that is referenced during training through activities that promote, to adults going through training, how heteronormativity is considered a privilege and how the LGBTQIA community does not often have the same opportunities as heterosexuals in social situations, such as expressing love without judgment. Rational Discourse is expressed through roundtable discussion and sharing of new perspectives. This becomes the catalyst for transformation, as it induces the various participants to explore the depth and meaning of their various world-views, and articulate those ideas to their instructor and class mates (Mezirow, 1991).

Transformative Learning is a Holistic Approach
In contrast to Mezirow, Dirkx views transformative learning as an emotional process that involved “soul work” (Merriam & Bierema, 2014), however Dirkx view of transformative learning takes a similar stance to that of Cranton. There are specific instructor characteristics and roles which facilitate transformational learning. Some of those characteristics are:

-Encourage students to reflect on and share their feelings and thoughts amongst each other.

-Be holistically oriented, aware of body, mind, and spirit in the learning process.

-Become transcendent of own beliefs and accepting of other's beliefs.

-Cultivate awareness of alternate ways of learning.

-Help students question reality in ways that promote shifts in their world view (Cranton, 1994).

For students, there appears to be a relatively common theme similar to instructors when it comes to approaching transformative learning and being prepared for it. Specific student characteristics and roles which facilitate transformational learning are:

-Students must be free to determine their own reality, as opposed to social realities defined by others or by cultural institutions.

-Students must be ready for and open to change.

-Those with a wider variety of life experiences, including prior stressful life events, are likely to experience more transformation.***

-Cultivate the ability to transcend past contexts of learning and experience.

-Have sufficient maturity to deal with paradigm shifts and material which differs from their current beliefs.

Conclusion

Transformative learning is an integral part to developing an acceptance of other groups and cultures. It is a not a process that can only be fulfilled by making changes to one's physical environment, but rather is a concept that must also approach the idea of change from an internal perspective. Having the NEED to change is one thing, however having the DESIRE to change is what can lead to succeeding and remaining consistent in your journey of learning. Socrates once stated, "The secret of change is to focus all of your energy, not on fighting the old, but on building the new."

References

Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass Higher and Adult Education Series. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.

Merriam, S. B. and Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1991) Transformative Dimensions of Adult Learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.

Transformative Learning Theory - Three Perspectives

The transformative learning theory is a learning process that essentially gives meaning to the adult learning experience (Merriam & Bierema, 2014).  It involves a change that occurs in an adult’s perspective of themselves and the world around them.  There are three major views of transformative learning.  They include the cognitive perspective and the beyond rational views that categorizes transformation as either emotional, cultural-spiritual or planetary and ecological.  And, lastly, it can also be viewed from a social change perspective. 

Transformational learning takes place in different contexts for the adult learner, individual, classroom and online or the in the workplace.

Transformative Learning:   Cognitive Perspective

In his early concept of the transformative learning theory, Mezirow identified a 10 step process for transformative learning to occur.  Mezirow’s theory is primarily a cognitive process (rational, critical and reflective). Although he believed that emotions, intuition and context play a role in helping learners to arrive at a transformed perspective, he believes it is only secondary to the cognitive process.

Transformative Learning:  Beyond Rational Perspective

In contrast to Mezirow, Dirkx views transformative learning as an emotional process that involved “soul work” (Merriam & Bierema, 2014).  Dirkx believes that every learning situationis an emotional process that moves from an unconscious state into the conscious realm.

Another beyond rational view is that of Charaninya, who views transformative learning from a cultural spiritual view.  It occurs when an adult learner’s cultural or spiritual identity is challenged if a previously held belief does not align with what is actually practiced in the culture.

Yet another beyond rational perspective of transformative learning is planetary and ecological.  O’Sullivan believes that transformation occurs as a result of the learner recognizing that he or she is interconnected with the universe, planet and natural environment (Merriam & Bierema, 2014, p. 87).  Thus, this type of epiphany leads to a transformed perspective.

Transformative Learning:  Social Change Perspective

The goal from this perspective is to challenge and transform overbearing structures in society (Merriam & Bierema, 2014, p.88).  The focus for this change comes at the individual level first and then transitions to a more social context.  Brazilian educator, Paulo Freire, believes that in order for transformative learning to occur, learners need to become aware of power and oppression in their own lives.  Only then can they work toward changing the social structures around them (Merriam & Bierema, 2014, p. 88).

Personal Reflections

In summary, it is my belief that adult learners transform their perspectives based on a combination of factors.  The graphic above is a depiction of all the moving parts that must be present for meaningful transformation to occur.  Instructors should provide a variety of contexts for adult learners to work through the process individualistically.  Creating such a framework encourages learners to challenge previously held views in order to arrive at new epiphanies, without instructor bias.

References

Merriam, S. B. and Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Josssey-Bass.

Gamification Resource for Transitioning Individuals into Self Directing Learners

Upon reading this module's blog post, Turning a College Student into a Self Directed Learner, I decided to further research the concept of gamification.  I began to question how it is or can be utilized to produce the desired behavior of self-directedness in college classrooms.  Little did I know that I would discover an application of this concept which would resonate with me as a health care educator and mother. 
As we have learned, Self-Directed Learning (SDL) can be described as a personal attribute or process.  Gamification builds upon SDL personal attributes of confidence and responsibility and considers self-management, self-monitoring, and self-motivation in the achievement of desired goals.  As suggested by Merriam and Bierema (2014),  when a learner situates themselves within the social context and assumes control of the environment then self-management occurs.  Application of these SDL theories through gamification is evidenced by InSpire, a mobile phone app which integrates a hand held spirometer and interactive game to improve self-management of asthma among pediatric patients.
"InSpire to Promote Lung Assessment in Youth: Evolving the Self-Management Paradigms of Young People with Asthma" (Elias, Rajan, McArthur & Dacso, 2013) describes how gaming encourages correct spirometry techniques and motivates young patients to self-manage their disease.  Research suggests that 50% of pediatric patients fail to self-monitor their condition through home spirometer testing and results in increased hospital visits (2013).  InSpire technology motivates patients, or players, to defeat enemies by making a dragon breathe fire by correctly demonstrating spirometer maneuvers (2013).  Additionally, the game incorporates high reward scenarios for correct spirometer maneuvers that are spaced between 8-12 hours to create a morning and evening monitoring regiment (2013). The results of the test can be sent through the smartphone app directly to the patients physician which increases the patient and physician partnership in managing the disease.
As a health educator and a mother of a child with a chronic lung disease, teaching young patients to take responsibility for the treatment of their disease is extremely challenging. Due to the inherent lack of maturity and responsibility associated with their age, pediatric patients struggle with self-management.  However, gamification creates an environment in which the pediatric patient assumes control of the environment and is motivated to reach goals by receiving rewards for correctly performing spirometry techniques.  This creates a desire to take responsibility for completing the treatment and builds confidence within the young patient.  The InSpire application of gamification among young asthmatic patients is one example of how people can transition into self-directedness and promote self-efficacy. 





http://games.jmir.org/article/viewFile/2014/1/11649

 

References:



Elias, P., Rajan, N., McArthur, K., and Dacso, C. (2013). Inspire to promote lung assessment in youth:  Evolving the self-management paradigms of young people with asthma. Journal of Medical Internet Research, 2(1). DOI: 10.2196/med20.2014

Merriam, S.B. and Bierema, L.L. (2014). Adult learning:  Linking theory and practice. San Francisco, CA:  Jossey-Bass.

 

Gamification Resource for Turning a College Student Into a Self-Directed Learner

I thought this resource would be a welcomed break from reading literature on gamification. It appeals to the visual learner and is actually based on research. This infographic (a new concept to me) was based on a survey conducted by the Association for Talent Development (ASTD). ASTD found that out of 551 of the people who took the survey, 25 % utilize gamification as a learning tool in their organizations, and... "49 percent use gamification for training all employees, 42 percent use it for new employee orientation, and 34 percent use it for high-potential employee development programs." 

Statistics aside, It is exciting to hear about all of the benefits of gamifying education and the work place. This fun infograph is chock full of really interesting statistics and information that argue for the gamification of our educational system. What struck me is the 1.2 million students who fail to graduate. It is clear to me that we are in need (and over due) for a revamp of our educational system. What if we begin SDL development even before getting into college? Gamification is one way to support that development.

Now I also found this infograph to evoke some nostalgia in me. "A Short History of Gamified Learning" showed games such as Carmen Sandiego, The Legend of Zelda, Mavis Beacon Teaches Typing (hey that's what I used when I taught myself to type!!). These were all games I grew up with. They were intelligent and inspiring. I found this infograph to support the Jenny's blog on how gamification can support college students to becoming SDLs. 

Turning a College Student Into a Self-Directed Learner

As always, when I am reading the topic in the Adult Learners textbook, I tend to apply what I am reading to my college students and to myself. This week’s chapter on Self Directed Learning is no different. College students are in the process of making the transition from teacher directed learner to self-directed learner. They have spent the past 12 years of their lives being directed in their learning by their teachers and schools. Aside from some electives, and any extra-curricular activities that they are involved in, they have very little control over their learning. I see college as a transition from the teacher directed learning of primary and secondary schools to the self-directed learning of adulthood. Once I came to that realization, I started thinking about how I could help my students make that transition. According to Merriam and Bierema in Adult Learning: Linking theory and practice (2014), self-directed learners take more responsibility for their learning and have such personal characteristics as “creativity, critical reflection, enthusiasm, life experience, life satisfaction, motivation, previous education, resilience, and self-concept. (page 61)” Some of those characteristics only come with time and maturity, but others  can be nurtured in the classroom.

When I started to think about how I could help instill some of these characteristics in my students, I began to think about an area of teaching that I am currently investigating for use in my classroom: gamification.  Gamification can be used with all ages of students from preschool on up, but is beginning to be considered a valuable tool for adult learners.

Ok, Maybe not like that, but you know it is a "thing" if it shows up in a Dilbert cartoon

 

In his article “5 Easy Steps to #Gamifying #HigherEd,” (2013) Justin Marquis discusses what gamification can add to higher education. This includes things like engagement, flexibility, competition, and collaboration. It also allows the students to learn from their failures instead of having to be perfect all of the time. These correlate nicely with many of the attributes of a self-directed learner, especially creativity, critical reflection, enthusiasm, motivation, and resilience – all of which have been shown to be characteristics of successful gamers. When a student is given the flexibility of choosing their path to learning, as well as control over the approach they take towards that learning their motivation tends to increase. Add to this the fact that they are “competing” against their classmates for high scores as well as collaborating with their classmates to “defeat bosses” (could be passing a test or completing a project), and you have an environment where students are eager to learn. Ideally, this eagerness will stay with them when they leave the classroom.

The following video talks about using gamification to turn students into self-directed learners, and while it isn’t specifically about adult learners, everything that they say can be directly applied to students in a college classroom.

Extra Credit: Gamifying Education

I feel that any tool that can help students to become excited and self motivated learners is worth investigating. Becoming a self directed learner is an important part of their passage into adulthood.

References

Adams, Scott. (2013, May 19). Dilbert. [Cartoon. Retreived February 8, 2015 from http://dilbert.com/strip/2013-05-19].

Extra Credits (2013, May 13) Extra Credits: Gamifying education [YouTube Video. Retrieved February 8, 2015, from https://www.youtube.com/watch?v=MuDLw1zIc94].

Marquis, J. (2013, July 25). 5 Easy Steps to #Gamifying #HigherEd - OnlineUniversities.com. Retrieved February 8, 2015, from http://www.onlineuniversities.com/blog/2013/07/5-easy-steps-to-gamifying-highereed/

Merriam, S. B. and Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Josssey-Bass.

Wednesday, January 28, 2015

Assumptions about Adult Learners

The Learner’s Concept

I agree with the following statement from our textbook.  The fact that adult learners can be presumed to have a more independent self-concept than a child and therefore be more self-directed in their learning does not imply that all adults are always self-directing and can plan their own learning, or that all children are always dependent learners. 

The independent self-concept fades away with some adult learners when it comes to computers.  I have known adults to say why this is necessary.  My question now is, have they learned how to learn and are they willing to change?  I have had some humorous moments in the classroom while teaching senior citizens computers.  I recall a time when I told a student to say ‘OK’ for his response to a question on his screen so, he shouted OK!  It was funny but I realized I had to redirect my teaching methods.  I believe if I had lectured the last two assumptions would it helped them.  (Adults are mostly driven by internal motivation, rather than external motivators and Adults need to know the reason for learning something)

Children and computers, it appears to be a different story.  I know 2 year olds that are maneuvering Kindles.  I believe monitoring what they are exposed will give them a good foundation for their future education.  Do you think the statement below is for all learners? 

                                                 Tell me and I forget.

                                                    Show me and I remember

                                                          Involve me and I understand.

                                                                                                Confucius

Readiness to Learn

Our textbook states that the main emphasis in this assumption is that the social roles of adulthood create a need for learning.  Need!  How many areas our lives where the need to learn have developed over the past 10 years?

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San      Francisco: Jossey-Bass.

Look at this ‘rap’ video about adult learning.  https://www.youtube.com/watch?v=Cu_PpkqWJGA

Behaviorism, Humanism, and Free Will

Behaviorism and Humanism

I recognize value in of the learning theories.  However, I see some of my life experiences my connected to behaviorism and humanism.  As I think of behaviorism with my life experiences, I think of how my behavior changed after learning to drive.  My behavior became serious while I was in the driver’s seat because then I understood that I was no longer the passenger.  I learned this behavior by observing my mother.   I also remember my sixth grade teacher rewarding me with a piece of wrapped candy when I did well on a test.  I still remember hearing the sound of the wrapper in his hand as he was giving it to me.  It is clearer to me now as to why he did that, and why I always did well in his class.  Now as for humanism, the most profound statement to me was articulated by Rogers – an educated person is one “who has learned how to learn … how to adapt and change” and realizes “that no knowledge is secure, that only the process of seeking knowledge gives a basis for security” , (Merriam & Bierema, 2014).  Learning how to learn.  I understand more fully why I sometimes get irritated when I only get the “bits-and-piece” of a learning content.  I am an observing and I like to put the puzzle together piece by piece.  I can say that I had not recognized the strength of this until now.

Merriam, S., & Bierema, L. (2014). Adult Learning: Linking Theory and Practice. San       Francisco: Jossey-Bass.

Free Will

I believe that we have a free will.  I see it as an ability to choose.  I made a choose today to get up out of my bed and I chose what I wanted to do next.  I chose not to leave the house today, and I decided that I would study adult learning.  No one made else was involved in these decisions.  If I choose to stop going to work, I will have to decide how would sustain myself.  I have a plethora of chooses to choose from. 

https://www.youtube.com/watch?v=u1uBfCKLNrI

Pedagogy and the Adult Learner

As I pondered Alex's blog post on the differences between the teaching models of andragogy and pedagogy, I thought of just how restrictive the pedagogical model is.  It is teacher lead with much focus on students following the mandates of the teacher in order to receive or earn extrinsic rewards such as grades and teacher approval.   In this video, Marco Torres gives an illustration of how some students view the pedagogical model used in US school systems.  Within the first two of minutes of the video, Torres shares how the top percentages of high school students have "figured out" the system.  He goes on further to discuss the importance of keeping learning relevant and helping (high school) students to make their own decisions around their own learning experiences and making connections to the world around them.  I agree with Torres assertions in this
video.  To further enhance his points, he could have given specific examples or read the letters of some of the high schools students he referenced in the video.

I believe that we need to begin using the andragogy model with the high school learner to help make the transition to college more seamless.  Later on in the educational journey, successful
learners become more self-directed and have other reasons for pursuing education outside of extrinsic rewards.  Therefore, when we try to force a teacher-centered model on an adult
student the results can sometimes be unprofitable.  Adults, who have become self-aware, are less
likely to appreciate this method.  If the adult learner does not feel like the instruction is relevant to their needs, and they don't have a say in their own educational experience, they "vote" with their feet and may stop-out or drop out of the course(s) they are taking.

If we begin the transition to a more self-directed approach earlier rather than later, the outcomes of students in the first year college experience will help them to persist through goal completion and/or degree attainment.

References:

Mezei, Razvan Alex (2015) The Adult Learner Blog http://the-adult-learner.blogspot.com/2015/01/andragogy-how-to-value-true-potential.html


Keeping Schools Relevant, YouTube, https://www.youtube.com/watch?x-yt-cl=85114404&v=Uiaw0ZSiLw4&feature=player_embedded&x-yt-ts=1422579428