Google Reader

Using Google Reader for the first time was a very simple, straight forward experience. It provides a great way to keep up with new information posted on multiple sites. I have now subscribed to various blogs of fellow learners and authors and I look forward to having them all come to one spot for my convenience. Similar to delicious.com it provides a great way to manage the vast amounts of information available on the internet. 

Online Participation

A short reflection on why I participate in online forums and how it benefits my learning experience. 

Click here to listen!

Personal Learning Environment

Influence

This is intended to show the exchange of information that I consider learning to be. The key word is 'Influence' and the larger circles show what my learning is largely influenced by. There is also an exchange of influence (represented by the arrows), although often to varying degrees. New information is often filtered based on my existing perspective, experience and prior knowledge.

Further reflection is required and after that I intend to update my PLE accordingly. 

Reflection on Three PLEs

PLE is People - Jared Stein - http://www.flickr.com/photos/5tein/2271568921/

The simplicity of this PLE was very attractive. What I feel is at the core of learning (and networks) is people, so this idea resonated well with me. The connections I have made with people are often what have taught me or helped developed a form of understanding. These connections could be through books, online, or in-person but people still seems to be at the core of it all.

Alec Couros, PhD Thesis illustration, the Networked Teacher http://educationaltechnology.ca/couros/580

This, in my opinion, was a clear concept of all the different ways one could receive information. The clarity of this PLE is something I would try to incorporate into my own. It clearly encapsulates all necessary facets of a PLE without getting to confusing.

Dallas McPheeters - My Personal Learning Network web.me.com/dalasm

This was a terrific illustration of a learning cycle. Taking in the learning, rejecting some of the aspects but the rest is assimilated and used to form (or tweak) perspectives, how we view experiences and how we interact with the world. Common elements to be used in the development of my PLE.

Conclusion

The needs assessment was a key discovery. In the past this was something I either overlooked, just briefly touched on or did not solicit from the right sources. 'Needs Assessments' can keep the program planner from wrongly assuming and neglecting key elements! A true “life skill” I will remember.

The need for a Program Planner to be aware of the different facets implemented in the Program Planning process...in short the need to learn! I conclude upon completion of this course that Program Planning will require of the Planner continuous learning.

This course has broadened my view of Adult Education. I hope to employ some of the techniques shared for 'Learner Evaluation' in my future role as a part time workshop facilitator.

This course is hard work but also enriching. Its been a pleasure reading other participants post's. Many thanks to fellow learners, Margerit and Cafarella.

Online Learning

Logistically online learning has its benefits. For instance in a course, such as the one we are going through, learners are automatically freed from having to attend class at a set time each week. This allows the learner to be self-directed in setting appointments with oneself for learning.

Calculate this in terms of cost to the learner. The flexibility of time that online learning gives the learner can be "saving" to both the learner's family and career.  Online learning can also be viewed as "cost saving", you would not need to budget for printed material, catering or meeting room rentals. 

In regard to Cafarella's seven factors for choosing delivery formats, the following are some brief questions and statements I would reflect on:

1. The background and experience of the participants: Would the learners be comfortable learning with and have access to the computer based technology, software, programs, equipment and internet connection required to successfully participate in the program?


2. The availability and expertise of staff: For online learning could I find staff that were competent in the needed technical skills required to facilitate and develop online learning programs? Could staff create and facilitate the needed interactive websites and blogs?


3. Cost: Would a web developer need to be hired for developing an online learning program and would that cost outweigh developing the program in an alternate format? What would the ratio be for instructor to student? How many students could the instructor successfully manage (this may involve answering emails, phone queries, and providing feedback on assignments to the participants)? Would an online program increase the need for facilitators/instructors per student ratio, and thereby increase the cost?


4. Types of faculties and equipment: If there are challenges in finding adequate training rooms, online learning opens a viable alternate. Again, all participants would need to have access to computers and internet connection.


5. Program content: I assume that if the learning is hands on, for instance a workshop on welding metals, that online learning would not be the best route.


6. Program outcomes: Can the program and learning objectives be reached through online learning as a program format?


7. The context in which the learning is to take place: If the program is online the learner may not have to take time off work to attend "class", depending on the organizational context this may be the only way for the learner to participate, that is outside of his/her work schedule. Online learning is a option that would suite many adult learners, who each have unique scheduling barriers. 

Objectives

I find the 'objectives', 'needs assessment', 'marketing' and 'evaluation' of a program to be interconnected. The “objectives” could be used as guides. Guides for the evaluation of a program and the development of its content. The goal: to ensure the marketed outcomes of the 'objectives' are achieved. It seems, however, that the needs assessment is the crucial first step before moving on to the development of 'objectives'.

Module 7 describes the program objectives as “promises”, pertaining to the outcome of the program. Whether it be 'learning', 'program' or 'organizational' objectives, these “promises” will be applied during the evaluation of the program, to clearly assess if the program truly, delivered outcomes based on its “promises”.

As stated in module 7 “our society tends to value what we do and produce”. I believe that this is where the 'objectives' come into use for the marketing of a program. For instance, 'objectives' could attract new funders and stakeholders who would want to be a part of or support the listed outcomes. This could also motivate learners to register in a program. They may have determined that they would want to be a part of the 'marketed' outcomes (this may apply when learners are privy to the 'learning objectives').

In conclusion, I am convinced that defined program, learning and organizational objectives, are essential to the marketability of a program.

Power

To summarize my views on 'Power' in adult education, first, I will write that the views expressed by Cervero and Wilson, did create an 'eye opening' for me. In the chapter 'The End of Innocence: Adult Educators as Knowledge-Power Brokers,' I find the following statement enlightening: "As a knowledge-power broker, the adult educator sees what is at stake and is willing to act to change who benefits and who should benefit from adult education (Pg. 276)." 

This would take the role of the program planner from passive to active in the way he/she negotiates the 'control of power' between stakeholders. It would be important for the program planner to be aware of and define his/her desired outcomes of each program, as well as understand his/her own ethical motive. This could facilitate a more positive outcome in the planning process, and for all stakeholders/participants. Cervero and Wilson would also find their writings supported by Bill Strickland, who as an adult educator, seems to play the role of a social activist. This is in reference to the "three starting points (Pg. 270)." 

Many thoughts come to mind of important principles a Program Planner must keep at the forefront of his/her work when dealing with 'power' dynamics. The need for "program planners to have excellent communication and people skills," and the need for a Program Planner to be "a tactical agent...able to use a variety of power and influence tactics according to the situation (Pg. 70).” These 'people' and 'negotiation' skills seem of utmost importance if a Program planner is to follow through on his/her planning actions and ensure a fair distribution of power. This would follow, of course, assessing each situation and as Caffarella (2002) cautions: "not to invent power relations in situations where perhaps they do not exist (Pg. 72)."