I thought that I would play around with Glogster, an interactive, online poster application, to document our workshop on the “History, Philosophy, and Guiding Principles of Adult Education”. It is a fun tool for students to use and provides visual learners with another way to represent their learning.
EDUC 408 – Workshop – Glogster link
This is what our professor had to say…
Dear Ari, Lisa, Shyla, Danielle, Andrew, Barb, and Liz,
I think we are all starting to realize that Adult Education and Lifelong Learning are things that are better understood by doing of them than by talking or theorizing about them as it is not yet clear to me, and to others I think, exactly what the intellectual content of these fields of study are. This does not make them any less important to each of us as teachers. But it does suggest that the best way to learn and understand what they entail is to see what they mean to us in practice rather than in theory. One might say it’s where the theoretical rubber hits the action road.
Your presentation, I think, got us going along this road. You reminded us of some of the ideas the ideas and categories from the readings, as well as the history of adult ed in Canada, including the mechanics instates, the women’s instates, the Frontier College movement and the Antigonish Movement. College movement and the Antigonish Movement. You asked us to rank ourselves in terms of the different ideological categories related to adult ed, ranging from liberal to humanistic to radical to analytical. Where we placed ourselves on this spectrum probably isn’t a fixed item and is certainly not mutually exclusive in regard to mixing and matching items from many the different ones.
In regard to the chapter in the readings, “Assumptions about Learning,” Andrew’s documentary of self-improvement in the area of learning to make cream puffs, the historical identification of Adult Ed initiatives and institutions, our experience of some basic thoughts and practices in a particular form of Yoga, and the creative play and practice with a range of drawing and colouring and cutting and materials to work with, all served to have us experience different aspects of learning, intellectual, physical and tactile/creative. These different approaches to learning involved our reading skills, our memory, our visual acuity, our creative skills and impulses, our bodies and our sense of our bodies.
What we might want to take up in future discussions and presentations is the notion of what counts as teaching and learning, whether it be teaching and learning with children or with adults? We might also want to consider what’s worth teaching and learning and what’s the best way to teach and to learn it; in other words, to g beyond the desire of adults to learn things of value to them individually, is there any knowledge or skills that we would argue all adults, in any part of the world, ought to know? For example, the difference between scientific and non-scientific knowledge; the difference between knowledge and belief; the difference between knowing things from authority, science, intuition, belief and experience.
Thanks for a most stimulating and useful presentation.