Diversity In Adult Learning - Glenna Healey

I recently completed an online course from U of C Continuing Education called Diversity in Adult Learning.  The course focused on the multitude of diversities students bring to the classroom.  During the eight-week course, we were shown different techniques to use in teaching diverse students.  As well, we were given many opportunities through assignments to bring awareness to our biases, prejudices and assumptions.  Most of the assignments were posted on D2L in discussion threads, so each of us had the opportunity to share our work with other students and, in turn, read the work of other students.  With 27 students enrolled, at times the discussion threads and recommended replies to threads got to be too much.  But to have access to other students’ work, gave me a broader perspective on other students’ work and interpretations of the assignments. 

As well as individual assignments, over the course of eight weeks we were given two group assignments.  One was creating questions from a text chapter and moderating the on-line discussion for a week.  We were each assigned three students to follow and guide discussion.  The other was a six-person group project worth 25%.  Doing this large project on-line proved quite difficult as participants were in different time zones.  We were never all online at the same time, so the making of the project was piecemeal depending on who was signed on when.    The entire assignment was done through the discussion board.  This process limited discussion as it would take hours or days to get a response.  So there was a lot of compromise.  It is difficult to forge relations and have conversation with other group members in a discussion board especially for a project that is worth so much.  As we progressed through the project, individuals would reattach the working copy of the power point.  As well, short of doing someone else’s work (which we did because one member never carried through), how far can an individual push through a discussion thread to ask others to do something.  For example, I was super keen on in-text references, and we lost marks on referencing because most members did not reference in text.

In short, I get great value being a student both from the student’s perspective and from the teacher’s perspective.  I learn the content of the course but I also learn new ways of course delivery and best practice techniques.  I can see what works and doesn’t work from a student’s point of view.  I get to feel the anxiousness and the frustration of getting assignments done well and handed in on time, while at the same time, waiting for grades from other assignments.  Oh yes, and have I mentioned referencing APA style.  After many hours of researching APA and practicing, I have a good understanding of it.

Below is a link to the power point our group did on Generational Diversity in the Workplace.  Remember, there are only a couple slides that used in-text referencing, so English teachers put away your pens. 

https://drive.google.com/file/d/0B0aGENyVB_CRczZjNE1uV3JhQzg/view?usp=sharing