ADULT EDUCATION:
FOUNDATIONS OF PRACTICE
A Self-Study
Course
INTRODUCTORY
MATERIALS
Course Description and Rationale
Areas of Learning
Competency Expectations
Textbook Suggestionss
Suggested Self-Study Activities
LEARNING
ACTIVITY DESCRIPTIVE MATERIALS
Learning Activity #1 - Learning Contract Design
Learning Activity #2 –
Learning Activity #3a – Alternative One: Personal
Journal or Diary
Learning Activity #3b – Alternative Two: Personal Resource File
Learning Activity #3c – Alternative Three: Professional
Portfolio
Learning Activity #4 - Developing A Personal Philosophy
Statement, Code of Ethics, or Professional Commitment Statement
Learning Activity #5 - Adult Learner Interviews
Learning Activity #6 - Agency Study
Learning Activity #7 - Personal Vitae of an Adult
Education Historical Figure
Dear Diary: A Learning Tool for Adults
REFERENCES, BLIOGRAPHY,
AND READING SUGGESTIONS
INTRODUCTORY
MATERIALS
Course Description and Rationale
Course Description and Rationale
Adult
education is an exciting field to study and is equally exciting to be associated
with as a learner or interested professional. The field is dynamic, growing,
and full of opportunity. Today more than 50% of all American college students
are over 21, with nearly 15% over age 35. Most authorities predict that the
number of older students will continue to increase for some time to come.
Researchers have found that almost every adult is engaged in one or more
learning projects each year where a considerable amount of time in
self-directed study takes place. It appears that an average of 500 hours is
spent annually by a typical adult in such learning. In addition, training in
the workplace is a multi-million dollar investment.
An
aspect of our lives undergoing perhaps the most change today is the workplace.
We may never again see the day when a person started working for an
organization and then had an opportunity of working there for 30 or more years.
Today, most change jobs and even careers several times in their lifetime. This
means that we often are in transition and there are various learning
implications. This constancy of change is very real. Deems (1995) talks about
it this way:
Increasingly, instead of having a
"career," a worker essentially contracts with a company to perform a
set of tasks. Once those tasks--and the worker's assignment--are completed, the
worker negotiates another contract with perhaps a different company for a new
set of tasks. What will the eventual impact be? We can't know for sure, but
what we do know is that the way work gets done is changing. (p. 23)
Much
of this change has been fueled by the need for companies in the
There
also is a continuing stress on obtaining higher quality products or services at
the lowest possible cost. Total quality management remains the most active
workplace trend, with transitions to team-based structures close behind
(Workplace Trends, 1995). Total quality improvement, while on the surface
benefiting consumers, often results in the need for considerable extra training,
increased employee workloads, and a constant need for employees to be involved
in frequent problem solving activities.
The
notion of more for less has even impacted the way some managers think about
which employees are trained for what areas: "To stay successful, you need
value-added services, so everything needs to be evaluated. . . . Management
wants to know what value training adds to the business equation" (Gyrus
Systems, 1996, p. 1). Education and training actually remains very big business
for most organizations. Minoli (1996) notes that the U.S. corporate training
market alone is estimated to be a $100-billion-a-year business, with upwards of
35 million individuals receiving formal, employer-sponsored education each
year. Another estimate put the amount at more than 52 billion dollars a year
(Training Budgets, 1995). Whatever the figure, unfortunately the "doing
more with less" theme that seems prevalent today in the workplace has
meant employing some training techniques that may be problematic in the long
run, such as large numbers in training sessions, shorter training periods, and
more technology-directed training packages (Hequet, 1995). Those of us desiring
to or working as educators and trainers of adults must be prepared to work under
varying kinds of both demands and constraints.
There
are some positive benefits from the total quality movement and other workplace
initiatives. Self-directed work teams and efforts to give employees a greater
say in the management or operation of companies have increased (Orsburn, Moran,
Musselwhite, and Zenger, 1990). Companies like Xerox, Proctor & Gamble, Ben
& Jerry Ice Cream, Motorola, L. L. Bean, and Domino's pizza have won awards
or received numerous accolades for their efforts in excellence, quality, and
learner empowerment. Richard Durr, a manager of training for Motorola, notes
that the success of implementing self-directed learning at his company has been
very valuable in moving each employee toward "becoming an empowered
lifelong learner" (1995, p. 343).
The
educational implications of such new views and learning attitudes are numerous.
Some organizations will find new markets for existing programs aimed at
educating adults. Many organizations can redesign existing efforts to meet
emerging educational needs related to workplace transitions. These will range
from creating new workplace programs on a variety of topics to redesigning
existing educational programs or efforts. Opportunities also exist for new
partnerships between various employers and education providers. There even will
be increasing opportunities for adult education and training consultants to
build programs for a variety of specialized or outsourced needs.
Thus,
those of us interested in adult education, training, and human resource
development need whatever tools we can find to help employees in a wide variety
of organizations or agencies deal with change and the constant need for new
skills, knowledge, and behaviors.
Therefore,
the general purpose of this self-study effort is to help you become aware of
the nature of the field, its programs, agencies, and individuals. You will
examine the contributions made by other disciplines to the knowledge of the
field, the issues in practice and research, the field's present state of knowledge,
and future roles of professional educators or trainers of adults. The course
thus provides you with a foundation of knowledge about adult education and a
foundation on which to build future learning endeavors.
Areas for Learning
The
following topic areas suggest the range of content possible for in-depth
personal study. There are many additional topics that may emerge based on your
experience, need, and interests.
1. Scope
and Nature of the Field of Adult Education
a. Definitions and terms
b. Theory foundations (e.g., andragogy,
perspectives transformed, paradigm shifts, etc.)
c. Agencies and institutions
d. Types of settings (formal, nonformal,
informal, etc.)
e. International aspects of adult
education
f. Organization and literature of the
field
2. The
Adult Learner
a. Social and cultural roles
b. Developmental stages/theories
c. Cognition and learning
d. Participation
e. Self-directed learning/individualizing
the instructional and learning processes
f. Learning environments
3. Adult
Education/HRD Agencies and Programs
a. Types of organizations
b. Programming examples (continuing
education, community education, higher education, training, literacy, etc.)
c. Nontraditional/distance education
d. Clientele groups
4. The
Educator or Trainer of Adults
a. Functions and roles as practitioners
b. Professional development (graduate
courses, professional associations, etc.)
c. Resources
d. Research and scholarship roles
5. History
of Adult Education
a. Terminology
b. Historical developments (Lyceum,
Chautauqua, Highlander, etc.)
c. Linkages to worldwide adult education
and training
d. Famous adult educators (Dorothy Fisher,
Cyril Houle, Malcolm Knowles, Alain Locke, Howard McClusky, etc.)
6. Philosophical
Foundations
a. Importance to the field
b. Philosophical Orientations
c. Development of a personal philosophy
and style
d. Application of philosophy and ethical
issues
7. Trends/current
issues
a. Current research and research needs
b. Controversial issues (mandatory
continuing education, professionalization, standards for graduate study, life
experiences credits, in-company or outsourced training, etc.)
c. Futures and Visioning processes
Competency Expectations
At
the completion of this self-study effort, given active participation, you
should be able to perform with excellence in the following ways:
1. Familiarization
with the areas of learning described above.
2. The
development of a personal philosophy statement (or an equivalent) relative to
working with adult learners.
3. The
development of a personal resource file of readings, learnings, ideas, etc. This
actually can be the initiation of a personal portfolio that becomes a permanent
record of your professional accomplishments.
4. The
development of an appreciation for the field in terms of such questions as
"Why Adult Education?" "What is its importance?" "What
is its history?" and "What is its breadth?"
5. The
development of a professional sense of self and the initiating of an ability to
be an advocate for the field.
Textbook Suggestions
1. Merriam,
S., & Brockett, R. (1996). The profession and practice of adult
education: An introduction to the field.
2. Hiemstra,
R. (2002). Lifelong learning: An exploration
of adult and continuing education within a setting of lifelong learning needs
(3rd Edition).
Suggested Self-Study Activities
Following
are suggested learning activities for this self-study effort:
1. Learning Activity #1 - Learning
Contract Design
Complete
a self-diagnosis of needs relevant to this self-study area, design a learning
contract (or plan) for meeting many of those needs, and carry out the planned
activities.
Objective: To facilitate your
ability to diagnose, articulate, and meet individual learning needs.
2. Learning Activity #2 -
Complete those readings necessary to
introduce you to the field of adult education and its literature. The
bibliography in this document, those bibliographies in the suggested texts,
those two suggested textbooks, and your own literature searching activity
should be the primary means or sources for obtaining this knowledge base. At a
minimum to maximize what you obtain from this self-study effort, you should
include at least one of the two suggested textbooks, several articles from one
or more journals central to the field, and some familiarity with at least eight
of the sources listed in this document’s bibliography or general adult
education/training sources that you can locate. (The development of an interactive
reading log or some similar recording activity are common synthesizing tools).
Objective: To facilitate your
acquisition of a broad-based comprehension of related literature.
3.
Learning Activity #3 - Personal Journal or Diary, Resource
File, or Initiation of a Professional Portfolio (chose a, b, or c)
a.
Throughout your study efforts maintain a personal journal or diary to
capture your growing understanding of the field. Any of these products should
include systematic observations of insights, events, and changes in your
perspective.
b.
Develop a personal resource file of information on adult education
programs, literature, resource bases, associations, authors, etc.
c.
Initiate the development of a professional portfolio that captures the
information described for "a" and "b" above and other
material that reflect your current professional accomplishments.
Objectives: (1) To
facilitate an understanding of the nature and scope of the field and to build
critical reflection skills.
(2) To facilitate your skills in developing,
cataloguing, and synthesizing information on the field of adult education and
your development as a professional within it.
4.
Learning Activity #4 - Develop a Personal Philosophy Statement
Develop a personal statement of
educational philosophy and professional style relative to working with adults
as learners. This could involve participating in some study efforts related to
educational philosophies described later in this guide and then developing a
statement that makes sense given requirements or constraints within your place
of work, your own personality, and the ways you have developed for working with
adult students or trainees. The product could be a 2-3 page paper in which
you discuss your findings and conclusions in relation to the course readings
and subsequent discussions. This could be then shared with friends, colleagues,
etc. and you ask them for feedback as a way of reinforcing your learnings.
[Alternatively, develop a personal Code of Ethics or a Statement of
Professional Commitment—see the web page http://www-distance.syr.edu/ethics1.html—for examples.]
Objective: To facilitate your
study of different philosophies related to working with people so that a
personal statement of educational philosophy can be developed and described to
others.
Choose learning activity #5, #6, or #7
5.
Learning Activity #5 - Adult Learner Interviews
Conduct at least two informal or
structured interviews with any adults and obtain information relative to
learning activities, learning styles, learning attitudes, etc. Do more than two
if possible. The product could be a 3-5 page paper in which you discuss your
findings and conclusions in relation to the course readings and subsequent
discussions. This could be then shared with friends, colleagues, etc. and you
ask them for feedback as a way of reinforcing your learnings.
Objective: To facilitate your
understanding of adult learners and the self-directed learning phenomenon.
6.
Learning Activity #6 - Agency Study
Conduct a site visit and study an adult
education or human resource development organization or agency. The product
could be a 3-5 page paper in which you describe the agency and what you have
learned regarding its adult education activities. This could be then
shared with friends, colleagues, etc. and you ask them for feedback as a way of
reinforcing your learnings.
Objective: To facilitate your
initial understanding of at least one adult education agency--its purposes, its
programs, and its personnel.
7.
Learning Activity #7 - Personal Vitae of an Adult Education
Historical Figure
Select an historical figure or
individual of significance in the Adult Education field (living or deceased)
for which a “personal vitae” has not been completed, and develop a personal
vitae according to the guidelines (see http://www-distance.syr.edu/vitae.html). The
product could be a 3-5 page personal vitae in which you describe what you have
discovered about the individual. This could be then shared with friends,
colleagues, etc. and you ask them for feedback as a way of reinforcing your
learnings.
Objective: To facilitate your
understanding of one aspect of the history of adult education in greater depth.
8.
Learning Activity #8 - TERM PROJECT (any one of the following)
a. Complete
an extensive paper on some topic related to the course content such as an
elaboration, discussion, and/or analysis of some current issue, the examination
of an international adult education issue or program, etc.
b. Acquaint
yourself with the literature of the field by carrying out some reading activity
that goes beyond that described in #2 above. This would include reading of a
fairly broad, overview nature and would result in an interactive reading log,
diary, journal, theory log, etc.
c. Carry
out an historical study of some adult education person, agency, movement, etc.
You can use various types of materials, but it is recommended you use the OCR
material shown in the Adult Education
History Project.
d. Negotiate
some activity of your own choosing as a means of acquiring some in-depth on
adult education.
[Suggestions on
the nature of a final product are described later in this document.]
Objectives: (1) To
facilitate your carrying out indepth study, acquisition, and comprehension
of knowledge related to some course content area.
(2) To enhance your analytical skills in
comparing, contrasting, and critically reflecting on various sources of
information.
LEARNING
ACTIVITY DESCRIPTIVE MATERIALS
LEARNING ACTIVITY #1 - LEARNING CONTRACT
DESIGN
I. Preparation
A.
Read through the material on learning contracts contained and/or
referenced in this workbook (see Supplement A).
B.
Determine personal learning needs (see Supplement B) as a means of determining
where to concentrate some of your study efforts. Identify appropriate learning
objectives, strategies, and resources, and design corresponding validation
procedures.
C.
Review examples of contract forms and completed contracts (as displayed
in Supplements C-F) and/or talk with colleagues experienced in contracting to
obtain an understanding of their value, nature, and form.
II. Presentation
A.
Prepare a first version of your contract and share it with one or more friends
and/or work colleagues to obtain their feedback.
B.
After receiving feedback revise, if needed, and utilize this final
document as a guide for your learning efforts.
III. Educational
Goals
A.
That you are able to diagnose, articulate, and meet individual learning
needs.
B.
That you obtain experience in utilizing learning contracts to guide your
individualized, self-directed learning.
IV. Miscellaneous
A.
Learning contracts may take on any form that makes personal sense and
that describes individual learning plans.
B.
Learning contracts are only initial guides and may be redesigned from
time to time if your interests and/or goals change.
LEARNING
ACTIVITY #1: SUPPLEMENT A - LEARNING CONTRACTS
INTRODUCTION
The use of learning contracts with
adult learners has gained cogency during the past decade. Research on
self-directed learning has resulted in the search for appropriate learning
resources and guides and a need by many teachers of adults to provide some
mechanism for learners to build on past experience and determine needs as they
carry out learning activities. Finally, the emergence of non-traditional and
online learning programs have mandated that some vehicle be available for
learners to mix experience with actual learning endeavors. Thus, in response to
these many needs the learning contract method is increasing in its use for
adult learning.
An extended description of how to
complete and utilize a learning contract is shown below. A blank form is
provided for you to use if the described format is acceptable. In reality a
learning contract can take on many shapes and forms ranging from audiotapes,
to outlines, to descriptive statements, to elaborate explanations of process
and product. The intent of utilizing learning contracts is to provide a vehicle
whereby you can personalize the learning experience. Therefore, feel free to
utilize whatever shape or form you develop or with which you feel comfortable.
For supplemental reading on contracts, the following is recommended: http://www-distance.syr.edu/tlchap8.html.
LEARNING
STYLE PREFERENCES
In developing your learning
contract, it may be useful if you have a sense of your own learning and
cognitive styles. As you begin to think about your learning contract, you may
not yet have a thorough understanding of your own learning style, Thus, the
following figure is provided as an initial tool to facilitate the learner who
has never filled out a learning contract in obtaining some sense of what might
be the best approach for this course.
Your
Learning Style Preference
|
Cognitive Style |
Self-Directed Learner |
Other-Directed Learner |
|
Learner
Dependent |
I. Standard
Contract with suggested structure used as basic guide |
II. Standard
contract using suggestions from another person |
|
Learner
Independent |
III. Create
own contract in terms of content and procedure |
IV. Develop
own version of contract using suggestions from another person |
Note that the
range of possibilities is quite extensive.
SOME
GUIDELINES FOR THE USE OF LEARNING CONTRACTS
Why Use
Learning Contracts?
One of the most significant findings
from research about adult learning is the following: When adults go about
learning something naturally (as contrasted with being taught something), they
are highly self-directing. Evidence has accumulated, too, that what adults
learn on their own initiative they learn more deeply and permanently than what
they learn by being taught (Brockett & Hiemstra, 1991 – see http://www-distance.syr.edu/sdlindex.html).
Those kinds of learning that are
engaged in for purely personal development can perhaps be planned and carried
out completely by an individual on personal terms and with only a loose
structure. But those kinds of learning that have as their purpose improving
one's competence to perform on a job or in a profession must take into account
the need and expectations of organizations, professions, and society. Learning
contracts provide a means for negotiating reconciliation between these
external needs and expectations and the learner's internal need and interests.
Furthermore, in traditional
education the learning activity is structured by the teacher and the
institution. The learner is told what objective to work toward, what resources
are to be used and how (and when) to use them, and how any accomplishment of
the objectives will be evaluated. This imposed structure conflicts with the
adult's deep psychological need to be self-directing and may induce resistance,
apathy, or withdrawal. Learning contracts provide a vehicle for making the
planning of learning experiences a mutual undertaking between a learner and any
helper, mentor, or teacher. By participating in the process of diagnosing
personal needs, deriving objectives, identifying resources, choosing
strategies, and evaluating accomplishments the learner develops a sense of
ownership of (and commitment to) the plan. Learning contracts also are a means
for making the learning objectives of any field or practical experience clear
and explicit for both learners and facilitators.
How do you
develop a learning contract?
Step
1: Diagnose your learning needs.
A learning need is the gap between where you are now and where you want to be
in regard to a particular set of competencies. You may already be aware of
certain learning needs as a result of a personal appraisal or the long
accumulation of evidence for yourself regarding any gaps between where you are
now and where you would like to be.
If not (or even so), it might be
worth your while to go through this process: First, construct a model of the
competencies required to perform excellently the role (e.g., parent, teacher,
civic leader, manager, consumer, professional worker, etc.) about which you are
concerned. There may be a competency model already in existence that you can use
as a thought-starter and checklist; many professions are developing such
models. If not, you can build your own, with help from friends, colleagues,
supervisors, and expert resource people.
A competency can be thought of as
the ability to do something at some level of proficiency and is usually
composed of some combination of knowledge, understanding, skill, attitude, and
values. For example, "ability to ride a bicycle from my home to work to
get in better physical shape" is a competency that involves some knowledge
of how a bicycle operates and the route to work; an understanding of some of
the dangers inherent in riding a bicycle; skill in mounting, pedaling,
steering, and stopping a bicycle; an attitude or desire to ride a bicycle; and
a valuing of the exercise it will yield. Ability to ride a bicycle in
cross-country racing would be a higher-level competency that would require
greater knowledge, understanding, skill, etc. It is useful to produce a
competency model even if it is crude and subjective because of the clearer
sense of direction it provides.
Having constructed a competency
model, your next task is to assess the gap between where you are now and where
the model says you should be in regard to each competency. You can do this
alone or with the help of people who have been observing your performance. The
chances are you will find that you have already developed certain competencies
to a level of excellence so that you can concentrate on those you haven't
mastered. An example of a competency model is contained in Appendix A.
Step
2: Specify your learning objectives.
You’re now ready to begin with the first learning contract (objectives) column.
Each of the learning needs diagnosed in Step 1 should be translated into a
learning objective. Be sure your objectives describe what you will learn, not
what you will do. State them in terms that are most meaningful to you--content
acquisition, terminal behaviors, or direction of growth.
Step
3: Specify learning resources and strategies. When you have finished listing your
objectives, move over to the second column of the contract (resources and
strategies) and describe how you propose to go about accomplishing each
objective. Identify the resources (material and human) you plan to use in your
various learning experiences and the strategies (techniques, tools) you will
employ in making use of them. Here is an example:
|
Learning Objective |
Learning Resources and Strategies |
|
Improve
my ability to organize my work efficiently so that I can accomplish 20
percent more work in a day. |
1.
Find books and articles in the library on how to organize your work and
manage time and read them. |
|
. |
2.
Interview three executives on how they organize their work, then observe them
forone day each, noting their techniques. |
|
. |
3.
Select the best techniques from each, plan a day's work, and have a colleague
observe me for a day, giving me feedback on my efficiency. |
Step 4: Specify target dates for completion. After completing the second column, move over to the third column (target completion date). Put realistic dates, unless there are institutionally or other required deadlines.
Step 5: Specify evidence of accomplishment. Move to the fourth column (evidence) and describe what evidence you will collect to indicate the degree to which you have achieved each objective. Perhaps the following examples of evidence for different types of objectives will stimulate your thinking about what evidence you might accumulate:
|
Type of Objective |
Examples of Evidence |
|
Knowledge |
Reports of knowledge
acquired, as in essays, examinations, oral presentations, audio-visual
presentations; annotated bibli ographies. |
|
Understanding |
Examples of
utilization of knowledge in solving problems, as in action projects, research
projects with conclusions and recommendation, plans for curriculum change,
etc. |
|
Skills |
Performance
exercises, videotaped performance, etc., with ratings by observers. |
|
Attitudes |
Attitudinal rating
scales; performance in real situations, role playing, simulation games,
critical incident cases, etc., with feedback from participants and/or
observers. |
|
Value |
Value rating scales;
performance in value clarification group, critical incident cases, simulation
exercises, etc., with feedback from participants and/or observers. |
Step
6: Specify how the evidence will be validated. After you have specified what evidence
you will gather for each objective in column four, move to column five
(verification). For each objective, first specify the criteria by which you
propose the evidence will be judged. The criteria will vary according to the
type of objective. For example, appropriate criteria for knowledge objectives
might include comprehensiveness, depth, precision, clarity, authentication,
usefulness, scholarliness, etc. For skill objectives more appropriate criteria
may be flexibility, precision, poise, speed, gracefulness, imaginativeness,
etc.
After you have specified the
criteria, indicate the means you propose for verifying the evidence according
to these criteria. For example, if you produce a paper, who will you have read
it and what are their qualifications?
Will they express their judgments by rating scales, descriptive reports,
or evaluative memos? How will they
communicate those judgments to you?
Perhaps they can use a memo or some other written statement. If you
attempt to improve a professional skill, is there someone at work who can judge
your accomplishments? An action helping to differentiate
"distinguished" from "adequate" performance in ethics is
the wisdom with which personal validators operate.
Step
7: Review your contract with consultants. After you have completed the first
draft of your contract, you will find it useful to review it with two or three
friends, your supervisors, or other expert resource people to obtain their
reaction and suggestions. Here are some questions you might have them ask about
the contract to receive optimal benefit from their help:
·
Are the learning objectives
clear/understandable/realistic and describe what you propose to learn?
·
Can they think of other
objectives you might consider?
·
Do the learning strategies and
resources seem reasonable, appropriate, and efficient?
·
Can they think of other resources
and strategies you might consider?
·
Does the evidence seem relevant
to the various objectives and would it convince others?
·
Can they suggest other evidence
you might consider?
·
Are the criteria and means for
validating the evidence clear, relevant, and convincing?
·
Can they think of other ways to
validate the evidence that you might consider?
Revise the contract as needed based
on any feedback you received.
Step
8: Carry out the contract.
You now simply do what the contract calls for. But keep in mind that as you
work on it you may find that your notions about what you want to learn and how
you want to learn changing. So don't hesitate to revise your contract as you go
along.
Step
9: Evaluation of your learning.
When you have completed your contract you will want some assurance that you
have in fact learned what you set out to learn. Perhaps the simplest way is to
ask the consultants you used in Step 7 to examine your evidence and validation
data and provide you their judgment about adequacy. You also can use
self-evaluation, talk with one or more friends, and/or people with whom you
work and seek their input on your accomplishments.
[Adapted by permission of Malcolm
Knowles.]
APPENDIX A
DEVELOPING
COMPETENCY MODELS
One of the most valuable techniques
for discovering (and constantly rediscovering) learning needs is the competency
model. To build a competency model, it is
necessary to decide first of all what the competency components are for
successful or outstanding performance in a particular field or activity. When
this is done, the next step is to determine your own present level of
competence with regard to each of the competency components. Once this has been
accomplished, the gaps between your present level of attainment and the
required level become apparent. While this seems to be simpleand it
is--there can be quite an impact when we clearly identify our own learning
needs for the first time. The awareness
of the gap between "what I can do" and "what I want to be able
to do" produces a strong motivational pull to close the gap with all
deliberate speed.
An example of this process can be
demonstrated in looking at potential competency requirements for a position
such as that of a purchasing manager in an industrial corporation. The required competencies might be the
following:
Competence Factors*
1.
A knowledge of source of products, materials, or services required for
successful corporate operation.
2.
Knowledge of purchasing techniques and methods.
3.
Familiarity with pricing structures, discounts, allowances, and quantity
price breaks.
4.
Awareness of delivery schedules, alternate shipping techniques, and
transportation routes and methods.
5.
Competence in lease/buy decision making and the negotiation of specific
performance and delivery contract.
Supervisory and Managerial Skills
Utilizing competency models in
organizations can produce the following effects:
1.
Self-diagnosis of training and development need.
2.
Self-directed planning of personal growth progress leading to greater
internal commitment.
3.
Increased feelings of psychological success rather than psychological
failure.
4.
Clarification of supervisor and subordinate perceptions of attainment
and competence.
5.
Improved bonus and compensation planning.
6.
An orientation toward a continuing cycle of growth and development with
a focus on forward progress rather than judgement.
___________________
*You
will need to develop appropriate competency models for your interest areas. For
example, you might desire to become a successful trainer or teacher of adults
in some specialty area.
LEARNING
ACTIVITY #1: SUPPLEMENT B
DIAGNOSTIC FORM
Adult Education: Foundations of Practice
Name
____________________________________________ Date
________________________
The diagnostic form is designed to assist
you in assessing your level of competence and need related to possible content
areas for personal study and for assisting in the construction of a learning
contract. The information will help you
identify and develop many of the professional competencies required to be an
effective teacher or trainer of adults.
For each potential content area,
check the most relevant column indicating a "selfrating." This
information should guide your personal
emphasis on learning activities and the development of a relevant learning
contract.
To assist in the decision regarding
which column to check for each area, use the information below. Make your best estimation of current
strengths and weaknesses. In addition, add
other content areas you believe will be of value in your study efforts.
DK
If you are uncertain regarding the relation between the listed area and
your current level of need or competence and you would like or need to explore
this relation further through discussion, reading, independent study, etc.
LO
If your current competence related to the listed area is especially low,
but could be raised toward a desired level through specific learning
experiences.
MD
If your past experiences have provided part of the desired competence
and some learning experiences would develop the remainder.
HI
If your past experiences have substantially developed the listed area.
After you have completed your self-ratings,
go back and numerically rank each "LO" that you checked according to
the level of importance you would attach to it. Think of this in terms of the
amount of time that you should allot to this topic. This might help you in
thinking about areas of concentration for your term project or to give some
focus to the areas on which you wish to obtain in-depth knowledge.
Self-rate
yourself on each content area by checking one of the relevant columns at the
right of the table
|
Potential Content Areas |
DK |
LO |
MED |
HI |
|
1.
Terms/acronyms/definitions relating to the adult education field |
|
|
|
|
|
2. Andragogy |
|
|
|
|
|
3. History of
the adult education movement |
|
|
|
|
|
4.
Philosophical foundations and issues in adult education |
|
|
|
|
|
5.
Nature/scope of the adult education field |
|
|
|
|
|
6. Types of,
motivations for, and barriers faced by adult learners |
|
|
|
|
|
7. Range,
nature, and type of adult education providers (agencies, organizations,
content focal points, financial support, programs) |
|
|
|
|
|
8. Types of
occupations/professions/training opportunities in the adult education field |
|
|
|
|
|
9. Literature/information
resources in/related to the adult education field |
|
|
|
|
|
10. Adult
education or training professional associations |
|
|
|
|
|
11. Ethical
issues faced by educators or trainers of adults |
|
|
|
|
|
12.
Technological and other trends affecting the adult education and training
fields |
|
|
|
|
|
13.
Controversial areas in adult education and training |
|
|
|
|
|
14. The future
for adult education and training |
|
|
|
|
|
15. Other |
|
|
|
|
|
16. Other |
|
|
|
|
|
17. Other |
|
|
|
|
|
18. Other |
|
|
|
|
LEARNING
ACTIVITY #1: SUPPLEMENT C
Learning Contract Form
Learner: Content
Area: _
|
What are you going to learn (objectives) |
How are you going to learn it (resources/strategies) |
Target date for completion |
How are you going to know that you learned it (evidence) |
How are you going to prove you learned (verification) |
|
|
|
|
|
|
LEARNING
ACTIVITY #1: SUPPLEMENT D
Simulation One
Learner: John Doe Course:
Foundations of Adult Education _
|
What are you going to learn (objectives) |
How are you going to learn it (resources/strategies) |
Target date for completion |
How are you going to know that you learned it (evidence) |
How are you going to prove you learned (verification) |
|
Improve my ability to participate in a
learning experience |
Actively participate as a learner |
At the end of 4 months |
Self-perceptions about my participation as
a learner |
Seek feedback from colleagues |
|
|
|
|
|
|
|
Improve my general understanding of the
theory/literature on the adult
education field |
1. Actively participate in studying the
field’s theory and literature 2. Complete a learning contract |
1. First draft by the end of two weeks 2. At the end of 4 months |
1. Keep a log of my learnings 2. A learning contract that I am pleased
with |
1. Ask my work colleagues for feedback 2. All contract tasks completed |
|
|
|
|
|
|
|
Acquire much more information about the
education or training of adults |
1. Read at least one of the two suggested
texts, the workbook, other resources I find, at least
10 journal articles related to educating adults 2. Develop a personal reading log
summarizing what I learn |
At the end of 4 months |
Complete an interactive reading log (see
the term project write-up) |
Ask some colleagues for feedback |
|
Begin gathering and categorizing
information about the adult education field to enhance my knowledge Develop new understanding of my own
philosophy for working with adults as learners |
1. Develop a personal diary or log that
summarizes what I learn 2. Initiate my critical reflection on such
material 1. Participate in the mini workshop on
philosophy and read suggested material 2. Complete the Zinn instrument on
philosophy 3. Talk with colleagues about “work”
philosophy |
At the end of 4 months 1. During the first two weeks 2. At the end of 4 months 3. Throughout my learning experiences |
The diary or log itself, that summarizes my
critical reflection on the process and material Write a statement of personal philosophy
that represents both my own and my work situation |
Ask several colleagues at work for some
feedback Ask my supervisor for some feedback |
LEARNING
ACTIVITY #1: SUPPLEMENT D
Simulation One - Page Two
Learner: John Doe Course:
Foundations of Adult Education _
|
What are you going to learn (objectives) |
How are you going to learn it (resources/strategies) |
Target date for completion |
How are you going to know that you learned it (evidence) |
How are you going to prove you learned (verification) |
|
Improve my understanding of how, why, and
what adults learn |
1.Interview 4 adults using the Allen Tough
protocol 2. Analyze and compare the learning
involvement among 4 adults in a 5 page paper |
1. Throughout the first half of my learning
experience 2. At the end of 4 months |
Create some tables that portray my
findings, write a corresponding report, and share it with some colleagues |
Ask my work colleagues for feedback on my
understanding and proposed implications |
|
|
|
|
|
|
|
Enhance my understanding of the
implications for work from the knowledge about the adult education field
(term project) |
1. In addition to what is noted in the
third section of the previous page, read at least two more books listed in the
course bibliography or the equivalent to that in journal articles,
monographs, and Web sources I find 2. Annotate ideas, reflections, and new
learnings in a reading log |
At the end of 4 months |
Extensive reading log (15-20 pages or more)
where I will both summarize and interact with my readings |
Ask my work colleagues for feedback |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
LEARNING
ACTIVITY #1: SUPPLEMENT E
Simulation Two
Learner: Jane Smith Course:
Foundations of Adult Education _
|
What are you going to learn (objectives) |
How are you going to learn it (resources/strategies) |
Target date for completion |
How are you going to know that you learned it (evidence) |
How are you going to prove you learned (verification) |
|
The objectives suggested in the workbook
for Learning Activities 1-2, 3b, 4, and 6 |
Engage in the various learning activities 3b - I will begin developing a personal
resource file along the guidelines suggested 4 – I will do all the suggested activities
and write a personal statement of professional commitment 7 - I will interview at least one community
college administrator and talk to at least one teacher and one student there
so I can obtain a good understanding of a community college as an adult
education agency |
At the end of a 4 month study effort |
Complete the products suggested in the
workbook for each activity |
Seek at least two family members or work
colleagues to provide me with feedback |
|
Term project: Increase my understanding of the education
and training of adults |
1. Read at least the material suggested in the
workbook for gaining some expertise in this area of study 2. Take notes on what I learn |
At the end of a 4 month study effort |
Develop a written report that summarizes
what I have learned |
I will carry out self-assessment and also
ask some colleagues for feedback |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
LEARNING
ACTIVITY #1: SUPPLEMENT F - LEARNING
CONTRACT SIMULATION THREE
AN ALTERNATIVE
VERSION CREATED IN A LINEAR FORMAT
Foundations
of Adult Education Edwina Thomas
First
Draft of Learning Contract
Term
Project - I will continue my interest in history by digging deeper into the
person I select for no. 7 above. I will write 10-20 page paper that outlines
some of the contributions this person made to the adult education field and
talk about the implications of this person’s work. This paper, along with the
personal vitae, will be presented to at least one work colleague or family
member for their feedback on how well I did in conveying what I learned.
LEARNING ACTIVITY #2:
I. Preparation
A. Utilize as resource bases your bibliography,
the bibliographic citations in the texts themselves, your own literature
searching activities, and the WWW based on personal interests or needs.
B. Complete those readings necessary to introduce
you to the field of adult education and its literature. At a minimum, this
reading effort should include at least one of the two suggested texts, several
articles from one or more journals central to the field, and some familiarity
with at least eight sources listed in the bibliography or other adult
education/training sources you locate.
II. Presentation
A. It is recommended you develop an interactive
reading log, theory log, or some similar recording device as a synthesizing
tool for your efforts. Such tools are described later.
B. Share the materials you create with a
colleague and ask them for their feedback on what you accomplished.
III. Educational
Goals
A. That you acquire a broad-based comprehension
of related literature.
B. That you become familiar with the different
sources of information in the adult education field.
IV. Miscellaneous
A. The final product can take any form that makes
sense to you. You can even combine some of those recommended presentation forms
show in IIA or develop some technique on your own for portraying what you have
learned.
B. Discussing what you find with others can be
a useful way of adding personal knowledge by listening to critiques or
suggestions and even challenging what others say about your product.
LEARNING
ACTIVITY #3a: ALTERNATIVE ONE:
PERSONAL JOURNAL
OR DIARY
I. Preparation
A. Read extensively in areas that you marked
low or medium in the earlier needs diagnostic form. In addition to material
like the texts and items referenced in the bibliography, be alert to articles
in newspapers, in magazines, on TV, in local newsletters, etc.--anything and
everything that says to you: "This sounds like adult education!"
B. Throughout your learning experiences, record
any findings, insights, or changes in perspective that you have made since the
course began in a personal journal or diary (see Supplement G).
C. Here is a related resource that may be of
value: http://www-distance.syr.edu/journal1.html
II. Presentation
A. Write the diary or journal (perhaps using
Supplement G as a guide for the development of your report). This will most
likely as an ongoing activity and you may only get a "start" in this
particular learning experience.
B. Share the document with one or more
colleagues and ask them to provide you with feedback.
III.
Educational Goals
A. That you will attend to the prevalence of
adult education happenings in your life.
B. That you will gain skills in categorizing
and "finding the big picture" (nature and scope) in a field that is
often seen as fragmented.
C. That you will have the opportunity to step
back and reflect (cataloguing, synthesizing information, etc.) on the
investment in learning you are making by participating in this learning experience.
IV. Miscellaneous
A. The final product actually should take any
form that makes sense to you.
B. Discussing what you find with others can be
a useful way of adding personal knowledge by listening to critiques or suggestions
and even challenging what others say about your product.
LEARNING
ACTIVITY #3a: SUPPLEMENT G
PERSONALIZED/INTERACTIVE
JOURNAL OR DIARY
The personalized journal or diary
is a tool to aid you in terms of personal growth, synthesis, and/or reflection
on new knowledge that is acquired. The use of a diary or journal by adults to
enhance learning is not a new phenomenon. However, it has been confined until
recently primarily to those using such an activity in conjunction with
professional writing, for religious, psychological or meditative reasons, or
for personal pleasure.
Beginning in 1965, Ira Progoff and
colleagues begin seeing the value of personal journals in enhancing growth and
learning. He has written several books, but the one most appropriate for this
learning activity selection is Progoff (1975), in which he talks about how to
teach journal writing. Gross (1977), and Rainer (1978) also talk about the
diary as a learning tool for adults and Brookfield (1987, 1995) provides some useful
ideas pertaining to critically reflective writing.An additional excellent
source is Christensen (1981), in which she describes how a diary can be used as
a learning tool for adults. The text of this article is shown in the
“Miscellaneous Materials” section of this workbook, and it is highly
recommended. Finally, the increasing popularity of on-line BLOGS or Weblogs can
provide you with insight on how others have created their journals, diaries,
and personal logs for WWW use. See http://www.rebeccablood.net/essays/weblog_history.html
for an interesting history of these publications.
LEARNING
ACTIVITY #3b: ALTERNATIVE TWO:
PERSONAL
RESOURCE FILE
I. Preparation
A. Read extensively in areas that you marked
low or medium in the earlier needs diagnostic form. Be alert to articles in the
newspaper and magazines, TV news reports and documentaries, in-house
newsletters, cartoons--anything and everything that says to you: "This
sounds like adult education!"
B. Throughout your reading and study efforts,
collect relevant readings (journal articles, abstracts, summaries you develop,
etc.), notes, information you gather within the community, and contacts related
to adult education and training. Develop a filing system for the different
content areas that is paper or computer based. See Supplement H for more
information on a filing system.
II. Presentation
A. Write a brief report (2-3--or more if
appropriate--pages) of the filing system you develop (how you developed it, the
categories you are using, your plan to maintain it, whether it will be paper or
computer based, etc.). You may wish to use the "Resource File
Checklist" shown in Supplement H as a part of or as a supplement to your
brief report. The purpose of the checklist is to provide you with some
guidelines in evaluating your filing system and its future retrieval potential.
B. Share this report with one or more
colleagues and ask them for their feedback.
III.
Educational Goals
A. That you will attend to the prevalence of
adult education happenings in your life and gain a greater understanding of
field’s scope and nature.
B. That you will gain skills in categorizing,
synthesizing, and filing information you gather related to "finding the
big picture" in a field that is often seen as fragmented.
C. That you will have the opportunity to step
back and reflect critically on the investment in learning you have made during the
learning experience.
IV. Miscellaneous
A. The final product actually should take any
form that makes sense to you.
B. Discussing what you find with others can be
a useful way of adding personal knowledge by listening to critiques or suggestions
and even challenging what others say about your product.
LEARNING
ACTIVITY #3: SUPPLEMENT H
RESOURCE FILE
CHECKLIST (Optional Aid)
|
Excellent |
Good |
Needs Improvement |
Category
Description |
|
|
|
|
I.
Content/Categorization Scheme Utility: Easy to
reference, easy to file, mutually exclusive categories for indexing or
retrieval |
|
|
|
|
Clarity: Communicability
– easy for others to understand |
|
|
|
|
II.
Quality/Comprehensiveness Scheme Class Notes: Notes,
handouts, and personal materials included |
|
|
|
|
References: Useful
references, agency information, people information, bibliographic material,
professional contacts, etc. |
|
|
|
|
Reviews: Annotated
reviews, reading log materials, personal diary or journal information, etc. |
|
|
|
|
III.
Miscellaneous/Personal Categories |
|
|
|
|
1.
|
|
|
|
|
2.
|
LEARNING
ACTIVITY #3c: ALTERNATIVE THREE:
PROFESSIONAL
PORTFOLIO
I. Preparation
A. Read extensively in areas that you marked
low or medium in the earlier needs diagnostic form. Be alert to articles in the
newspaper and magazines, TV news reports and documentaries, in-house
newsletters, cartoons--anything and everything that says to you: "This
sounds like adult education!"
B. Begin a portfolio of articles, notes, paper
or products you develop, information, references, and contacts related to adult
education and training. Develop a system for creating, recording, and storing
the material you gather (it can be paper or computer based—see Supplement I for
more information on the portfolio and this web page http://www-distance.syr.edu/seminar.html).
II. Presentation
A. Write and submit a brief report (2-3 or more
pages) that describes your portfolio, the system you have developed, the nature
of the materials you are placing in it, etc. The purpose of the portfolio is to
provide you with a means for recording, storing, and making available to
yourself or others key materials you gather, write, or develop during the
course of the degree program.
B. Share this report with one or more
colleagues and ask them for their feedback.
III.
Educational Goals
A. That you will attend to the prevalence of
adult education happenings in your life and gain a greater understanding of the
nature and scope of the field.
B. That you will gain skills in compiling,
cataloguing, and synthesizing material that represents the growing you,
especially as it relates to "finding the big picture" in a field that
is often seen as fragmented.
C. That you will have the opportunity to step
back and critically reflect on the investment in learning you have made during
the associated learning experiences.
IV. Miscellaneous
A. The final product actually should take any
form that makes sense to you.
B. Discussing what you find with others can be
a useful way of adding personal knowledge by listening to critiques or
suggestions and even challenging what others say about your product.
LEARNING
ACTIVITY #3c: SUPPLEMENT I
PORTFOLIO
GUIDELINES
Introduction
The portfolio experience holds great
promise as a tool for promoting personal growth and self-initiated learning
during an educational experience. The majority of people learn most naturally
when they solve problems that are tied to relevant, real-life issues. Critical
to such learning is skill in purposeful reflection. As Jones (1984) notes:
"By viewing learning as a construction of the individual, not something to
be absorbed from teachers and texts, they are experimenting with a 'portfolio
assessment' approach to education. In this approach problem-solving and student
reflection, and their appropriate portrayal or documentation, receive primary
attention" (p. 23).
The portfolio can take many shapes
and forms. In addition to the notion of critical and purposeful reflection
noted above, Paulson, Paulson, and Meyer (1991) describe the portfolio as
follows:
A
portfolio is a purposeful collection of student work that exhibits the
student's efforts, progress, and achievements in one or more areas. The
collection must include student participation in selecting contents, the
criteria for selection, the criteria for judging merit, and evidence of student
self-reflection. (p. 60)
There also are several approaches
common to many portfolio experiences:
• Establishing personal assessment
criteria, often in conjunction with a peer, supervisor, mentor, or academic
teacher
• Keeping a portfolio of all work,
including preliminary work and reflective writing, to be used as a reference
point throughout a series of learning activities
• Individual and peer reflection (oral
or written), often with guiding questions from a supervisor, mentor, or teacher
• Checklists of project criteria with
space for student and teacher evaluations and comments
• Journals in which students frequently
record their reflections, sometimes with guiding questions, at both a scheduled
time and on their own time (see Hiemstra, 2001)
• Oral presentations to a significant other
(such as a teacher, supervisor, peer, relative, or friend) of student-selected
items and portfolio reflections often including listener feedback via a
questionnaire or some other written form
• Formal portfolio review usually on
selected projects
• The actual completed portfolio
typically includes an annotated table of contents, student background
information, project work or products (including preliminary and trial work),
journal entries, and records of any assessments or reflective overviews by
others
Self-reflection, core to the
portfolio process, requires careful attention. It can be difficult to write
self-reflective statements and to avoid superficial or unconnected comments
(see
Guidelines for
the Final Portfolio
The portfolio is meant to
demonstrate mastery of knowledge, skills, and understanding within the broad
field of adult education including teaching and training of adults. In essence,
it should include a demonstration of the following:
• What you have learned during your
study efforts
• A demonstration of personal growth
during various learning activities
• A demonstration of mastery or
competence in one or more specialized areas of interest (i.e., Training of
Trainers, Career and Professional Development, the Adult as Learner, etc.)
• Information (products, papers,
written statements, etc.) that demonstrate the professional context in which
you see yourself currently or in the future (this will serve as a
"grounding" mechanism to connect the skills and knowledge you have
achieved to a work or productivity context; for example, if you plan to set up
your own consulting business, at least one piece of evidence, such as some
related readings, a business plan you have developed, or a report of a
mini-internship in a consulting firm should be included)
You should demonstrate that the bulk
of the materials, written statements, and actual products resulted from your
participation in various study efforts. Otherwise, the portfolio process might
unfairly favor individuals with long work histories and penalize those who do
not have such experiences.
What should you be doing during as
you begin your various learning experiences? Begin to conceptualize what you
want your portfolio to look like. You might choose to develop a box or folder
of material. You could decide to develop the material primarily in an
electronic format such as on a disk. You could create your own web page and
store your material there. The choice is yours but remember there are at least
two uses for the portfolio. One is what you might include as part of the
evidence that demonstrates your growth and development during your various
study efforts. Additionally, you can use the portfolio as an evaluative tool
for promotions or salary reviews in your current job or as an important vehicle
in seeking new employment.
Following is a description the type
item, checklist headings, and/or statements it is recommended you include as
part of your final portfolio:
Current resume
An autobiographical statement to
include future plans and/or career goals and a statement of what makes you
unique, interesting, employable
A personal statement of philosophy
A list of your various study efforts
completed (credit courses, non-credit courses, workshops, conferences,
individualized study efforts, etc.), in progress, or planned
A brief statement of the professional
context in which you see yourself currently or in the future, including
information on how this context ties to at least one of the items included in
your portfolio
5-7 items which reflect your
professional growth and ability (include a written summary or statement of
critical reflection and/or self-assessment on each item as an advanced
organizer for any reviewers). Indicate your preferred criteria for judging the
merits of the included items and describe any assessments you received from
others (peers, supervisors, mentors, teachers, etc.). Include any relevant
passages from a personal journal if you kept one during the process. Describe
any goal setting you undertook (perhaps as part of a learning contract) as a
prelude to development of any included material. Such items could include but
are not restricted to the following:
• any mini-internship or independent
study documents or products
• learning activity projects, products,
or papers
• articles you have published or
manuscripts you have submitted for publication
• work-related products or materials
you created
• conceptual or theoretical materials
you developed as a result of your various study efforts.
You
also can consider developing an electronic portfolio. Here is an on-line
example: http://www-distance.syr.edu/eportfolio.html.
Other information related to portfolio development can be found at http://www-distance.syr.edu/seminar.html.
LEARNING
ACTIVITY #4: DEVELOPING A PERSONAL
PHILOSOPHY STATEMENT, CODE OF ETHICS, OR PROFESSIONAL COMMITMENT STATEMENT
Personal
Philosophy Statement
II. Presentation
A.
Prepare a brief report (500-1000 words, including information on how you
went about developing the statement and the statement, itself) of one of the following:
(a) your own philosophy and style related to work with adults as learners; (b)
a personal code of ethics; or (c) a professional commitment statement.
A.
That you will gain an awareness of various philosophies, codes of
ethics, or professionalism concepts and their potential for guiding your
current or future professional work with adult learners.
A. The final product actually should take any
form that makes sense to you.
B. Discussing what you develop with others can
be a useful way of adding personal knowledge by listening to critiques or
suggestions and even challenging what others say about your product.
LEARNING
ACTIVITY #4: SUPPLEMENT J