Presenter: Brenda K. Harms, Ph.D. Principal Consultant, STAMATS
Brenda shared stats from Stamats about Adult learners. It highlighted how different Higher Education has become with the inclusion of the For Profit universities, like Phoenix University. You can definitely make the argument that the college experience will be completely different in the near future. Hopefully, public universities can see the need for change and begin the process of becoming more receptive to their learners’ needs.
Presenter: Dawn Amsberry, reference librarian, Penn State University Park
Observation: Marketing by giving out free stuff is what the libraries like to do.
Reflection: Giving out free stuff works for students of all genres!
Resources:
Presentation Note:
Recommendations
Reflection: It is amazing to me how many of these recommendations are similar for learners of all types. To me the main consideration for adult learners is making sure that the activity is set up when they will be most likely to be available.
Summary: I have known for awhile about the great library staff at Penn State. It was great to learn more.
Presenters: Paul Banach, law enforcement training specialist, Penn State University and Robert Stonis, associate director, Penn State Justice and Safety Institute
A member of the audience mentioned that adult learners shouldn’t have to take the prerequisites because they don’t need them. I don’t agree. I think that we all need to keep learning. I feel that we need to change our thinking on this. We need to take a life-long learning perspective.
We as an audience had a problem:
Given: 2 plates, 2 paper clips, 2 Styrofoam cups, 1 straw, 2 toothpicks, and 3 rubber bands
Objective: To make something that moves
We had a pathetic attempt.
Takeaways:
Why did they go with PBL?
Students weren’t learning with an approach that is more direct. When students solve a problem, they understand how to handle real-life situations?
What is PBL?
The process is to start with a problem. To this, we add known facts to solve the learning issue. After this the group needs to make an action plan.
I like this approach, but I wonder if it is replicable. It’s almost as if you can’t standardize the course. So if the course is about problem solving, then it is the right approach. But if we use it is a standard course we may lose the course purpose.
Paul mentioned that an important part of the learning is a journal. I like the idea of students reflecting on their learning. But it is also evaluated and addressed.
Paul also mentioned how creating learning objectives is so important. Then creation of the ill-structured problems is also really important. Understanding what students know helps to facilitate the course as well.
Reflection: It seems like this is something that needs to happen by course creation by committee.
Great session! Very engaging!
A panel of current adult learners from various campus discussed their Penn State experiences as they juggle multiple roles as spouse, parent, student veteran and full-time employees as well as the best practices they have encountered at their campuses.
Moderated by Eric Hoover, senior reporter, The Chronicle of Higher Education
Quote: “As an adult, we’re afraid to ask questions because we’re adults and we should know all of the answers.”- Denise Gladd (panelist)
Reflection: I once had a discussion with an Indian friend/elder of mine. According to Hindu teachings, life if broken into sections. The first section is to be spent studying. The second is to be spent doing your life’s work including family commitments. And the final section is to be spent out of society preparing for death (in the jungle or as a beggar).
In the American culture, there are no real barriers. But I am often reminded how similar we are to the Hindu perspective. It’s expected that we complete all of our learning early in our lives. But to me, we really can’t frame the principles learn in our minds until we have a place to apply them.
Observation: There were differing opinions on adult learners working with younger students. Some are more annoyed by them while others are glad to have their insight. It seems like the more focused members of the panel don’t have time to work with the younger learners.
Quote: “The Elluminate Live is fantastic.”- Barbara Benfer-Caruso (panelist)
Reflection: It’s interesting that the student liked the synchronous tool. It just reinforces to me how tools, both synchronous and asynchronous have their place.
Observation: Denise mentioned how she appreciated having the opportunity to discuss the materials.
Reflection: Sounds like she is into social learning. I love hearing about this as a constructivist!
Observation: Maggie Kwok, Jacob Moore, Barbara Benfer-Caruso (panelists) expressed frustration to have to go back to take courses when they already have a strong background. Why can’t more military or life experiences count for some of the introductory coursework?
Answer from the crowd: A member of the audience mentioned that adult learners should consider CLEP for Veterans.
Observation: I have heard several times the word confidence.
Reflection: I think that we all need this to succeed. Not enough is made of how important motivation is to learning. During the panel discussion, I was reminded about how there were specific instances in my own life that I can recall that gave me confidence and lead to my success as a student.
Observation: It came up several times that the word is not getting out to adult learners about Penn State being available for nontraditional students.
Observation: Denise mentioned about having relevant and interesting examples in a course like Statistics to engage students and make prerequisites more useful.
This is the 3rd Hendrick conference that I have attended. Here is a link to information about the conference: 2010 Hendrick Best Practices for Adult Learners Conference
I’ve included links to separate blogs on sessions that I attended:
I found this to a great opportunity to collect information about what is best in working with adult learners. As an instructional designer, I’m often developing strategies to help adults learn, but we don’t always have student data to make decisions. During time at this conference, there are ample opportunities to get this data.
One new idea used by the conference planners that I liked was to have my schedule printed on the back of my name tag. I often have notes in my calendar, but having it so readily available was much more efficient for me.
For all of you who also attended, I’d love to know what you thought.