Adult Learning and Discourse

Thank you, all who provided mid-course feedback. It serves as a reality-check, and also as a barometer for how the class is coping with and moving through the course. From the 5 feedback forms submitted, it appears that: (a) most of you like or at least tolerate the blogging — only 1 person said he-or-she “hated blogging, but appreciated the reflective process;” (b) most feel the workload is a bit heavy; (c) 3 felt that one or more of the assignments could have been a little better explained, and (d) 2 would have liked me to provide more clarity about my expectations for the assignments. In addition, the following three suggestions were very helpful: (a) the use of small groups is good, but, regarding paper 3, add more structure to help students support each other. (b) When presenting new material, have students work with the material on their own before presenting the theories of others. (c) Have students make formal presentations using the learning theories.

I will take all of your ideas to heart. For starters, I will attempt to provide some structure for this week’s Writer’s Workshop. Also, in the remaining classes, I will think about ways to engage you in inductive experiences before presenting theories (although, you will have read about them in advance). I will also think about creating a small group student presentation assignment for next semester. For those that require more guidance for either of the remaining assignments, I urge you to bring up any questions you have—regardless of how fuzzy or technical, or whatever…And, as far as the work load is concerned—take heart! Other than a few brief World Within reflections and the blogging, the only major project you have left is Project 3! (Does that help?)