Sunday April 24, 2016

Mike commented on Group 2 (Spiritual Learning) and Group 4 (Narrative Learning)

Laura Smart's role was co-leader for the final demonstration.
Spencer M.'s role was co-leader and presenter for final demonstration.
Kristin O., Jan M., and Mike B. provided input through the process.

Laura commented on Group 3-Andragogy in Human Resource Development and Group 4-Narrative Learning

Kristin Owens commented on Group 3 - Andragogy in HRD and Group 5 - African Indigenous Knowledge

Jan Miller commented on Group 2 Spiritual Learning and Group 5- African Indigenous Knowledge

Spencer Matheny commented on Group 6-Humanist way of Learning and Group 7-Cognitive Apprenticeship

https://www.youtube.com/watch?v=5wBR24wq-LY&feature=youtu.be

Laura Smart - Presenter of the video
Spencer M., Kristin O., Jan M., and Mike B provided their tips to Laura via email

https://youtu.be/mquX5hxtTQs

<iframe width="420" height="315" src="https://www.youtube.com/embed/mquX5hxtTQs" frameborder="0" allowfullscreen></iframe>

Summary

In the first couple of weeks, we as a group were to create a group plan that laid out everyone’s roles for each assignment during the semester. Since we originally had six group members, each assignment had two group leaders. We realized this was beneficial as the semester went on. However, one member dropped the course but as for the other five members, we were quick to make changes to the roles for the assignments and adjust in a timely manner. As a group we have achieved the gaining of knowledge of the book material, articles provided, other blogs, and also how to work as a whole when the class is solely online. With a big group project like this, it can be challenging when you can’t physically meet in person. Right off the bat, we chose to conduct a conference call. This gave us a feel of how each member was, we could feel emotion behind everyone’s reasoning, and to make sure we were all on the same page. The most important aspect of our group is that even though we had specific roles for each assignment, each person was willing to help with other sections if needed. The willingness of each group member was outstanding and not once have we had any complications towards each other. This group was truly remarkable in every aspect.

Each group member has brought in his or her own strengths and uniqueness the entire semester. We have been able to combine forces to create something that we see would be valuable for universities and students. It’s funny to think about that we each bring in learning and knowledge from our own experiences to create a program that focuses on experiential learning. Even though there are guidelines and criteria laid out for us already, we as a group set goals for ourselves throughout each assignment. When you set goals and objectives for yourself and you reach them, it’s easier to move on to the next assignment because you feel accomplished. In some cases communication was a challenge but from our standpoint, overall we did phenomenal with how well we communicated and reflected off one another. You hear it many times in your life and this is another case to hear, “Communication is key.” Overall, this group has done outstanding and is very pleased with the members we were able to work with.

Group Reflection

The group’s consensus is that one of the most valuable things we did was setting forth each person’s role for each part of the project in the beginning and relying on this to complete assignments.  We also agreed that one of our major strengths was the variety of skills and experience within our group.  This, of course, meant that other members of the group had strengths in areas that others had challenges.  We also agreed that staying in constant communication with one another was essential, but also acknowledged that this can be challenging in an on-line course.    Several members of the group stressed the importance of constantly referring to the syllabus and paying attention to details.  We also worked to help each other succeed individually.  Group members would send reminders about projects due in the syllabus and provide individual feedback to one another.  Another aspect of this group is each of us are working professionals.  The ability to bring what we are learning to our workplace helped strengthen the learning process.

Kristin O. commented on Group 3 - HRD and Andragogy and

 Group 5 - African Indigenous Knowledge 3/30

Laura Smart commented on Group 2 - Spiritual Learning Journey and Group 4 - Narrative Learning

Jan Miller commented on Group 3 HRD Andragogy and Group 4 Narrative Learning

Spencer Matheny commented on Group 5 African Indigenous Knowledge

Michael Burks commented on Group 2 (Spritual Learning) & Group 3's (HRD and Andragogy) Blog

Roles for Program Evaluation

Jan and Mike - Co-Leaders - led the process. Reached out to two professionals and collected their suggestions to our program design. Communicated with the group the suggestions and worked to put all the pieces together.

Laura- Main focus was creating the introductions and the reflection.

Spencer- Worked on gathering our responses to the suggestions.

Kristin- Created the table. 

An Evaluation of Service Learning Program Design

Mike Burks

Spencer Matheny

Janice Miller

Kristen Owens

EDAC 634 The Adult As A Learner

March 27, 2016

Dr. Bo Chang, Professor

Experiential learning is one of the most effective ways individuals can learn. "Service learning

provides an additional means for reaching educational objectives…" (Bringle & Hatcher, 1996). The

following program evaluation will review Group One's Service Learning program design. The

program was developed by focusing on a population of 20-30 students, with a major focusing on non-

profit management.  The individuals will have a chance to choose a particular field of service

learning with which they would like to be involved. Activities such as service learning projects, study

abroad opportunities, internships, job shadowing, and even a reflective journal (Austin & Rust, 2015)

are ways to implement experiential learning. According to the program design, students will apply

the use of learning outside of the classroom, service learning, concrete experience, reflective

observation, job and career exploration, utilization of hiring managers in workshops and mock

interviews.

Evaluator Process

Group 1 chose evaluators for this project from two different areas of expertise, voluntary service

and career search. Both evaluators received the program design via e-mail. Initial responses were

gathered by e-mail and a follow up telephone conversation was held with Kyndra Haggard.

Evaluator One Profile 

Kyndra Haggard is the Coordinator of Employer Relations at the Ball State University Career

Center. Ms. Haggard coordinates Ball State’s Job Fairs and engages employers for student

employment. She was recommended by Career Center Director, Jim McAtee. Before this, she worked

in admissions for another University. Ms. Haggard is a graduate of Ball State’s Miller College of

Business and is completing her degree in the Adult and Community Education Master’s program.

Evaluator Two Profile

Linda Gregory is a Muncie City Councilperson at Large and Community Activist. Dr. Gregory

holds a PhD in Education from Indiana University. She has taught at high school and university

levels and worked in human resources, but it was her community service background that made her

the choice for one of the evaluators.   A few of these include: TEAMwork for Quality Living,

Energize ECI regional Planning, Eliminating Poverty Guiding Coalition and the Community

Foundation. She has also been the recipient of several community service awards.

Evaluator One Feedback

Ms. Haggard liked the Service Learning Component, but thought that 30 hours in 8 weeks was

ambitious because of student’s schedules. She also suggested that a program like this would best

work if it fit within University structured programs. She believes there would need to be academic

credit or a part of an unpaid internship.

She also liked the job search portion of the program because her career is tied to Job Search. She

especially liked the idea of hiring managers leading the workshops because students listen better to

them because they are the ones that will be hiring them in the field. The four components listed for

the workshop are the ones that the Career Center focuses on in one-on-one meetings. Ms. Haggard

stated “I think you guys have a great idea.” She paid us a great compliment by saying this would be

an event the Career Center would “team up with.”

Evaluator Two Feedback

Dr. Gregory stated that this was an interesting idea, but lacked some detail. She made specific

recommendations about how to make the experience meaningful for students and agencies.

Gregory strongly recommended having a “roadmap” outlined in their experience. Advance

planning by both students and voluntary service coordinators are key. She suggested the students do

their own research on the agency before choosing to volunteer there. The process of researching the

web-site, annual report, etc. is the same type of research they will be doing on a company in a job

search.

She also suggested more information should be gathered about expectations of the volunteer

experience. Who will they encounter when they volunteer? Also, what are the students hoping to gain

from this experience? This could help them measure if their expectations are met.

Gregory stressed the importance of the voluntary service being of benefit to the agency as well

as the student. Advance planning is the key. She stated “Don't just drop these students on the agencies

without advance planning of the tasks they will perform and with a degree of skill.” Gregory also

liked the journal aspect of the project, but thinks it should be weekly so the students can reflect on the

week to see what they can do differently.

Student Responses

As a group, we all agreed with Ms. Haggard because of her expertise in the Career center at Ball

State. Her work perfectly lines up with the job search workshop our program plans to put on. Dr.

Gregory brings in her experience as a Councilwoman and Community Activist to help us better plan

the program as well. Our group believes both evaluators very qualified to give us feedback. The

group agreed with all of the feedback that was written to us by the professionals. The group plans to

take the advice and make the program more a more efficient vessel for learning. Each group member

agrees with Dr. Gregory’s roadmap idea. Having the students be informed on the place of their

internship makes sense and will help them prepare for those stressful first few days on the job. Dr.

Gregory gave the group great constructive criticism. Ms. Haggard approved of the program. She

thought it would be great to work the program with the Career Center. The group agreed with her in

the the fact that we should lower the hours from 30. We did have this as a part of the school

curriculum so it will be for credit. We agreed that we should make it known if we are to advertise the

program. It was nice to have two co-leaders who communicated together. The rest of the group did a

great job in responding promptly and efficiently to the evaluator’s responses.


Group Reflection

The table that was set up at the beginning of this project has really helped the group, progress through the assignments. The group continues to communicate effectively through email. Each assignment has been led by two co-leaders. This has allowed everyone in the group to take on a leadership role. It also allows others in the group to have point person to turn to with questions or comments. Group One works well together and is enjoying this project. We were all pleased with the suggestions we got. In particular, it was nice to hear that the Career Services office saw value in the program.

Conclusion

Our program merges the service-learning methods with job searching methods. The students

work on job related skills while working in service to another program. The professionals’

evaluations were received with intention to make our program more efficient and easier to

understand. The graph below explains the changes we would incorporate with respect to the

professionals’ opinions and evaluations.

Table 1

Evaluations -

Evaluator One Kyndra Haggard E-mail Response:
I think you guys have a great idea. The four items listed for the workshop are the items the Career Center focuses on in one-on-one meetings with students.
30 hrs in 8 wks may be tough as that is almost 4 hours a week on top of the regular school/work load.
Also, having the hiring managers leading the workshop is great. Students listen better to people in the field. It would be an event that the Career Center would team up with. Follow up Conversation with Haggard:
Ms. Haggard added that the program would have better participation if the program was institutionalized into Ball State structure such as an internship or for the students to obtain academic credit.

Evaluator Two Linda Gregory E-mail Response
Jan...Sounds like an interesting project, if a bit sketchy. Maybe the longer document has more details but my first reaction is that the major part--the volunteer phase--needs more heft. For instance, require a journal of reflections each week. Dr. Melinda Messineo does this with her students and the results are very insightful for the students. A 15-minute reflection seems minimal. Maybe a paper too?
 What kind of experiences are expected in the volunteering? Will the students meet with agency clients or just staff and other volunteers?  Can the students specify experience goals before they start and then measure/assess those as part of the reflections? Having a roadmap, if you will, assures that you are on the right track. How about finding out ahead of time what the agency needs? That's something the students could do too. Too often, BSU students land at some Muncie agency, expecting to be "entertained" and knowing precious little about what goes on there. Staff and volunteers have to deal with them--often at the expense of their already burdened task lists. In other words, don't just drop these students on the agencies without advance planning of the tasks they will perform and with a degree of skill. Find out what the agencies need and fill that need.
I'd recommend that each student do some homework finding out about the agency before they ever engage with anyone. Check out  the web site, annual report, 990 form; do a Google search on the agency and its executive director/key personnel/board--then analyze what the agency needs. Be ready to suggest, not just receive. These are also steps they'd want to do, of course, if they were doing a job search.
 One of the tasks might be to create job descriptions or review those already in place for the agency. Do that ahead and then part of the experience is checking out the veracity of those descriptions. Who knows, they might be able to really assist the agency! And find a job.

Hope this helps. If you need more, let me know

References

Austin, M & Rust, D. (2015). Developing an Experiential Learning Program: Milestones and Challenges (Vol. 27). Retrieved from                     htttp://www.isetl.org/ijtlhe/

Bringle, R. G., & Hatcher, J. A.. (1996). Implementing service learning in higher education. The Journal of Higher Education,                     67(2), 221-239. http://doi.org.proxy.bsu.edu/10.2307/2943981

Kristin O. posted on Narrative Learning's blog. 3/10
Laura S. posted on Spiritual Learning Journey 3/10
Jan M. posted on Group 3 Andragogy and Group 5 African Indigenous Knowledge
Spencer M. Posted on Group 4 Narrative Learning

Roles for Group 1 Program Design -
Mike  - Intro and Reflection
Spencer - Co-Leader/Program Design
Kristin - Co-Leader/Program Design/Tables
Jan - Rationale
Laura- Proofing

Group 1

EDAC 634

Program Design

Ball State University

Intro

Experiential learning is all about the experience the student gets to learn. It is all in the name. Our program uplifts students from the normal classroom and puts them in real-life situations for fields where help is needed. The learners involved with our program will actively seek learning experiences in the field they are studying. The program is designed to go beyond the cookie-cutter classroom archetype and the teaching of hypothetical situations to fully immerse our students with real situational knowledge.  The program is called “The S.O.W. Initiative – Planting a Generation of Prepared Workers!” S.O.W. stands for “service-learning and opportunity workshop”.

Rationale

This program is supported by the following literature:

Learning outside of the classroom: Experiential learning is described by Hamilton (1980) as “educational programs functioning outside of conventional school classrooms that place participants in responsible roles and engage them in cooperative, goal-directed activities with other youth, with adults, or both,” (Hamilton, 1980).

Service Learning support in literature:  Activities such as service learning projects, study abroad opportunities, internships, job shadowing, and even a reflective journal (Austin & Rust, 2015) are ways to implement experiential learning. Internships and service learning projects are probably the two most recognized activities

Concrete Experience:  Experiential learning is “hands-on” learning or involved learning (Austin and Rust 2015)

Reflective Observation:  In order to learn from an experience, the learner must reflect on the experience and look to see what the future implications are. Experiences by themselves do not produce learning, but the reflection the learner has on the experience, by adding meaning to the event (Dewey as cited in Austin & Rust, 2015).

Combine Methodologies:  Will use Central methods such as simulations, role playing and implementation of projects, social games and structured games and Support methods through process observation and time for consideration.  These will help students increase participation, interaction, interest and learning through the use of games, role-play and implementation of projects. 

Main theme from the literature is that change is inevitable and it is always best to be prepared.  It is to be expected that the service learning activities will influence student’s career and job search expectations.

Job and Career Exploration:  Experiential learning allows the learner to apply the content to their professional life (Hawtrey, 2007)

Utilization of Hiring Managers in Workshop:  A learning activity is a means to an end, not an end in itself.  The purpose of an experiential learning activity is to create an opportunity for valuable and memorable personal learning.  All activities must be designed, managed and facilitated carefully so that the activity has impact, but it isn’t so memorable that these 'activity memories' override the impact and memory of the learning.  If this happens, the lasting memory may be an aspect of the activity, not the learning that was realized.

Mock Interviews:   This is a continuing utilization of one of the Central methods of role playing

Constructivist Model:  The program will utilize this model which includes a concrete experience (service learning project), reflection on the experience (what did I observe, what did this mean to me?), conceptualization (what have I learned?) and active experimentation (adoption of the learning/career search component).  (Fenwick, 2001). 

      Two departments at Ball State have been explored to assist in the development of the program.

BSU Student Voluntary Services

Ball State’s Student Voluntary Services was established in 1965.  It is one of the largest of the 300 student organizations housed within the Office of Student Life.   Over 2,000 Ball State students participate in service learning either because of a class requirement or through personal interest.  Governance is through a student ran executive board and staff support from the Office of Student Services.

The stated mission of SVS is “In order to improve and sustain the quality of life on the Ball State campus and in the surrounding communities, Student Voluntary Services promotes education, leadership, and community development through community service, service learning, and social awareness.”

Specifics of this program include: 

Experiential Service Learning:  This organization promotes experiential learning through service and compliments Group 1 project’s emphasis on learning outside of the classroom and hands-on experience.  The S.O.W Initiative will include a structured reflective component.

Leadership Development and Career Exploration:  SVS provides opportunities for students to serve as a program coordinator or as a member of the Executive Committee.  This component of the program states they can gain career-related skills and explore career paths.

Community Partners:  SVS has developed community partnerships and includes expectations for the partnership.  They also have a list of community agencies with volunteer opportunities that provides choices for students.  The Group 1 program will provide opportunities to choose organizations as well, only on a more limited scale.

Ball State University Career Services:

Ball State’s Office of Career services  mission includes  “connecting all of our partners for the purpose of helping students integrate their education, self-awareness, and experiences to empower a lifetime of career achievement and personal satisfaction.”  The Department has over 20 staff and is led by Jim McAtee.

Cardinal Connect is an initiative to employ more college graduates in Indiana.  Quite simply, part of the goal is to develop opportunities for graduates in Indiana to maintain a more highly educated workforce in the state.

One of the avenues utilized are Career Fairs, which establish partnerships with Indiana businesses.    The department hosts two major career fairs a year and assists with department specific career fairs including criminal justice and sales. 

At this point, there has not been a program that partners service learning with job search.  The Group 1 program will develop a prototype to be reviewed and evaluated by these two departments.

Program

Experiential learning is one of the most effective ways people can learn. They are able to reflect on practical situations and apply the new knowledge to either instruct or perform for future encounters. Should colleges provide more opportunities for students to gain experience, or are students not taking advantage of the opportunities that are presented to them? As we are focusing on experiential learning, one of the more familiar examples would be service learning. “Service learning provides an additional means for reaching educational objectives…” (Bring & Hatcher, 1996).

           

Group 1 will focus on developing a program based on service learning. Geared towards a population of 20-30 students, with a major focusing on non-profit management, the individuals will have a chance to choose a particular field of service learning with which they would like to be involved. Information will be presented to the participants during a panel of leaders from the organizations listed.  Those fields include:

1.     Habitat for Humanity

2.     Ronald McDonald House

3.     Mary Riggs Center

4.     Girl Scouts of Central Indiana

5.     Easter Seals Crossroads

With these fields, the students will be able to apply theories and concepts they have learned throughout their schooling and apply it to practical experience. Also, the students will be able to learn how to work with diverse populations, the many hats non-profit workers wear and other things you cannot learn everything in a classroom. Each student will complete 30 hours of work over a span of eight weeks. Included in the eight weeks, students will be required to complete a midway reflection, during the 4^th week of work, and a final reflection. The reflections will include a short survey on their experience and a meeting, roughly 15 minutes, with the program coordinator.

When a student is completing their academic career and has gained practical experience, what is the most common objective following graduation? The next objective is to obtain a job. At the end of the eight-week program, we are going to offer a workshop on a Saturday.  The workshop will be designed to inform students how to properly job search and to be prepared for interviews.  The workshop will roughly last four-six hours and will be directed by professional hiring managers from the organizations listed above. This will allow students to get feedback from leaders in their field of interest.  The duties of the hiring managers will be:

1.     Instruct on how to search for jobs and know what resources are available

2.     Proofing of the students’ resumes and cover letters

3.     Discuss the interview attire

4.     Conduct mock interviews for the students

With this program, the students will be able to gain practical experience while applying concepts and theories as well as learning new information, and they will be able to participate in a workshop to prepare them in obtaining their first professional job.

Tables

Summary of Program Design

References

Austin, M & Rust, D. (2015). Developing an Experiential Learning Program: Milestones and Challenges (Vol. 27). Retrieved from htttp://www.isetl.org/ijtlhe/

Azriel, J.A., Erthal, M.J., and Starr, E. (2005), Answers, questions, and deceptions:  What is the role of games in business education. Journal of Education for Business, 80, 9-13.

Bringle, R. G., & Hatcher, J. A.. (1996). Implementing service learning in higher education. The Journal of Higher Education, 67(2), 221–239. http://doi.org.proxy.bsu.edu/10.2307/2943981

Fenwick, T. (2001). Experiential learning: A theoretical critique from five perspectives.  Report No. ED454418. Retrieved from ERIC Data Base

Hamilton, S. F.. (1980). Experiential Learning Programs for Youth. American Journal of Education, 88(2), 179–215. Retrieved fromhttp://www.jstor.org.proxy.bsu.edu/stable/1085305

Hawtrey, K. (2007). Using Experiential Learning Techniques: The Journal of Economic Education, 38 (2) 143-152. Retrieved from htttp://jstor.org.proxy.bsu.edu/stable/30042762

Merriam, S.B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in Adulthood: A comprehensive guide (3rd ed.). San Francisco: Joseey-Bass Publishers.  

I commented on Kathie Nix (Group 3) and Jessica Schul-Solow (Group 5) Blogs

Experiential Learning Theoretical Categories and Role of Educators

Jan Miller

Ball State University

Experiential Learning:

Learning through experience was introduced by John Dewey in 1938 through his book Experience and Education.  The concept was developed in response to traditional education which relied upon textbooks, transfer of knowledge from teachers and passive learning from students.  David Kolb, who drew from the works of Dewey, Piaget, Jung and Rogers, further developed the theory.  Kolb defined learning as “the process whereby knowledge is created through the transformation of experience” (as cited in Kolb, 1984, p. 41).  It is a form of learning from life experience as opposed to lecture and classroom learning.    Experiential learning is now commonly incorporated into formal and non-formal education.

General Themes:

Dewey stated “all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.”  (Dewey, 1938, p. 13). Aspects of experiential learning are utilized in other learning methodologies such as transformational, embodied, spiritual, self-directed and narrative.  Tara Fenwick further defined experiential education in five categories:  1) Constructivist; 2) Situative; 3) Psychoanalytic; 4) Critical Cultural and 5) Complexity.  To determine teaching methodology, educators need to define the type of experiential learning that will occur.   This literature review will provide a definition of the theories, practice in learning and the role of the adult educator.

1) Constructivist Theory – Reflecting on Concrete Experience

The constructivist theory includes a concrete experience (such as role play), reflection on the experience (what did I observe, what did this mean to me?), conceptualization (what have I learned?) and active experimentation (adoption of the learning).  (Fenwick, 2001).  In this model, adult educators have four distinct roles:  1) Facilitator – encourage learner to recall, talk about and analyze their past experience; 2) Instigator/Catalyst – create an event or activity to engage the learner experientially; 3) Coach/Mentor – guidance on short term (coach) or long term (mentor) to reflect on learning; 4) Assessor – this is the analysis and evaluation of learning outcomes.  (Fenwick, 2001). Specific methods include in-class activities and field experience.  This theory is a very grounded approach and has been closely associated with David Kolb.  Of all the theories, it is the one that I believe has the strongest implications in the classroom.

2) Situative Theory – Participating in a Community of Practice

Situative learning takes place in a community of practice (i.e. medical practitioners).  The purpose is to become fully engaged in the community of practice, not to learn about the practice. (Fenwick, 2001).   Anthropologist, Jean Lave and Computer Scientist, Etienne Wenger further developed this theory with the development of Legitimate Peripheral Participation (LLP), which involves participation in activities where individuals learn the norms of the community.  (Lave and Wenger, 1991).  The role of adult educators is to develop real life experiences and assist in development of participation in their community of practice.  Practical experiences in this theory could include service learning, internships and job shadowing.  As I was researching this topic, most of the practice of this was being done in workplaces.  There were several articles about this in medical settings.

3) Psychoanalytic – Getting in Touch with unconscious fears or desires

Fenwick also titles this theory as Interference (Fenwick, 2001).  This theory explores the dynamics of learning through the unconscious, as well as the conscious mind of the learner.   The unknown of the unconscious mind can interfere with conscious perception, therefor making it difficult to learn.  The role of the adult educator is not to be a psychoanalyst, but to understand the fact that the conflict between what is known and not known are both important.  Fenwick refers to a statement by D. P. Britzman that the teacher needs to be aware of his or her own unconscious as well as the students. (Fenwick, 2001).  Activities that help students become more aware of their unconscious minds, such as paying attention to dreams, and activities that stimulate emotion are tools in this theory (Merriam, Caffarella and Baumgartner, 1991).  When I first started studying this, I was uncomfortable that it seemed to be a therapeutic tool, more than an educative one.  In further research, I can see its use in specific learning environments, such as those where the learner population has substantial barriers. 

4) Critical Cultural – Resisting Dominant Social Norms of Experience

This theory “seeks to transform existing social orders, by critically questioning and resisting dominant norms of experience.” (as cited in Merriam, 2007, p. 160).  This theory places less emphasis on individual learning, but focuses on power and works towards emancipation.  Activities would include setting up experiences that assist learners in evaluating their own life experience.  Other learning activities are social action and     Experiences utilized in critical cultural activities are linked to transformational learning.  Mezirow refers to critical reflection as one of the tools towards transformation. This methodology is one that I believe is essential as we work in a changing culture.

5) Complexity Theory – Exploring Ecological Relationships between Cognition and Environment

            The emphasis in this approach is to seek change within complex systems (Merriam, 2007).  The purpose is not to influence change within an organization, as in the Critical/Cultural Model.  Instead, it is designed to study complex systems and analyze the changes within these systems.  The role of the adult educator is to help the learners discuss and point out the changes.  This was the most difficult theory to research.  There are strong associations with computer technology, as well as systems development.

IMPLICATIONS

            Adult educators, whether in a formal or informal learning environmen have many options on how to teach.   It can be difficult to determine how best to teach in a certain environment.  This literature confirms that adult education is a vast field.  Even within the more narrowly focused experiential learning model, there are multiple teaching styles and methods that can be utilized to meet specific needs.   As potential adult educators are working towards their education goals, the type of work within these models can help define the education path.

REFLECTION

            This was my first literature review in my Masters program, and I will admit to being intimidated.   I started work on this two weeks ago with the thought of researching evaluation of experiential learning, but found it difficult to find enough literature that could help define the groups project.  Next, narrowing the topic of Experiential Education was difficult.  I spent countless hours reviewing journals and books, but had difficulty determining a clear research topic.  It was the enormity of the field and literature that led me to focus specifically on the five theories outlined.  The one recommendation I would have made to myself would have been to ask for assistance from Dr. Chang earlier.  As far as process, I began this work well in advance, but got lost in the literature.  I certainly have learned a bit about many topics surrounding experiential education.  What I found the most unique from this research was the clear categorization of adult educators roles in different types of learning theory.

Main Themes/Ideas in Literature	Application of the Main Ideas
1. Experiential Learning is utilized in multiple learning theories	The role of the adult educator is defined by the type of learning model being utilized
2. The learning theory or theories that are utilized will be determined by the purpose of the education.	The adult educator’s role will often be defined by the purpose of the education.  If social change is the goal, the model of Criticial/Cultural will best fit.  If the purpose is to increase knowledge of business students, the Contructivist model would be utilized.
3. The activities chosen as the experiential tool will directly tie to the learning methodology	Some of the experiential tools can be utilized for several approaches.  For example, internships and field experience are utilized in constructivism and situative learning.  Dream reflection will be closely aligned to psychoanalytic approach.
4. Although there are five different learning theories, they all depend upon adult educators to guide or facilitate the process.	1. The adult educator will need to have a clear and distinct understanding of process.  2. Adult educators come from different training backgrounds and those will help determine the type of employment the educator seeks.  Business and employment training is vastly different than working to implement social change.

Sources:

Dewey, J. (1938). Experience and education.

Fenwick, T. (2001). Experiential learning: A theoretical critique from five perspectives.  (Report No. ED454418.  Retrieved from ERIC Data Base.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.