Occupational Health and Safety Basics for Human Resources

Five trends in adult learning to help your training efforts in 2018. Occupational Health and Safety Basics for Human Resources

RESPONSE 1 My thought on the classroom techniques to use in the classroom are more of a facilitator than a traditional educator. After reading Chapter 14 on facilitating learning and Knowles retrospect, I resonate with this view of how teaching is more of a partnership. The educator is on the same journey as the students learning from the educator. Knowles (2015) acknowledges putting in extra time and resources to become a facilitator from attending a seminar. Knowles (2015) returns to the classroom discussing with the students changing the course, using different approaches to teach, and informing them about a higher level of responsibility. Also, Knowles (2015), showing vulnerability while at the same time humble experience with the students. “Getting rewards from controlling students is replaced with getting rewards from releasing students” (Knowles et al., 2015, p.247). The value of students to understand, apply, and problem-solving content in the classroom to real-world issues. “A facilitator performs the function of process designer, manager, which require relationship building, needs assessment, the involvement of students in planning, linking students to learning resources, and encouraging student initiative.” (Knowles et al., 2015, p. 247). Occupational Health and Safety Basics for Human Resources. Being honest, humble, open, and encouraging allows students to see each of us as human. I found several videos from PBS that offer new educators like me to move from a traditional learning environment to more educators and students. Dave (2021) offers a graffiti fence, in which students are writing relevant issues important to them as the beginning of developing a persuasive argument. The educator broke the students into each group. The groups came back together with one speaker to discuss their position. I believe that a “graffiti fence.” is doable in an online environment. I think that maybe having a zoom session or proposing a discussion question on relevant concerns from each student. Opening the classroom for sharing will open up dialogue not only for the students but the educator. Similarly, Karge et al.’s (2011) article offer tips for creating an environment using engagement strategies. Karge et al.’s (2011) recommend that educators create an environment as a facilitator using problem-based learning. The idea is to use a real-life situation or problem with guidelines on how to solve the problem. Also, having students collaborate on the issue(s). Furthermore, Karge et al.’s (2011) mention either trying Tell-Think-Share by Lyman (1987, 1981), in which students share a concept or problem from the assigned reading. Scaffolding is an important aspect for an educator to incorporate into the classroom. Another strategy is having students finish an exam and broken into groups. Then the group determines the correct answer to each of the questions. The correct answer will either lead to advancement or need the group to return to the best answer. Karge et al.’s (2011) state that by changing traditional finding out the grade of an exam two or more days later. The students are leaving the class with a better understanding and see if mastering a concept. I am not sure how this could occur in an online environment. However, I believe that with trial and error on my part is possible. I have noticed that each week, the discussion questions and the assignments are examples of facilitating an online class environment. I realize that this online environment uses scaffolding: Knowles’ Andragogy, and the opportunity to learn from each other as much as the instructor. The breakdown of a large assignment into manageable pieces each week allows students like me to understand the final assignment’s concepts. References: Karge, B.D., Phillips, K.M., Jessee, T., McCabe, M.Occupational Health and Safety Basics for Human Resources.  (2011). Effective Strategies for engaging adult learners. Journal of College Teaching and Learning. 8(12).53-56. DOI: 10.19030/tlc.v.8.12.6621. Knowles, M. S., Holton, E.F., III, & Swanson, R.A. (2015). The adult learner: The definitive classic in adult education and human resources development (8th ed.). U.K.: Routledge. Teaching strategies resources for adult educators. (19 January 2021). PBS. wwwpbslearningmedia.org. RESPSONSE 2 Growth, change, and integration are the foundations of new knowledge, and learning is a process moving from concrete experience, reflective observation on experience, and abstract conceptualism to an outcome of experimentation or planning with what is learned (Kolb & Kolb, 2005). A decision to learn is step one for an adult learner, while transformation and critical reflectivity is the process that leads to learning based on the Theory of Transformational Learning of Mezirow and Brookfield (Knowles, Holton, & Swanson, 2015). Technology, adult learning, and online education are the platform for transforming the learning of adults through motivation and engagement (Brookfield et al., 2019; Knowles et al., 2015). Within this paradigm, the instructor as a facilitator can engage the adult learner in discussion, outside interviews, and literature reviews on a path to alter perspectives leading to new skill acquisition which is a transformation occurring through self-examination and self-assessment to develop confidence in the subject leading to learning (Mezirow, 2018).

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  Effective classroom techniques for adult learning revolves around the instructor as the facilitator who can motivate and guide the students to release their own energy in self-directed manner which requires attentiveness to the needs of the individual learner (Knowles et al., 2015). I believe the facilitator/instructor can manage the course design for adult learners in small increments of learning based on the principles of transformative learning so optimal outcomes may be achieved (Cobb, 2018). Proper scheduling can allow a variety of opportunities to learn around work obligations while personalized learning and collaboration are approaches to adult learning allowing evaluation of new knowledge (Hanover Research, 2014; Mezirow, 2018). Collaborations with instructors and students bring unique personal qualities to the classroom for access and sharing (Stevenson, 2018). Individuality is a key element for a facilitator who is a creative leader rewarding creativity by others in a process of continuous change where internal motivation is emphasized over the external, so people are motivated to be self-directed (Knowles et al., 2015). Technology for older adult learners may be a challenge, so it crucial to have detailed training sessions about course requirements for those entering the modern digital e-learning classroom by perhaps placing emphasis on intergenerational interactions, forming groups for discussions and collaborations (Knowles et al., 2015; Snow & Tulk, 2010). A process of reflection can lead the learner from self-examination to critical self-assessment and action in order to acquire new knowledge, exploring new roles which build self-efficacy and fresh relationships (Mezirow, 2018). Collaboration can help overcome challenges by forming group projects in which people attempt to implement expectations of others in a transformative learning process (Knowles et al., 2015). Occupational Health and Safety Basics for Human Resources. References Brookfield, S., Rudolph, J., & Yeo, E. (2019). The power of critical thinking in learning and teaching. An interview with professor stephen d., brookfield. Journal of Applied Learning and Teaching. 2(2). doi: 10.37074/jalt.2019.2.11 Cobb, J. (2018). 12 trends (still) disrupting the market for lifelong learning and continuing education. Leading Learning. Retrieved from https://www.leadinglearning.com/episode-126-lifelong-learning-market-trends/. Knowles, M. S., Holton, E. F., lll, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Abingdon, U.K.:Routledge. Kolb, A. & Kolb, D. (2005). The kolb learning style inventory. Experience Based Learning Systems. Retrieved from https://www.researchgate.net/profile/David_Kolb/publication/241157771_The_Kolb_Learning_Style_Inventory-Version_31_2005_Technical_Specifi_cations/links/555910f508aeaaff3bf98ca9/The-Kolb-Learning-Style-Inventory-Version-31-2005-Technical-Specifi-cations.pdf. Merriam, S. B. Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed). San Francisco, CA: Jossey-Bass. Mezirow, J. (2018). Contemporary theories of learning (2nded.). p.15. Routledge. Snow, K. & Tulk, J. (2020). Unspun heroes: an example of intergenerational learning and community action. The Canadian Journal for the Study of Adult Education (Online). 32(1). ISSN1925-993X Stevenson, G. (2018). Five trends in adult learning to help your training efforts in 2018. Occupational Health and Safety Basics for Human Resources. Retrieved from https://osg.ca/five-trends-in-adult-learning-to-help-your-training-efforts-in-2018/. Occupational Health and Safety Basics for Human Resources.