LM EDAC 634 Final: Course Reflection Video

 Link for Youtube video here:

https://youtu.be/1R8e9BIghYg

Full text for video (and also included in caption): 

Slide 1: Welcome to my second video for the EDAC 634 Course Reflection. This presentation will focus primarily on some of my favorite highlights of our course textbook, while also discussing observations made about the course from this semester.

 

Slide 2: This course packed in numerous topics, but I was able to narrow down 5 of the most impactful lessons, both from the text itself and class discussions, which are shown on this slide and the next. The concept of experience was one of the subject matters repeated often in this course. Overall, I found that adult learners of every background enter with it, and it can be used at their own discretion- whether that is positive or negative. How we as educators choose to present education is important to this decision.

 

Slide 3: Much like the concept of Postmodernism, this course showed me that in order to grow in the realm of education, I must tackle the assumptions and norms I’ve experienced prior. However, I think I will continue to believe that Postmodernism is one of the most difficult topics to articulately discuss. A tip for future students: think of this concept as a verb and compare its definition to learning as verb for your future discussion. Does that make sense? I hope so.  

 

Slide 4: To accompany what I’ve learned this semester, I’ve selected a few of my favorite quotes from our Learning in Adulthood textbook . The first is “The most potent motivations are internal rather than external” end quote (previously cited in Knowes et al., located on p. 119).

Next is “It is through this mutual storying of lives that development can occur” end quote located on (p. 173).

And last on this slide, “In other words, realizing oneself, finding out the truth about oneself, and accepting responsibility for oneself become both personally desirable and economically functional” end quote, located on (p. 206).

 

Slide 5:

The next quote continued is “…other ways of knowing leads us to examine how knowledge is produced, whose interests are being served by this knowledge, and how knowledge comes to be validated” (p. 270).

And finally, “It is not possible to talk about racism, classism, sexism, and other “isms” without reference to power and oppression, nor can power be considered apart from issues surrounding knowledge construction” end quote located on (p. 292).

 

Slide 6: This was my second class with Bo and I am always impressed with the generous amount of time to complete assignments. I never felt rushed. I think if you’re able to maintain a schedule of sorts, there is more than enough time. I also appreciated a textbook that is more recent, in addition to the many resources Bo added to the modules each week. If I didn’t understand the material, I would watch the videos she provided, which helped further my understanding.

 

Slide 7: My primary dislike for this course was the use of the same format for each mini project. I would have liked to see a different way to interact with material, however, the solution for this is to be creative with the assignments. Since Bo allows you to work alone as well as groups, you have the freedom to utilize whatever platform or resources you want to complete the project.

 

Slide 8: A suggestion I have for this class as a whole is to communicate your needs to Bo. If you’re falling behind or unsure about an assignment’s expectations, reach out to her. She is understanding and helpful. Finally, and this may seem standard, read the textbook each week. As I said before, some of these topics are difficult and the textbook in addition to your peers’ posts, will aid in your ability to complete the work.

Thanks for listening and continue to the end of this video for references.

 

LM EDAC 634 Final: Projects Review

 Link to Youtube video: https://www.youtube.com/watch?v=sIgV6HM66n8

Text for the video (subtitles are also included):

Slide 1: Welcome to my project review video. In this presentation, I will walk through each mini project completed during my time in EDAC 634 this semester, including how the information is beneficial to adult education, and conclude with tips for future students and the resources used to complete these assignments.

Slide 2: In Week 2, we studied self-directed learning. The project focused on creating a program in which learning is initiated and maintained by the adult participants, where their common goal is to better an aspect of their lives. On this screen, I have included screenshots from the project on our class blog. I decided to build a program centered on my current job in the banking industry, as a result of a need I’ve observed for new accounts to contain fewer errors after exporting to our database. This is primarily achieved through furthering knowledge for every style of account. Representatives have a need to know this information in order to open well structured accounts and lessen the length of their errors list. One of the highlights of this project, for me, is the worksheet I created to explain the schedule of this program. A format of this worksheet is currently being used at my job, which speaks to the usefulness of these projects for our adult education careers. Also, this particular projects incorporates working individually and in pairs, all while setting achievable guidelines for learning, which I believe to be all necessary components of adult education. So far, the checklist has been very beneficial to our process- our team has gone several months without any account errors.

Slide 3: In Week 4, we made a project based on the belief that experience guides our learning process. When I sat down to think of an idea for the program, I wanted to create something that showcased experience in a very natural form. In the field of English composition and poetry, experience becomes a guide for the writer, which was the fundamental lesson in the text for that week. As someone with an undergrad in English Education, I have firsthand knowledge of how the process of writing can pose difficulty for students, adolescent and adult alike. I thought a program that encourages journal writing as the first step to poetry would benefit participants. One of the highlights of this project was observing how my undergrad experience played a role in the overall development. Also, this assignment showed how allowing a student to utilize their experience as a teacher does not have to be a difficult method itself. I would use journaling as a way to teach poetry in real life as well.

Slide 4: The transformative learning week was one of my favorite programs from this semester. The text discussed many theories surrounding how learning is the process of change, whether that is individual, community wide or within relationships. I decided to base my program on Daloz’s psychodevelopmental perspective of storytelling within education. From an excerpt of my own post for Week 6, I stated that “Rather than the teacher and student relationship, I wanted to build a program in which participants create connections with members of their communities. These relationships also provide the opportunity to transform traditional learning, going outside the classroom space to engage with those whose backgrounds may be unlike their own.” End quote. I used three actual volunteer locations located in Bloomington, IN and built a program in which participants spend time at each place and at the end, come together to reflect on their experiences. By using local locations, I was able to provide insight into the need for help at home. This showed how adult programs are useful when one of the goals is helping the community.

Slide 5: Finally, we arrive at Week 8, embodied, spiritual and narrative learning. My focus for this project was spiritual learning, specifically the spiritual nature of relationship formation between animal and human- and how these relationships can heal trauma, educate, and inform us about ourselves. In the program, participants of volunteer or court ordered interact with dogs from the animal shelter. They learn useful skills while healing. If I had the recourses, this was a program I would absolutely create today. The studies around the benefits of animal therapy are plentiful. This was an idea from which I could expect true positive change if implemented.

 

Slide 6: I’ve laid out a few tips and suggestions for future students in this course on this slide. First and foremost, it is not advisable to attempt completing the projects in one night. These assignments require careful reading of the text and planning out a detailed program with graphics included. I would encourage you to complete portions each night. Next tip, save and highlight quotes from the texts that stand out in your reading. My text was online which allowed me to save my highlighted pages. I found that some discussions in this course may appear as overwhelming topics, but if you have starting points to initiate discussion, the assignment does not seem as daunting. Plus, it may help in your end of semester project. Speaking of projects, select a creative platform that makes the process less difficult. For example, to create my flyers and charts I used Canva, which I will discuss on my next slide. I was able to spend less time figuring out a software program and more time with the material itself this way. Next, as I discussed in the Week 2 project, the assignment becomes more useful when you’re able to select a need from your current job as the focus. Find inspiration in your daily life. Finally, read your peers’ projects and assignments completely. They present valuable ideas and may show an area of interest you were previously uneducated in for more learning.

Slide 7: In order to create the graphics and charts for these projects, the primary resource I used was Canva, which is a free website containing designs for multiple styles of project formats. To use Canva, go to the website on this slide and create an account. You can sign in using multiple platforms- I chose Google. The process is quick, then you can start creating. If I was not using Canva, I made PowerPoints. I would then turn the presentation into a video format. Another resource, while not necessarily used in every project, was TedTalks. The catalogue for this website is so extensive that you are more than likely able to find a video that correlates with the topic at hand.

 

Thanks for listening!