Calling all classmates of 602… I think it would be nice to build a bibliography (and bookmarks) on adult education, instructional design, eLearning and usability. Do you have favorite books, authors, websites and thought-leaders? Any interest?
It is pure coincidence that the topic of networking and connectivism occurs within the time-frame as an organization called ADAPT’s bi-monthly meeting will be held. ADAPT, a local New England training professional non-profit association has been in existence since the 1970’s. Over the past few years, not only I have become an active member, but I am even currently on the Board of Directors. The value as a professional networking organization is incalculable. I’ve met so many wonderful professional trainers, instructional designers, facilitators and consultants all of whom share their expertise and experience. I would like to share what it means, where it’s going, and invite anyone to join and participate.
ADAPT is a non-profit organization providing training professionals with a forum to exchange ideas, network with each other, and share industry best practices while bridging the gap between learning and technology.
There are so many benefits to belonging to a professional non-profit organization. The website highlights them:
It wouldn’t surprise anyone to say the Boston Marathon bombings and all the events subsequent have overwhelmed the entire metropolitan Boston area. We were engulfed in the events, glued to the radio or TV or web.
Not only was the event a distraction, but I can make a smooth transition between Communities of Practice in the healthcare world – specifically emergency preparedness because that happened to be my topic of the “intervention paper.”
Emergency Preparedness culls together the planning, identification of disaster (natural or man-made), severity (catastrophic or routine), risk assessment (low to high risk) and command center responsiveness. The impact on the hospital, staff – and community in general – looms large. Being prepared in the event of a disaster forces the hospital to be prepared and respond to disasters and to help existing and potential patients should a disaster occur.
“To differentiate between traditional adult learning which bases itself on the assumption that learning is something adult individuals do, Lave and Wenger’s theory heralds learning which takes place in a social group setting. As well, learning, in the traditional sense, has a finite duration. Classes or courses start at the beginning, include activities and assessments, and in the end, the learner will be taught the new skill. However, both Jean Lave and Etienne Wenger overturned the focus to learning as a social experience which germinates from daily living. (Wengner, E. (1998). Communities of Practice. Retrieved from Communities of Practice: http://www.ewenger.com/theory/
Even with the utmost careful planning, integration among various government agencies and hospital staff, no one can predict the devastation a bomb hurled during the Boston Marathon.
My example of self-directed learning is about my husband. He is the Director of Medical Records at a Family Clinic. His profession requires a strict set of Continuing Education Credits in order to maintain his credentials. He’s been in the profession for over twenty years. The credential RHIA (Registered Health Information Administration) follows his name. Headquartered in Chicago, the governing body AHIMA (American Health Information Management Association) mandates 30 credits within 2 years.
All that said, CEUs are self-propelled and it’s incumbent on the person to maintain the current knowledge to stay abreast of the latest software, coding, trends and governmental policies.
Keeping on top of the Continuing Education Credits is a form of Self-Directed Learning because there are no specific rules. The person must be responsible for his/her own CEUs. They can take the appropriate courses via online, conferences, written material, courses or workshops. I can see the benefits of keeping on top of the current trends. Many professions require CEUs….but not Instructional Design?
There’s no shortage of theories to explain personality types and models. Common among them, of course, is the Briggs Meyers (or is Meyers Briggs?). It seems to be the theory of choice in many corporate-wide organizations. Rooted in Carl Jung’s theory, it’s a straight-forward theory allowing for classification for working in teams, understanding strengths and weaknesses, as well as developing an understanding of other’s motivations and behavior. I would imagine many people could recite their own classification: Me=ESFJ, my husband= ISFJ.
With David Kolb’s Learning Style Model, I see myself : CE/AE What I like about this model is its two layered approach. The outer circle Concrete, Reflective, Abstract and Active while the inner circle is Diverging, Assimilating, Converging and Accommodating. So, while it’s easy to classify oneself into a category, it’s interesting to see that it can be fluid. Sometimes I am active; other times accommodating. Sometimes assimilating. I’m sure others weave between the categories.
I’ve watched my share of TV crime shows from Mission Impossible to Prime Suspect to L&O (which I haven’t watched for at least five years). There’s one thing good detectives have in common: the ability to solve a crime by following the evidence. Good detectives have experience, share the knowledge, analyze the situation, generalize, process and apply the evidence. Good detectives look for motive, access and opportunity. Isn’t there a parallel between solving crimes and experiential learning?
Our group in Adult Learning Theory has been culling together the complexities of Constructivism, Social Constructivism and Activity Theory. It is fascinating to see Vygotsky’s Zone of Proximal Development (ZPD) and More Knowledge Others (MKO) become clear.
Here’s an example: over the weekend, my husband and I saw the play, Proof, as part of our theater subscription. The story, which began as a play by David Auburn, and later became a movie in 2005 with Gwyneth Paltrow and Anthony Hopkins, is about a brilliant mathematician whose life spiraled into madness before he died left his bereft (but also brilliant) daughter, to pick up the pieces.
The connection between the play and our topic on Constructivism and Social Constructivism is fascinating since the MKO is the student. The play is about the “fragility of intellectual brilliance.” Not to spoil the story, the More Knowledgeable Other becomes the daughter. It is a fascinating twist in Vygotsky’s ZPD where the acquisition of knowledge comes from parents, teachers and peers. Here, the daughter’s brilliance precedes her father.