April Monthly Summary

Tonda’s Monthly Summary: April

It has been quite a month.  I really appreciate how my group has been able to get assignments done early.  This takes a lot of pressure off the end of the semester.  I have just completed my final reflection paper and am feeling an appreciation for all I learned in the context of this course.  Thanks to all, your insights, experiences and personal stories were greatly appreciated.

Jennifer’s Monthly Summary: April

WOW, we accomplished a lot! This month wrapped up our Project Demonstration and we were able to use some really cool technology to pull that together.  There was a lot of work and preparation that went into both our final summary and final project demonstration.  As a group, we were slightly more distanced this month just because of our outside obligations.  I noticed that we were not as engaged with each other as we had been.  Some of this I attribute to the fact that we had worked ahead and completed some of our assignments ahead of the deadline and therefore had extra time for our project demonstration.

I thoroughly enjoyed putting together the project demonstration.  It allowed me to express myself creatively and that was a win-win for me.  I also enjoyed the time to just reflect on the course and review the other groups’ blogs.  Everyone has done fantastic work and the projects have all been interesting to review.

Stephanie’s Monthly Summary: April

April has been a very busy month.   There was a lot to read, comment on, and develop.  With much of our assignments mandating group coordination, there was also a lot of communication that took place in effort to put together a strong final project demonstration.  As we prepared for the final project, we had to reflect and articulate all that we had researched and learned over the semester.  I went back and reviewed the content and assignments we covered in order to make a comprehensive assessment of what I had learned.  This was a good exercise and assisted me in developing an overview that included the history of adult education and those who have contributed to the field. 

The final project was a great opportunity to be creative with presenting the information we had presented in other assignments.  As each person contributed what they had learned, experienced, and envisioned for the future of adult education, you could see how each person’s experience was unique.  Each person in our group brought something different to the experience, and each person took away a little something different.  This provided evidence that learning has impact when it is relevant to one’s experience and expectation. 

This semester, although rigorous, has been very rewarding.  April has been the culmination of a very busy and demanding semester.  I have learned a lot through the course work and through the online dialog.  I spent more time this month reviewing assignments on the different blogs and learning from what others had researched regarding adult educational programs and organizations.  Evaluating other’s comments regarding the future of adult education helped me formulate my thoughts on the subject as well.

May will be a short month and a time of reflection and evaluation.  I will spend time reviewing the syllabus and drawing conclusions to which assignments had the most impact on my learning in this course.  I will be anxious to see how others were impacted by the learning this semester as well.

Blogs We Posted On: Final Responses

Tonda posted on final projects 1,2,3 & 4 and April monthly summaries for groups 1, 3, & 4.
Jennifer posted on final projects 1, 2, 3, & 4 and April monthly summaries for groups 1 & 3.
Stephanie posted on final projects 1, 2, 3, & 4 and April monthly summaries for groups 1, 3 & 4.

Project Demonstration

Final Project Summary: Group 5

Tonda Martin, Stephanie Moran, and Jennifer Hindman

Ball State University

EDAC 631

March 30, 2013

Introduction

Throughout this course, we all three agree that we have learned a considerable amount.  At the same time, we each have unique perceptions of our learning experiences. 

Tonda’s Perspectives

When this course began, I wrote in my personal story, “I have a strong desire to learn how to provide a nurturing space in which adults can be invited to creatively cultivate courage, compassion and connection.  My intention is to do this in a manner that engages the whole person; body, mind and spirit.”

I am so glad I took what felt like, “the road less traveled,” when I selected adult educators; Parker Palmer and Dr. Rachel Naomi Remen, the adult education program; InterPlay, and the adult education organization; the Association for the Contemplative Mind, because holding them up next to the thoughts shared by my readings and peers, provided a creative tension for new understandings.  They helped me immensely in learning more about an area of adult education I perceive to be counter-cultural, but even more essential to our future, than I originally believed; spirituality.   Education, in my opinion, has developed techniques over the centuries to develop the exterior abilities of the student, so it often goes against the current culture of education itself to develop the student’s relationship with their interior.  Nurturing students in the art of tapping into their inner ways of knowing, I believe is the most important contribution to education that can be made, for a more just and compassionate world.  One reason I suggest educating for spirituality is counter-cultural is we tend to educate out of an ethic of cost-benefit -analysis, rather than out of one of genuine compassion and generosity. 

Image of Adult Education in the Future

In researching educator’s Parker Palmer and Dr. Rachel Naomi Remen, the adult education program InterPlay, and the Association for the Contemplative Mind in Higher Education, I discovered several common threads that inform my understanding of adult education for the future.  For the purpose of education I find it is important to speak of spirituality in a secular manner, because it eliminates the stigma of religion.  Religion by its very nature is divisive, in that it supports a particular ideology.  In my personal story I revealed my background is in religious education.  When I moved away from religion, in my personal life, I found myself bereft, no longer with a language for my spirituality.   I have learned there is a secular language for spirituality that is not rooted in any ideology, and thus is equally available to all.  I believe spirituality to be about the explorations of meaning, relationship, purpose and values.  I have found using secular language for spirituality in no way diminishes my understanding, but instead broadens and deepens it.

 The type of education I believe to be important at this time in our history, and for our future is an integrative, transformative and a communal initiative cultivating the whole person in the fullest way possible.  Good teaching is not about technique rather, it is an ability to creatively craft one’s identity and integrity into the role of adult educator, and providing a supportive presence as we invite students weaves together an embodied understanding of their roles and responsibilities.  This is important I believe because identity is found at the juncture of the various forces that make up our lives, and integrity lies in conveying those forces in ways that bring us fullness of life, rather than division and destruction; individual and collectively.  Living out of both our potential and limitations is not always easy.

In my explorations of adult education, I am reminded of the importance of it taking place in the context of community.   For it is in community, and listening to one another’s stories, that we are reminded of the power of our humanity and the ability to use our lives to make a difference.

Making Education Visible & Important in the Future

Traditionally (since the Enlightenment), I believe spirituality in education has been perceived primarily as a subject; indoctrination.  I think an important shift, for a more compassionate world, is making spirituality less of a subject and much more of an orientation toward knowing; one that is visibly practiced in education.  Contemplation develops a deep personal and social awareness; and exploration of meaning, purpose, and values in service to our common human future.  Adult Education often demonstrated a primary agenda of providing skills to serve the labor market, and this is certainly vital for individuals, the economy and our society.  Yet its primary mission dictates it goes further, it must create environments for students to inquire and challenge themselves about the meaning of their lives and the lives of others.  Courses must offer challenging reflections of how the material relates to student’s values, allowing them to discern the nature of the impact they want to have on the world.  Formally, this can be made visible by integrating the student’s sense of engagement and purpose directly in their studies.  Informally, I would like to do this utilizing the expressive arts; singing, story-telling, movement and silence.  In either environment, this begins with students becoming clear about what is most deeply meaningful to them – what are their values?  Students need to be supported in learning to attend to the implications and consequences of their actions; so we as a people are not destined to create unintentional harm or suffering.  Once this inquiry is set forth and nurtured, students can begin to focus on their intention and revise behavior that is not in accord with it.  Adult education becomes more visible when it supports students in the inner (contemplative) search of what means most deeply to them, and then provides them the tools to live out that meaning in ways they value, deepening their relationship to the world.  I believe this is how through adult education can find the power to create a more just and compassionate world.

Jennifer’s Perspectives

            This course has afforded an abundance of learning opportunities.  As students, we were able to learn from each other’s experiences in the online group discussions that occurred weekly.  Being split up into small groups also created a closer learning environment, where we got to know our group mates on a more individual basis and worked through the dynamics of forming, storming, norming and performing in a group for project work.  I am grateful to have had the experience.

            When I initially came into this class, the majority of my personal adult education experience in instruction had been in the healthcare field in some aspect or another.  Whether that was instructing healthcare providers on patient care techniques, directing and instructing the Paramedic Program, serving as a guest speaker at local public events or developing the leaders within my organization, I was immersed in education.  Even though I was immersed, I found that through this class, I learned some very valuable pieces of adult education theory and organization.

            First, I received reinforcement on informal v. formal learning processes and validation that the adult learner’s experience is an important and valuable component of the adult education experience.  I also learned about service learning and the impact of service learning on the adult learner and their education experience.  I have used service learning experiences in the past, but I now feel better equipped to organize the experience in a more learner friendly manner.  I found the history of adult education fascinating and the ties to religion, government and economics were pivotal.  The challenge given to us in the middle weeks of the class was helpful where we were directed to discuss the importance of location of learning and public learning activates.

            When it came time to research an adult educator, I knew that I wanted to research one that had had a significant impact on leadership through a solid education theory.  This is why I chose Chris Argyris to research and learn about his theories-in-use and theories espoused.  This activity provided solid information about the leadership and engaged workers.    

            All-in-all, I would say that I have reinforced some of my previous perspectives such as learners’ experiences are valuable, service learning has its place, and learning can occur in any location and by both informal and formal methods. 

Image of Adult Education in the Future

            Adult Education has the potential to make a significant impact in the future.  Currently, I see the image of Adult Education as one that is driven by a majority of adult education organizations asking themselves, “how many students and how much money can the universities and colleges make?” rather than “how can I provide the best learning experience possible for our students?”  The future of Adult Education will only continue to play an important role as competition for student numbers and growing volumes increases. 

            It is for those aforementioned reasons that I believe students will become the driver for the image of Adult Education in the Future.  Students will demand a high quality education at a reasonable price.  Students will drive degree program development and offerings as well as locality for choice in secondary education locations. 

            The image of Adult Education in the Future is one that must be robust, well-rounded and focused on the needs of the adult learner.  Adult Education must continue to explore service learning, integration of technology and communications and specific program development in order to meet the rising expectations of the future adult learner.

Making Education Visible & Important in the Future

            I sincerely believe that Adult Education will be important in the future with little effort on the part of secondary adult education organizations.  The reason that I believe this to be the case is because employers drive jobs, job descriptions and expectations for the entry workforce.  Because employers are continuing to demand more and more employees with higher degrees, continued education on the part of the adult learner will be a must, a necessity for survival in the job market. 

            Secondly, Adult Education will become more visible as more and more technology oriented learning institutions and secondary adult education organizations continue to crop up.  For example, when I first entered adult secondary education back in the early 1990s, you had two primary “technical” colleges – Indiana Tech and Ivy Tech.  Since that time, more and more have cropped up; Brown Mackie, Ross Medical Education, Redken University, etc… This will only continue in the future as the workforce demands programs that meet their learning needs as well as the needs of the employers. 

            Adult Education can continue to become more visible through development of educator and education organizations standards of training and/or standards of practice.  Additionally, to remain at the forefront, adult education organizations should perform community assessments to determine the needs of those in the communities that they represent.  Marketing campaigns, seminars for educators and the growth of professional organizations will all increase adult education’s visibility to learners.

            Lastly, access may be the most important component to visibility.  Adult Education Organizations who, “get it right” and have a streamlined process for students to access the university or college and make sure that students can receive timely feedback and answers to their questions while navigating the organization and application process will increase visibility as well as the image of adult education.

Stephanie’s Perspective

I began the semester with some general knowledge and experience with adult education programs.  I had taken a graduate course prior to this that exposed me to many of the theorist and methods of adult education.  I had not, however, made connections to my own experience in adult learning and the existing adult education perspective.  In the first assignment, I was able to identify the “progressive theory” as one in which I most commonly embrace in my own learning and in the practice of facilitation.  As stated by William Hanes (2007, page 2), the progressive perspective is characterized by placing “emphasis on learning by doing, hands-on projects, expeditionary learning, experiential learning.”  Hanes suggests that within the progressive perspective, education places a strong emphasis on problem solving and critical thinking.  Learners often work in groups, develop social skills, and embrace the action of learning as opposed to rote knowledge and repetition.  Within the Progressive Movement, education is utilized as a way to develop social responsibility and democracy.  The focus of learning is on the individual opposed the group of learners.(Butts and Cremin, 1953).  As we had opportunity to research other various educational perspectives, I continued to identify most often with this perspective. 

When given the opportunity to research a leading adult educator, it was no surprise that I selected John Dewey.  Merriam and Brockett (2007) states, “The most eloquent and widely known advocate for the application of pragmatism to education was John Dewey.”   I did not know prior to my research how influential John Dewey was to the Progressive Movement with his pragmatic philosophical ideas and how much his views continue to influence the way we instruct in the classroom today.

This course has been very instrumental in teaching me the history and value of adult education programs and organizations.  As mentioned before, over the course of the semester, I was able to apply greater understanding to my own experience as I could see more clearly the roles and contributions the adult organizations and programs I have participated with in the past.  We observed that for adult programs and organizations to be affective and sustainable, they must have a well-defined vision and mission statement.  It was demonstrated through our research that it is important to have roles and responsibilities provided for both staff and members in these organizations.  The text was very helpful in assisting me in understanding the need for access to education for adults at all levels and from all diverse backgrounds.   Historically, it was enlightening to observe how adult organizations often developed as a solution around an existing need within society.  “The stated goals of adult education in countries around the world are similar in the sense that each nation is concerned with improving the lives of its citizens.”   (Merriam and Brockett, 2007, page 166).

Finally, prior to this course, I had never really considered the “professionalism” of the field.  In fact, I had not ever been challenged to think about the method and intention of professional organizations and the roles they play in establishing the standards for the corresponding profession.  After studying the topic, I have a much greater appreciation for what the professional organization role is.  Although I value the roles they play, I can also see how the professionalization of a field can cause alienation and marginalization of other non-participating individuals.  I can also see how professional organizations can control standards and members as well as support them. 

Image of Adult Education in the Future

It has been interesting to review the history of Adult Education and observe how it responded according to the changing times within this country and across the globe.  With so many countries experiencing economic challenges and a shift from a manufacturing based economy to knowledge based economy; the need for adult education will continue to grow.  Adults in many communities need to adapt their knowledge and skill to the technological advancements of this and future decades.  Governments and communities will have to prioritize the educational needs of adults or we will have generations of adults who don’t have the skills they need to work and will become or remain unemployed.  Therefore, I would support that systems of adult education will become increasingly valued.  Not only will adult education provide job training, but provide systems, formal, in-formal, and non-formal, to increase the well-being and health of adults and families in the communities they serve.  When adults are empowered to make healthy and responsible decisions affecting the various components of life, the entire community and society will be more functional and economically successful.

Adult Educators will be increasingly represented in many different venues.  The growth of educational programs offered by hospitals and community centers has grown over the past decades and I would suggest they will continue to grow.  Libraries, museums, and environmental agencies also provide adult educational opportunities that have impact and continue to grow despite funding challenges.  With many different venues offering educational opportunities, it increases the access for citizens to participate.  This knowledge is often reviewed and collaborations that exist to increase the well-being of communities, and I think there will be continued effort to offer adult learning experiences.

Making Education Visible & Important in the Future

One way I think we can make adult education more visible in the future is to begin to lobby legislators in effort to increase funding and resources for programming and designated funds for adult learners.  Resources could be allocated for community educational initiatives that can reach adult learners they are accessible too.   Much attention is given to college enrollment and completion to traditional students, but there is not near the focus on adult learning goals.

I also think that for adult education to become more visible and important in the future, we have to continue the research and scholarship to demonstrate the positive affects lifelong learning has on the individual and society.  Once this work is published, it is important to market the work to organizations outside the educational field so they can begin to champion the cause of lifelong learning and the many benefits it offers.  There are ways to market education that have not been tapped into.  Using social media and technology to promote and demonstrate the benefits of lifelong learning has mainly been used to promote schools and programs.  I think we need to “tell the story” of how adult education impacts individuals and communities. As technology and learning continue to integrate, learning is not limited to a classroom.  Adults can actually share in the children’s education in new ways because of flipped classrooms and like methods.  Higher education has begun to share its venue and opportunity with high school students, maybe in the future, high schools will share their virtual venues and opportunities with the adults in the families they serve.

It is true, higher education has become very expensive and limiting in some ways, but in other ways, barriers have been removed through distance learning and free on-line courses being offered for non-credit.  I think the future for adult education is bright, and with necessary attention given to it by community, government, and economic leaders, it will continue to grow and have impact.

References

    Butts, Freeman & Cremin, Lawrence (1953).  A history of education in American culture.

               New York.  Henry Holt & Company.

    Haynes, William. (2007).  The progressive education movement:  Is it still a factor in today’s  

                schools? New York. Rowman & Littlefield Education.     

   Merriam, Sharan & Brockett, Ralph. (2007) The profession and practice of adult education.

                San Francisco, CA. Jossey- Bass.