Bonsoir amigos! I return to you for the second straight day with a late-night post!

I’m trying to keep this one shorter than my last, but I can’t help myself from starting with something off-topic again. There’s something comforting about starting your writing with a story you really feel like sharing…

So, I started off the post last night with a slight tongue-in-cheek comment about the B.C. weather… and karma always seems to find a way! I was out in Mission today helping my dad install in-floor heating at a new home in a rural higher-elevation area. Lo and behold, the snow had started before we got there, and didn’t stop all day! It got to the point where we were worried about getting home at the end of the workday. Luckily, we made it back… and I got to make this great blog post!

My article today (note the stark transition since I’m trying to limit post length by forgoing luxuries such as smooth transitions) is Seven Characteristics of Highly Effective Adult Learning Programs by Dorothy D. Billington.

There are a couple interesting characteristics about this article, one at the very top and one at the very bottom (I scroll through my webpages like a madman before I actually read them). The first point of interest is that it seems to be focussing on learning programs and not learners themselves. However, as we read on, there are some juicy tidbits about learners too. The second shocker is that this article appears to be from 1996! Those that know me know that I like my articles how I like my cupcakes – short, sweet, and out-of-the-oven fresh! The fact that I went with something from two decades ago tells you how good it is!

This article starts off similarly to the last one I blogged about- that learning must be an ongoing practice or one’s knowledge and skills end up in the Jurassic period (the land of obsolescence). However, one key difference- this article puts some of the professional development onus on organizations, not just individuals.

However, the article quickly diverts into an alternate direction, questioning if the billions of dollars spent on training annually is a worthwhile investment. The author conducted a four year study to investigate the optimal conditions for adult learning. She discovered seven key elements- 1) a safe and supportive learning environment, 2) intellectual freedom with experimentation and creativity, 3) students being treated as peers, 4) self-directed learning, 5) good pacing with the right amount of intellectual challenge, 6) active involvement in learning, and  7) Regular feedback for students.

Billington’s list seems to have some similarities and differences to the childhood learning we all experienced. Points 1, 2, 5, and 7 may be applied to children to some extent, but points 3, 4, and 6 seem to be meant solely for adult learners. It seems that adults benefit from freedom and flexibility in their learning, while children need more structure. Researchers such as Piaget and Knowles have come to similar conclusions.

I tend to agree with the experts on this one. I have found that I get better projects when I allow my students to choose their own topic and structure things how they feel fit. Once you get students feeling creative about one thing, they feel free to exhibit more creativity throughout the project. Of course, I take care to maintain a supportive attitude to the ideas they toss at me and provide feedback at regular intervals as well as upon request.

By the way, I realized today that my self-assessment at the end of the course is supposed to include stuff about my classmates’ blogs. I haven’t really read any of them! Y’all might not hear from me for a couple weeks since I have to devote some time to reading my friends’ works. LATER HOMIES!