Artefact # 2: MDDE 611: Foundations of Adult Education

Course Summary:

MDDE 611 was one of the first courses I took within the Master of Education in Distance Education program. The primary aims of this course are to introduce you to the foundations and purposes of adult education, and to provide you with an overview of adult education theory and practice. This course acts as a foundation for studying other adult education courses and related fields.

My Artefact Summary

This assignment had us critique a historical or contemporary adult education program.  In our critique we were to integrate the historical, philosophical and socio-economical foundations of adult education into a review of a program. The program I chose was one that I had been actively involved with; The Girl Guides of Canada. Adult members are required to take countless trainings, and courses to ensure they are capable, and have the necessary skills to lead adventures with school aged children. These trainings are a component of the Girl Guides of Canada program, thus I considered them a contemporary adult education program. 

Reflection

As I reflect upon this assignment I remember how long it took me to recognize adult education programs can be found almost everywhere. However, I believe it is where my passion of adult education programs stemmed. I am constantly trying to improve adult education programs, particularly trainings. I have seen on many occasions how administrative decisions, fears and beliefs can curb even the most excellent programs (6.2).

One of the first challenges I encountered was prior to beginning this assignment. Like, many students I didn`t know what topic to cover – I wasn`t sure what would be a good adult education program to cover. While sitting in a Girl Guides training about new regulations in completing paper work I realized that adult education programs need not be formal learning centres. Adult education programs exist not only at post-secondary institutions but also within our communities, churches and hobbies! At the time most Girl Guide trainings were done within a classroom setting, they were done during evenings and weekends. Dedicated volunteers would travel miles, pay out of pocket for travel expenses and sit through day long trainings that could have easily been delivered through online courses (1.1)

To prepare myself for this assignment I logged into the learning platform of the Girl Guide training program and reviewed many of the online reviews (from volunteer leaders) and reviewed the courses that were being offered, their location, and time (1.5). What I quickly noted in my preliminary research was that several of these courses and trainings could be delivered through an online system, the platform they had to record trainings could also be used to deliver training packets (1.7). Many of the trainings that reviewed protocols, paperwork, theories and practical pedagogy could be learnt online – likely less expensive as well. I firmly believe 70% of the Girl Guide trainings could be delivered through an online platform, the remaining 30% would need to remain in the existing format (1.8).

This assignment was to be presented to a group, I had to ensure my audience could grasp the culture of the Girl Guides of Canada while remaining unbiased to my proposed solutions (1.9). I knew the platform existed, it simply had to be expanded, tests could be completed to ensure competencies were met, and trainings could be tracked. My audience had a Distance Education background, they knew the same theories as I, what needed to be done was develop a concise presentation that allowed them to see how this organization could be augmented with a great training program (5.6). My audience saw the benefits of online training modules and suggested all trainings be presented online, with the incorporation of virtual learning. I felt confident defending my ideas and solutions because I knew how beneficial some in person trainings could be; especially when in practice (4.3). 

Creating an online training module would save valuable resources within this organization. Volunteers would no longer be bound by time, space and resources. The advantages to this would be volunteer leaders could take online trainings when it was convenient to them, they could study at home, and keep the resources they acquire through the course (6.4). The disadvantages to online training are that some material needs to be learnt in its original setting (3.4).

Today, I work closely with the California school systems. On more than one occasion I have been introduced to classrooms that have iPads for a classroom, but don`t use them as they don`t have the necessarily training to incorporate technology into their classroom. When I ask educators why they are hesitating their answers are often the same: they don’t have the time to familiarize themselves with the product, they don`t have the time to attend the trainings (1.3). These trainings occur on weekends in a classroom setting away from their hometown. As these iPads sit on the shelves not being used it is the student experience that suffers (2.4).  There are many innovative tools for educators to use within their classrooms, but this technology is not being used as teachers lack the confidence and trainings necessary. If educators could receive coherent, simple online trainings more would be inclined to take them on their own time (3.5).

As I re-read this artefact I wish I had taken a closer examination of the role of socio-economics in this case. While many volunteer leaders take mandatory trainings to enhance their unit`s experience, some view these trainings as an opportunity to network, socialize and gather new ideas (2.1).

Application

As I proceed within my career in the education sector I refer back to this assignment as a reminder that difference demographics have different ideologies. It`s important to understand all underlying motives when considering the delivery of trainings, networking is a positive outcome to classroom trainings. Giving people the option is perhaps the best way to ensure all students (young and old) are receiving the experience that suits their needs. The needs of the student, educator, organization and business need to be meet.