It's hard to believe that this is the final chapter of our GMIT coursework, not including our Practicum. It has been both fun and challenging, to say the least. The seminars were a good way to end the program. I feel that way because it is a culmination of all the previous coursework and probably a great tool to help with retention of the knowledge from the program.
This seminar experience ranked near the top of my most memorable education experiences. Besides the wonderful adventure of creating an online course with my GMIT cohorts, I cannot imagine a more rewarding learning experience. I don't think that the experience could be duplicated in the classroom because of the opportunity to think through each posting very carefully before making a reply that has reflective impact. Having the extra time to think about each posting extensively makes each reply all that more powerful and productive.
The format worked very well for me mainly because of the reason I stated above. I like to take my time to think through the ideas and issues my fellow students have presented before I can share my thoughts and opinions, add suggestions, offer advice, etc. When a group of people are sharing thoughts and opinions all at once it is very difficult to keep everything in proper perspective and order. I realize that live, face to face discussions are very important, also, but I think to really get a very polished and thorough, finished product you have to have time to go through in your mind all of the different offerings.
I think the seminar format works extremely well for adult learners because they are very serious about the topics at hand; they know what's at stake; they usually are very adamant about learning and reach down within themselves to share the best that they know, what they have truly experienced in their lives. That's not to say that you shouldn't have a little fun once in a while along the way to break tension or give cause to relax a little. I think that providing a little humor and adding a little casual talk occasionally helps people let down their guards a little more and trust in sharing more personal opinions and thoughts.
Group discusssion, or in this case a group seminar, is a lot of 'give and take' in sharing thoughts and ideas. We take each topic, think it through, and then offer our experiences or suggestions to the rest of the cohort. Our first thoughts or opinions are often subject to change after viewing or "listening" to all of the different comments, many of which have differences of opinion. This is good because the process of determining a sound conclusion takes a lot of effort and time; it takes give and take, thoughts which spark more thoughts. The end product is usually always the better for it.
As I look forward to resuming my professional career in education I can look back on this whole experience and truly say that it taught me a lot, it helped me prepare for what lies ahead. I am thankful for having had this wonderful opportunity to share and learn in the GMIT Instructional Technology program; without it, I am afraid I would have been in a deep rut, not moving ahead and becoming a good teacher and trainer.
Peer on peer learning has to be one of the best ways to learn because the cohorts hold each other accountable, so to speak, in trying to learn all that can be learned about the topics. Just a few days ago a good friend of mine taking classes at Doane College expressed concerned about a web design course she was taking. She told me that she just couldn't quite grasp what was going on after several weeks into the course. I asked her if she had consulted her classmates or instructor about this, if she had collaborated with anyone in trying to talk things out and figure out what she wasn't quite getting. She told me that she didn't ask for help because she didn't feel comfortable with them. I told her that she has to learn how to let go of those barriers, to get past feeling uncomfortable because working with people in groups could be a big part of her career.
Looking back at both GMIT 650 and 660 classes I can say that it was much easier for me to understand 660 (assessment) because it was easier reading, more about material that I could relate to. GMIT 650 was focused on the psychological theories of adult learning. I do think, however, that I did learn quite a bit about how learners think, how previous life experiences figure into their learning styles and potential. That goes a long way in preparing ourselves to plan our curriculum activites as instructors.
I have a few questions for you to ponder: Where will education be in ten years? Will our students be better problem solvers? Will we, as instructors, be able to interchange our teaching skills to fit the mold of the different types of learners? Will we, both students and teachers, be able to keep up with the rapid-changing technological world? Will there still be face-to-face classrooms? Will we get better and better each year, as instructors, and as fellow professionals?
I want to close by thanking Pat and all of my cohorts for letting me share this wonderful experience. I do hope that we will continue to cross paths in one way or another. You all have helped me grow both personally and professionally. God bless you.
Al Allen
Friday, July 20, 2007
Tuesday, July 17, 2007
GMIT 650--Week Nine--A Developmental Approach
This final week's topic in GMIT 650 focuses on the characteristics of a developmental approach to education. Our very fine seminar leader, Greg Burroughs, provided us with a tremendous amount of good material to explore and share our good thoughts and ideas.
Our textbook, Learning and Change in the Adult Years: A Developmental Perspective, explained that, "althought most education is not consciously and explicitly directed toward psychological development, the process of education itself implies growth and development." This thinking overlaps with the GMIT 660 focus for the week, which was on morals and ethics. I say this because ethical and moral growth, which was suggested by one author to be blended with social, emotional and academic education, is a process much like, if not intertwined with, psychological growth.
The text goes on to say that, "as a teacher, you need to acknowledge and explore your own development and the place of teaching in your sense of self." Greg's first seminar question focused on that very thought; Greg asks: "Our text started the last chapter with a series of questions to make us reflect on what our discussion of the concepts brought together in our readings and discourse have led us to discover. Have your thoughts about your role and purpose as a teacher and your concept of that role and purpose changed since you have embarked on this little journey into educational theory and practice?"
Many of the cohorts said that while they have learned a great deal during this journey it is going to take a while for it all to soak in, sort out, and then apply it all, or at least a lot of it to our teaching and training. As I have stated before, this Masters Degree Program has by far been my most fruitful educational experience; I think we all feel its effects for many years.
Pat, our instructor was pleased to hear Kathy Zabel mention some of the well known educational psychologists we have studied during the program, such as Tennant, Piaget, and Knowles; it showed that some of it had already sunk in a little, at least. We have learned to become better critical thinkers and have come to realize the power and importance of interactive learning, as well as some of the tremendous teaching tools such as rubrics.
Greg's second question: "On page 193 the author talks about what Shulman refers to as the "wisdom of practice", what does this term mean for you as you contemplate mentoring another who has to teach or as you approach the prospect of having to teach?"
"Higher levels of expertise and development" is the forerunner of "wisdom of practice;" more and more we are expected to take it upon ourselves to find where our weak spots are in our careers, seek out ways to strengthen those weaknesses, and engage those to fill the gaps. We have done just that in this Masters Degree program; we have grown in knowledge and professionalism. But, we can't stop here; we have to take what we've learned, build on it, and implement it in our daily professional lives. We have to keep asking questions, keep helping each other get better; we can't be afraid to be critical; we have to strive to get better each day.
Greg's final question: "On page 196 the author brings up the proposition put forth by Weathersby that theory is a base for reflection on practice. How do you feel this contrasts or enhances Collins proposition that we put ourselves into practice?"
The author is using Collins as the intial messenger that "theory is a base for reflection on practice" instead of "knowledge applied to practice." He then uses Weathersby's quote to expand on that thinking. In other words, theory comes in on both ends of practice; you start with a theory, you put it into practice, and then you go back to the theory (starting point) to use it as a benchmark to measure against. What were the results of the practice? Did a lot of things change between theory and practice, or did the outcomes stay pretty close to the original theory?
Whenever we put a plan into practice we must always go back to the original plan to see how far offbase we were; that way when we plan again we might be able to head off a few things, get to our objectives faster and with less effort. Also, we must always try to streamline process; always look for better, faster, and smarter ways to do things, always keeping in mind the stakeholders.
Our textbook, Learning and Change in the Adult Years: A Developmental Perspective, explained that, "althought most education is not consciously and explicitly directed toward psychological development, the process of education itself implies growth and development." This thinking overlaps with the GMIT 660 focus for the week, which was on morals and ethics. I say this because ethical and moral growth, which was suggested by one author to be blended with social, emotional and academic education, is a process much like, if not intertwined with, psychological growth.
The text goes on to say that, "as a teacher, you need to acknowledge and explore your own development and the place of teaching in your sense of self." Greg's first seminar question focused on that very thought; Greg asks: "Our text started the last chapter with a series of questions to make us reflect on what our discussion of the concepts brought together in our readings and discourse have led us to discover. Have your thoughts about your role and purpose as a teacher and your concept of that role and purpose changed since you have embarked on this little journey into educational theory and practice?"
Many of the cohorts said that while they have learned a great deal during this journey it is going to take a while for it all to soak in, sort out, and then apply it all, or at least a lot of it to our teaching and training. As I have stated before, this Masters Degree Program has by far been my most fruitful educational experience; I think we all feel its effects for many years.
Pat, our instructor was pleased to hear Kathy Zabel mention some of the well known educational psychologists we have studied during the program, such as Tennant, Piaget, and Knowles; it showed that some of it had already sunk in a little, at least. We have learned to become better critical thinkers and have come to realize the power and importance of interactive learning, as well as some of the tremendous teaching tools such as rubrics.
Greg's second question: "On page 193 the author talks about what Shulman refers to as the "wisdom of practice", what does this term mean for you as you contemplate mentoring another who has to teach or as you approach the prospect of having to teach?"
"Higher levels of expertise and development" is the forerunner of "wisdom of practice;" more and more we are expected to take it upon ourselves to find where our weak spots are in our careers, seek out ways to strengthen those weaknesses, and engage those to fill the gaps. We have done just that in this Masters Degree program; we have grown in knowledge and professionalism. But, we can't stop here; we have to take what we've learned, build on it, and implement it in our daily professional lives. We have to keep asking questions, keep helping each other get better; we can't be afraid to be critical; we have to strive to get better each day.
Greg's final question: "On page 196 the author brings up the proposition put forth by Weathersby that theory is a base for reflection on practice. How do you feel this contrasts or enhances Collins proposition that we put ourselves into practice?"
The author is using Collins as the intial messenger that "theory is a base for reflection on practice" instead of "knowledge applied to practice." He then uses Weathersby's quote to expand on that thinking. In other words, theory comes in on both ends of practice; you start with a theory, you put it into practice, and then you go back to the theory (starting point) to use it as a benchmark to measure against. What were the results of the practice? Did a lot of things change between theory and practice, or did the outcomes stay pretty close to the original theory?
Whenever we put a plan into practice we must always go back to the original plan to see how far offbase we were; that way when we plan again we might be able to head off a few things, get to our objectives faster and with less effort. Also, we must always try to streamline process; always look for better, faster, and smarter ways to do things, always keeping in mind the stakeholders.
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