Serendipity35

After two decades teaching "children," I moved to "higher" education where the line between children and adults is fuzzy. For the last decade, I have been involved in adult education and lifelong learning. The "adult” adjective is significant. 

Adults face a lot more barriers during the learning process. There is the transition back to education, the cost of it, the time needed to devote to it, and all the normal distractions of full or part-time jobs, kids and—hopefully—a social life.

My lifelong learning students are often age 55+ but my theory is that lifelong learning begins as soon as you leave formal learning. You can be a lifelong learner at 19, 39, or 79 or any age, but in any case, you are definitely an "adult learner."

Pedagogy is the methods and practice of teaching children. Andragogy: the methods and practice of teaching adults. But as I said, that line
when a student no longer a child, but an adult is not hard and clear. We often view high school graduation as the entry into adulthood, but anyone who has taught college students and also taught younger students will tell you that there are often more similarities than differences.

Andragogy, a concept dating to the 1960s and Malcolm Knowles, is important because it recognizes that adult learners are different and that these differences are extremely important. Here are some things that andragogy and adult learning theory stress.

ADULTS:   
    Are more independent than children when it comes to learning.
    Are capable of critical thinking (unlike some children) but are still interested in the “correct answer."
    Learn more slowly but just as effectively because they have more life experience and deeply ingrained stereotypes and ideas.
    Must be given respect as adults and for their life experience or lack of experience.
    Need classrooms that embrace active learning, including hands-on activities.
    Learn material that is relevant for their needs.
    Are driven less by grades (performance goal orientation) and more by understanding (mastery goal orientation).

My lifelong learning students are often age 55+ but as I said earlier, my theory is that lifelong learning begins as soon as you leave formal learning. Of course, some lifelong learning still occurs in a classroom, a school or a course that you pay for or can do for free.

In my formal education courses, I studied basic human growth and development theories. You can study Maslow’s hierarchy of needs, Erikson’s stages of psychosocial development, Malcolm Knowles' work, and Piaget’s stages of cognitive development. 

There are some basics I mention to people who are going to be teaching in any formal or informal setting.

Children need more guidance. Children are just not physiologically capable of performing certain skills or critical thinking. They benefit from active learning and student-centered learning situations. But so do many adults. Adults can handle learning something theoretical and then seeing its application. Children prefer the application and then the theory behind it.

Back in the end of the 20th century, I became very interested in learning styles. The theory is that learners of all ages (maybe more so as adults where they have options) think they have a learning style. An overly simplified breakdown is that you might be a visual, kinesthetic, or auditory learner. More recently, some research now suggests learning styles are a myth. Maybe, but I still like the theory. 

Adults learn differently from children, but "pedagogy” is still often used for learning of all age levels. I think that is a mistake.

As part of my job starting in 2000 at NJIT, I organized and conducted training for professors and some of that included "pedagogy." It was all new to them. I usually had to define the word and I certainly had to define andragogy. They found it interesting and admitted that they had never had any education courses. they "tried to what their good professors had done and not do what the bad ones had done." Professors who voluntarily attended training tended to want to learn new things. Some professors never attended and might say that it all sounded like the training required to teach K-12.

I saw a mention of "blended learning" in an article that reminded me of that approach that I once taught and endorsed to faculty. I have not heard the term used much in the past few years, but I am no longer involved full-time in pedagogy.

Blended learning is a pedagogical model integrating traditional face-to-face classroom instruction with online learning experiences. In some ways it was a transitional model going back to the shift from 20th century to 21st century learning. As traditional faculty were being asked to use more online tools or even convert their courses to being fully online, this approach was a softer way to launch.

The idea was to combine the best aspects of in-person and digital education to create a more flexible and personalized learning environment. A Personalized Learning Environment (PLE) was another term that emerged at the time. Probably everyone in and out of academia now has a personalized learning environment of a kind, though it may not be formalized. A PLE was supposed to allow students to benefit from direct interaction with teachers and peers while also taking advantage of the accessibility and resources available through digital platforms.

Key components of blended learning include:

    In-person instruction: Traditional classroom teaching where students engage with teachers and classmates in real-time. 
    Online learning: Use of digital tools and resources, such as videos, interactive activities, and online assessments, that students can access at their own pace.
    Integrated learning activities: Assignments and projects that blend both in-person and online elements to enhance understanding and engagement.
    Flexible pacing: Students can often progress through material at their own speed, allowing for personalized learning experiences.

Some of the advantages associated with blended learning were to provide a more dynamic and adaptive educational experience and addressing diverse learning styles and needs.

An effective blended learning module has a good range of learning activities: on-campus activities, such as lectures, workshops and seminars; off-campus activities, such as field trips, exhibitions, and visits to companies; online synchronous activities; and independent learning activities, such as completing tasks after reading case studies or watching videos.

The article I read was from the UK timeshighereducation.com and had suggested goals for blended learning. In brief, they are:
Find a suitable space when attending online classes
Use digital tools
Create a sense of belonging (a difficult goal because online interactions often feel impersonal and might not be well suited to every student - or faculty member)

One suggestion that interested me the most was to use different types of assessment. This was an area that I worked with faculty on frequently as an instructional designer. Blended learning modules should use a good range of assessment types. It was difficult for many teachers to accept that their main form of assessment was testing, especially objective, knowledge-based tests and quizzes. Written assessments, such as reports and essays, appeared in some courses (especially in the humanities) but were often absent in STEM courses. Faculty would tell me, "They are too subjective." "They take too long to grade" "My course requires them to retain lots of facts that I have to assess." The latter was especially true in foundation courses.

Using online tests and quizzes became more popular because once created they could be automatically scored. Easy for the teacher and immediate feedback for the student.

In-person or recorded presentations were more in the blended model but were time-consuming and more popular in upper-level or graduate courses. Interacting face-to-face with their peers as a team or audience during the presentation is also an important skill. I saw video presentations, e-portfolios, digital projects, posters, podcasts and simulation games all used in blended courses. 

One concept that often met with faculty indifference or opposition was the student-as-co-creator of assignments and assessments, though this can serve as a valuable source to gather student voices and improve their learning experience.

The term "hybrid course" became used more than "blended" but was often the same thing or just used interchangeably. While both models integrate online and offline learning, blended learning is a broader pedagogical approach that can be applied at various levels of education and in different ways. A hybrid course is a specific type of course design commonly used in colleges and universities.

A hybrid course refers to a course that "officially" combines face-to-face (F2F) classroom instruction with online components. The term is commonly used in higher education to describe courses where a significant portion of the learning activities are conducted online, with the remaining portion happening in a physical classroom setting. This becomes an issue concerning the registrar and scheduling areas. A course that met F2F on Tuesday and Thursday from 10:30 - noon may now only be assigned a classroom on one of those days. The goal is still to balance the in-person interaction with the flexibility of online learning, usually reducing the amount of time spent in a physical classroom compared to a traditional course.

Of course, hybrid learning models should not be used simply to free up classroom space or reduce parking issues on campus, but unfortunately, I knew of cases where that was a motivation for using it.

The development of online and blended learning modules got a boost during and after the pandemic. To a degree, that was from necessity and convenience, but it introduced these approaches to more students and more faculty and some of it has remained in use.

Developing the right balance between these different teaching modes varies according to discipline, but a mix of synchronous (real-time) and asynchronous (self-paced) online activities, along with in-person classroom sessions.is still the pedagogical approach.

 

I saw the term " rhizomatic learning" used in an article about digital pedagogy. I know about rhizomes because I am a gardener but the use of it for learning was new and not immediately clear.

As introduced by the philosophers Gilles Deleuze and Felix Guattari, the rhizome takes that botanical term that refers to a root structure that expands and connects in multiple directions. It creates a decentralized, horizontal structure. Applying it to learning, particularly in higher education, means that students navigate their learning based on the cognitive conflicts they encounter.

Rhizomatic learning encourages students to acquire knowledge through the interconnectedness of curricular content, prompting them to explore diverse perspectives and methods. This is not a traditional approach or path but one that can lead to a critical, reflective learning experience.

Rhizomes help plants spread and survive in various conditions. Rhizomes often store nutrients and energy, allowing the plant to regrow if above-ground parts are damaged or destroyed. Unlike roots, rhizomes have nodes from which new shoots and roots can emerge. In my garden, I am most familiar with the types of iris plants that have rhizomes. Other examples are ginger and the part of ginger we use as a spice is a rhizome. Many species of bamboo spread via rhizomes, which can form dense clusters and cover large areas. Near water, you often find cattails (Typha spp.), a wetland plant that has rhizomes that anchor them in muddy soils and help them spread across wetlands.

Applying this concept to the principles of critical pedagogy and to generative AI could offer a new dimension to the relationship between learning situations and the digitization of learning processes. The rhizome, in this framework, symbolizes a non-hierarchical, decentralized network of ideas and knowledge, in contrast to traditional, linear models of learning.

The term is new to me but the idea is not completely new. I have used approaches that seem to fit into this framework.

Platforms like forums, social media, and MOOCs (Massive Open Online Courses) and Online Learning Communities often embody rhizomatic principles, where learners can pursue diverse interests and create their learning paths.

PBL (project-based learning) students explore real-world problems and collaborate on projects, allowing for a more flexible, student-driven approach to acquiring knowledge.

Inquiry-based learning is an approach that encourages students to ask questions, conduct research, and explore topics of interest, promoting a more decentralized and learner-directed way of learning.

Learning that can be described as Self-Directed Learning where individuals take charge of their own learning journeys, choosing what and how they learn based on their personal goals and interests, are engaging in rhizomatic learning.

I wrote earlier this week about what I see happening in the digital humanities, some history, and the biggest shift I have observed. Today I'm thinking about what is called the "public humanities."

The term public humanities refers to activities, initiatives, and scholarship within the humanities that engage with broader public audiences outside of academia. It encompasses a range of practices aimed at making humanistic knowledge and perspectives accessible, relevant, and meaningful to diverse communities beyond the traditional confines of the university.

I think the goal of public humanities is to bridge the gap between academia and the wider public. This can mean democratizing access to humanistic knowledge. It is an effort to foster a deeper appreciation for the value of the humanities in contemporary society. It reflects a commitment to the idea that the humanities have relevance and significance beyond the walls of the university and can contribute to the enrichment of public life and the promotion of democratic ideals.

How can this be accomplished? It often involves collaboration with community organizations, cultural institutions, and non-profit groups. A meaningful dialogue and partnerships with local communities can help address issues of shared concern and interest. This kind of civic engagement may encourage promoting critical thinking, cultural literacy, historical awareness and may also address social justice issues and advocate for positive social change.

DH programs can include public lectures, workshops, film screenings, exhibitions, and other events that bring together scholars, artists, activists, and members of the public to explore topics of cultural, historical, or philosophical significance.

Digital technologies can help the humanities reach wider audiences through online platforms, digital archives, social media, and interactive multimedia projects.

Public scholarship is something that public humanities scholars often produce. This is work that is accessible to non-specialist audiences, such as books, articles, podcasts, and blog posts. They may also contribute to public debates and discussions on contemporary issues, drawing on insights from the humanities to inform public discourse.

I found this recent article on humanitieswatch.org listing ten forms of public humanities.

1.     public-facing academic work
2.     knowledge derived from practitioners
3.     humanistic knowledge created through collaboration with people that come from various publics
4.     data on the humanities in public
5.     activism informed by humanities research
6.     policymaking related to the humanities
7.     the value of the humanities in the public, and of the public humanities in academia
8.     graduate programs in public humanities
9.     pedagogy for public humanities;
10.  histories, theories, and critiques of the field of public humanities.