Implications of Trends

PID 3100 – Assignment 2: Post #2 – Implications

In my previous post I introduced you to the two trends in adult education I’ll be writing on. I’d like to first focus on the Implications of Technology use in Adult Education.

From the Instructor

Technology use by the Instructor has increased dramatically. Instead of seeking guidance from colleagues, we often turn to a quick Google search to instantly find the answer to whichever question we may have. This is very empowering, but I believe sometimes, it may be best to turn away from this habit, and continue reaching out to colleagues. In my limited teaching experience, I have found that there is much to be learned not in necessarily knowing what the answer is, but how it is best taught. By having a seasoned instructor teach you, you are also learning their teaching method for the subject matter at hand.

The second trend in use by Instructors I’d like to look at is the Learning Management System, Moodle. Moodle is an online framework for educational content delivery. It is a very powerful tool, and the trend is to move more and more instructional content onto the internet. The implications of moving content online are the lightening of a teachers workload, but also a disconnect from knowing exactly how well a student is absorbing material. I will address this trend by moving study and reference material into Moodle, and keep classroom time for worksheets and interactive lessons. I believe this way students will benefit from having material available 24 hours per day, and I will be able to ensure they are keeping up in their comprehension in the course.

From the Student

In 2017, basically everyone in the western world is walking around with an internet enabled cellphone in their pocket. This powerful tool can answer just about any question they may have, instantly. In addition to that, there have been apps developed to handle most complex calculations that were required to be done by hand in the past. This has created a common question by students: Why do I have to learn this if I can just look on my phone?

This is a difficult question to answer at times. In my instruction I will address this trend by explaining the need to develop a deeper understanding of subject matter. Students may well be able to check an app to answer a specific work site question, but if they understand the math, science, or reasoning behind what they are searching, it will enable them to extrapolate what they know into situations where the app fails. This can also be invaluable when working in areas with limited cell service such as much of rural BC.

This segways into the second trend I’d like to look at: focusing on Higher Order Thinking in Vocational Training.

Vocational training has traditionally followed an apprenticeship model: a mentor demonstrates the physical skills, while explaining the theory behind the action, and the apprentice follows. We’ve expanded on this basic model by teaching the theory portion more in-depth in a classroom setting. This has worked well, but is starting to show flaws. Students are faced with the challenge of having outdated skills once they finish their apprenticeship.

The trend is to focus more on the understanding and reasoning behind why we do the things we do. Why the codes exist as they do. How the systems we work with actually function. I am a vocal proponent of this trend and will continue to teach the understanding behind the facts and figures traditionally taught in my trade. I believe the implications of this trend are a more robust workforce. By understanding underlying theory, students will hopefully be able to easily adapt to changing technology by building on the fundamental understanding they have.

For my reflections on this trend and to read about my “Aha!” moment, check out the third post in this series.