Educational Technology and the Adult Learner Week 7 – Pulling things together

This is the last ‘blogging prompt’ blog post for the course as the course wraps up immediately after the last class next week. I like to think of these posts as prompts rather than questions or content as they are meant to start thinking down a particular line rather than control what people are going to think. There is some tendency, always, for people who are being assessed by someone else to think they are supposed to agree with that person. The goal with this course has been to provide opportunities for people to take a given line of thinking and map it up against their own experience, be that the work that they do in an official teaching role, as a professional, as a parent or as a friend.

This last prompt is meant to pull together all the things that we’ve talked about and talk about the identity, at least partially, of this mysterious ‘adult learner’ and what that person might care about whether you use educational technology with them or not.

Conversations
Learning contracts – This addresses the power structure of a course. The design of a course should provide enough structure to help build a context for learning. It shouldn’t, in my view, simply lock down the content so that what constitutes ‘learning’ is measured in how much we can prove that content has been transferred from the instructor to the learner. The technologies provide a whole new way of accessing information which frees us from relying on a static set of books or the contents of my head as resources. The learning contract is meant to broader the possibilities. This measures, hopefully, the amount you’ve worked, not ‘what you’ve learned.’ It’s my job as an instructor to make sure you’re learning.

Cheating as learning – If we think of the ‘content’ of a course as the thing we are engaging in the learning contract for, then ‘taking’ that content from someone else is cheating. If we say that we aren’t concerned about the specifics of the content you are picking up, then taking information from others becomes sharing. In this sense cheating and sharing are actually the same activity, just with a different power structure surrounding it.

Keeping track of digital stuff – One of the side effects of giving people freedom to create their own content is the taking the textbook based, pre-defined content out of the course. One of the challenges that this presents is that you can’t just ‘look back at the textbook’ to see where you are. You can’t simply follow the assignments or the syllabus to remember what is going on. When you add the vastness of the internet to this, one of the prime literacies required for learning using technology is the ability to keep track and organize your work. If the facilitator is not controlling it… you need to.

Evaluating technology – I don’t think it makes sense to talk about technologies until everyone has a passing comfort with them. With three weeks of using our class based educational technologies (blogging, twitter and googledocs) under our belt, the search for new technologies starts to make more sense. The use of nodes of trust, and the ubiquitous online top ten list (or top 100) makes that process even easier. At the end of the day, though, we are still just going to the internet and trying stuff out.

Collaboration – And there are too many things to try out. Too many lessons to learn and in to many ways. Collaboration in a classroom provides more scope for learning, and, I think, a more rounded view of what a person is learning. If we can share how 20 people (or 2000) see given topic or idea (be they technological or not) we get to see it from many perspectives. That broad scope, I think, makes for the best kind of teaching.

Responsibility – The key glue to all of this is where the impetus to learn stems from. If we allow for all this freedom and control, it can’t be driven by the ambitions of one educator. We are only in a classroom for a few hours, and learning in any context is a lifetime event. A classroom that creates a scenario where people are only interested in learning when they are told to learn and what they’ve been told to learn encourages passivity. A classroom that supports student responsibility as a core principle is one that encourages active, ongoing, life-long learning.

Final Thoughts
Throughout this course we have all reflected on educational technology and our own feelings about it on our blogs. The next step, I think, is in synthesizing the ideas of ourselves and others and starting to make early judgements about how our own learners will respond to educational technology. If you think about the different people in our class, and the journeys that they have been on, different answers to that question will present themselves.

I don’t believe in ‘learning styles’, but in people. People have complex lives, they have eye surgery, and deaths in the family, and anniversaries, and the prom and a hundred other things going on. (Not to mention a beer at the beach). If you put 20 people into a classroom the web of complexity gets wider, add in access to almost every bit of knowledge ever produced on the internet and its a wonder we make it out of class at all.

Given all this complexity, what have we learned? How would you use educational technology with the adult learner?

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3 thoughts on “Educational Technology and the Adult Learner Week 7 – Pulling things together

  1. Cheating as learning is a very interesting point here. I lived in Oman for a few years and there the style of learning encourages ‘helping’ others learn things. For us, a student giving an answer on a test is “cheating”, but to them it is a way of helping and learning. Perhaps they have a better way of moving forward to collaboration than we do, because of this helping and building nature?
    On a different note, something that has come up recently for me is what you talk about in the evaluating technology piece. If you are using blogging, twitter and googledocs to attain certain goals, it is much easier to get people on board because they see: what they are doing, why they are doing it, and when it is appropriate. Often tools are thrown around because they are novel, but there is an adoption phase where it is difficult to see the value to the user of that tool. If we know the what, why, and when of using tools, we have a clear framework to move forward.

    Daniel

  2. Hi Dave,

    I think its interesting that you identify and pay tribute the immense diversity found within any given learning population. I no longer buy that ‘Learning Styles’ exist either. (Daniel Willingham helped with that). When you say adults what do you mean? Third year university students are adults, as are octogenarians, but you would use technology in the same for each.

  3. Hi mike,

    This class has students from… about 30 to somewhere around 60. the technology available is the same for any age group (as long as they are over 18). I would make them use the same technologies, but i wouldn’t necessarily restrict ‘how’ they would do it.

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