BLOG

Adult education and learning are essential factors in an individual’s competency development and personal advancement. To continuously strengthen life-long learning at home, workplaces, schools, and alternative learning centers, a diverse approach must be considered.

Home: The Foundation of Lifelong Learning

Education always starts at home from the time the child is born into their formative years and throughout their schooling years. However, after high school and college, learning at home or from home should not cease. Home is where learning should be reinforced, as it can create an encouraging environment and support from family members. Having family members contribute to the learning process, and with the aid of the latest gadgets and broadband connections when they are available, can promote lifelong learning. Having access to a broadband connection or internet for distance learning or an online education platform can optimize the time and resources of adult learners (UNESCO NatCom, 2008). Should the latest technologies be scarce, traditions and cultural value teachings are rich resources for each family and their community.

The Workplace: Professional Development and Lifelong Learning

Successful companies always say that their greatest investment is their people. Continuous human development, training, workshops, and support for employees’ desire for continuous education must be a priority for companies that want to increase their team’s efficiency and productivity. Support for lifelong learning and adult education must not be limited to verbal approval and a habitual nod, but financial and adjustment of schedules should be considered to mutually succeed in this endeavor. If the employee will gain from their continuous education, like a higher compensation, then the employee needs to cover the cost, but if the company will get the benefits, like better returns and profits due to an increase in efficiency and productivity, then the company should bear the cost (UIL, 2009).

Educational Institutions: Flexible and Relevant Programs

The progress in the industry is ever-changing, which results in the demand for different sets of skills every time. Educational and training institutions must also need to keep up with these changes, or the skills they are teaching will become obsolete if they keep on doing the same curriculum year after year. The programs and courses for continuous education need to be updated and relevant to what adult learners need to be competitive in their fields. The curriculum needs to be updated, practical, and flexible. The course delivery needs to also be aligned to meet the busy demands of adult learners. Educational institutions should also recognize the experiences and skill sets that individual adult learners have already acquired in their careers to better encourage others to engage in different lifelong learning programs. To create an impact on the socio-economic development of a country, the government, together with employers, non-government organizations, and private entities, needs to pour in their support towards adult learning programs for sustainability and integrate them into mainstream education (Arinto & Bandalaria, 2009).

Community and Extension Activities: Inclusive Learning Opportunities

Education should be open for all to those who are willing and have the thirst for lifelong learning. Communities need to have education programs to cater to the needs of their people by offering to those who need alternative learning education and adult learners. As mentioned in the Philippine Education For All 2015 National Action Plan, for example, some of the selected ALE programs, like the basic literacy program for both out-of-school children and adult learners, can have a huge effect on their lives and ways of living (UNESCO NatCom, 2008). These types of programs need to be continuously strengthened, supported, and sustainable for socio-economic development as well.

Conclusion

The approach to adult education needs to be inclusive to cater to each unique characteristic of each individual and community. Programs must be customized to the target learners and minimize or even eliminate the one-size-fits-all concept approach. The adult learning programs need to create an impact in changing the lives of the learners. The quality of resources and approach need to address the characteristics of its learners, and the continuous professional training of the educators should be implemented as well.

To sustain and develop adult learning programs, the government, private entities, and NGOs should maintain the best level of commitment and support. Consistency and sustainability are a must to achieve the goal of these programs. Promoting adult learning in the country can strengthen the education gap and promote lifelong learning.

References

Ahmed, M. (2009). The state and development of adult learning and education in Asia and the Pacific (Regional Synthesis Report). Hamburg: UNESCO Institute for Lifelong Learning. Available at https://unesdoc.unesco.org/ark:/48223/pf0000182930

Arinto, P., & Bandalaria, M. (2009). Lifelong Learning. EDDE 211 Course Manual: Module 4 – Adult education and learning, Sections 3-4, pp. 3-6. University of the Philippines Open University.

UNESCO Institute for Lifelong Learning [UIL]. (2009). Global report on adult learning and education. Hamburg: UIL. https://unesdoc.unesco.org/ark:/48223/pf0000186431

UNESCO National Commission of the Philippines [NatCom]. (2008). The development and state of the art of adult learning and education. Available at https://uil.unesco.org/fileadmin/multimedia/uil/confintea/pdf/National_Reports/Asia%20-%20Pacific/Philippines.pdf

I used to think that in order for you to be successful in your career, you needed to be smart academically. The type of intelligence I knew before was the measurement of how you did well in school. After working for three decades in the international field, where I encountered numerous successful individuals, I realized that intelligence extends beyond mere academic excellence or what Steinberg refers to as analytical strength. Sternberg reiterated in his theory of successful intelligence that there are three areas that need to be aligned and work successfully intelligently, which are the analytical, creative, and practical components to succeed in the workplaces (Sternberg, 2005).

Embracing a Broader Definition of Intelligence

I started my career in marketing because being strong analytically and logically can make me a better and more competitive employee amongst my peers. I was an information- and data-hungry individual that consumed and digested every bit of evidence that I could get my hands on to deliver a perfect business plan on the projects given to me by the company. This is mainly aligned with what I have learned, mainly hanging in to theories and concepts of business planning. But Sternberg (2005) actually contested that this concept alone will not be successful unless it is reinforced by creativity and practical skills. It turns out that intelligence, or knowing all data and information, is useless unless creative intelligence is applied that can produce out-of-the box ideas that can be practically applied in real-life scenarios. No wonder the Bill Gates garage project was a success story over the giant IBM at that time, but this was another success story.

Balancing different types of intelligence

Sternberg’s theory (2005) emphasizes that if you manage to create synergy and balance in these three areas of intelligence, which are being analytical, creative, and practical, it will give you an edge over your career. In my past positions, I focused heavily on data and market information. However, I have come to realize the significance of nurturing creativity, and hands-on abilities are also of equal importance. For example, coming up with ideas is the key driver in crafting marketing plans, while having practical know-how is essential for executing these plans creatively to be successful. Striking this equilibrium is crucial for thriving in a paced and competitive market (Sternberg, 2005). If I had not struck a balance on these three areas in my line of work here in Dubai, I should not have survived the first couple of years.

Integrated Approach to Problem-Solving

Throughout the years, as the market changes over and over again, strategies and approaches need to be revised and adapted in tackling problems. Sternberg’s theory emphasizes merging creative and practical abilities to address challenges efficiently. This inclusive perspective has motivated me to not only assess problems but also brainstorm innovative solutions and evaluate their real-world viability (Sternberg, 2005). Implementing this method has yielded results in creating and implementing marketing campaigns that make a mark in the competitive market of the UAE.

Real-World Success and Practical Intelligence

Sternberg points out that achieving success in the world often depends on intelligence, which involves being able to adapt to different situations that influence them and make choices that help you reach your objectives (2005). This idea has been especially important in my experience as an Overseas Filipino Worker (OFW) living and working in Dubai, as the UAE market is made up of 85% expats, which share sentiments as I do. Practical intelligence includes understanding the complexities of the workplace, grasping the intricacies of the market, and using my expertise in ways that connect with groups of people. Recognizing this has led me to focus on honing and utilizing skills for long-term achievement.

Conclusion

In conclusion, when I reflect on the three decades of experience I have working here in Dubai, which was a long journey of success and failures, I believe that I have gone through Sternberg’s theory of successful intelligence in my career. Taking up this course material right now has made me realize that Sternberg’s theory really makes sense and is applicable in the real world.

References

Sternberg, R. (2005). Successful intelligence. Interamerican Journal of Psychology – 2005, Vol. 39, Num. 2 pp. 189-202. Available at http://www.psicorip.org/Resumos/PerP/RIP/RIP036a0/RIP03921.pdf

Assessment: Take Away

Completing the course was quite challenging given the circumstances I faced while studying. However, these lessons have expanded my knowledge and also equipped me with essential skills to be an effective student or someone capable of imparting assessment knowledge to my place of work for example.

The principles and methods of evaluation go beyond the classroom setting. Assessment holds significance in various aspects of our lives whether it is at work or, in our personal domains. Often we find ourselves needing to assess not only our lives but also the people around us and the situations we come across. By analyzing the results of these evaluations we gain insights, into the steps we should take in moving forward. This process prepares us to make informed decisions and navigate our paths with wisdom and purpose.

My Key Takeaways from Designing an Authentic Assessment Exercise

What a journey it has been! I must admit that before embarking on this exercise, I believed I had an understanding of assessments. You know, the quizzes and tests that we often dread but are a part of our educational experience? However, participating in this project has truly expanded my perspective on what assessments can entail and the value they hold. One aspect that really struck me was the power of learning. Embracing the collaboration approach, where every team member contributes to every aspect of the project, helped me open my eyes to perspectives. Not only did I learn from the course materials themselves, but also from my fellow teammates. This is something you don’t typically gain from a do-it-yourself project.

Moreover, this assignment compelled us to align our test items with learning objectives—a real game changer for me. It forced me to think about what we aimed to achieve through our assessment. It wasn’t about checking boxes or assigning grades; it was about ensuring that these learning objectives were meaningfully met.

Lastly, one revelation that stood out was recognizing the significance of assessments in evaluating student progress and growth. I found myself dedicating a lot of thought to creating assessments that could capture a wide range of skills and cognitive processes. It made me realize that tests could actually be designed to be more interactive, engaging, and reflective of the skills needed in the world. This was quite different from the approach of memorizing information and throwing it up.

The significance of self and peer assessments initially seemed challenging to me. However, as I went through the process, I now understood their value. These assessments compelled me to reflect on my contributions and understand my teammate’s perspectives. They transformed the project into more than a competition but rather a collective journey towards better comprehension. One of the insights was emphasizing the application of these principles in real-world contexts. The assignment wasn’t purely theoretical; it had implications in a particular setting. It helped me appreciate the complexities involved in designing assessments within a classroom environment, something I’ll carry forward as I pursue my career as an educator.

Exploring Self and Peer Assessment: Unveiling New Perspectives

The process of evaluating our work is, like embarking on a new learning journey. One where I assess my progress while also understanding the efforts put in by my peers. This approach truly captures my interest in how sometimes learning can be challenging.

During self-assessment, I thoroughly analyze my work to identify its strengths and areas that can be improved upon. It’s like solving a puzzle with each piece providing insights into my learning journey. Peer assessment takes it a step further by allowing me to collaborate with classmates exchanging feedback and expanding our understanding.

However, navigating this path does come with its share of challenges. Objectively assessing my work can be complex. Genuinely comprehending the perspectives of my peers requires careful attention. Facing these challenges head-on contributes immensely to my growth and enhances my overall comprehension.

As I continue on this learning process I’m starting to realize that the value of this process extends beyond academics. Self-assessment leads to discovery as it helps me identify strengths and areas where refinement is needed. Peer assessment also plays a role in sharpening my communication skills and nurturing my thinking abilities.

This exploration goes beyond just following lessons; it becomes a pursuit, for me. With each step new perspectives are revealed, driving me towards personal growth.

I find that embracing self-assessment and receiving input from my peers greatly enhances my learning experience. It allows me to uncover perspectives and broaden my horizons in ways.

Unveiling the Power of Effective Assessment: A Personal Journey

As a passionate advocate for education, I’ve always been intrigued by the dynamic relationship between assessment and learning. This journey through various discussions, insights, and reflections has been eye-opening, reshaping my perspective on what effective assessment truly means.

Influential Insights:

One major revelation is the limitations of standardized tests. These assessments might not capture the diverse skills and talents that each student possesses. I’ve come to understand that assessing only cognitive abilities can lead to a narrow understanding of a student’s potential. Moreover, the concept of student autonomy has emerged as a guiding light. Empowering students through timely feedback, encouraging their choices, and aligning assessments with real-world tasks can truly foster their growth as independent learners.

Personal Importance:

The lessons from this module resonate deeply with me as an educator and a lifelong learner. I believe that every student has a unique set of strengths that deserves recognition. The idea of assessment as a tool for growth rather than mere evaluation aligns with my educational philosophy. Witnessing students flourish as they take control of their learning is a prospect I find incredibly meaningful.

Influenced Perspectives:

These new ideas have significantly reshaped my approach to assessments. I now value the importance of providing students with accessible and actionable information that supports their learning journey. I see the significance of creating a classroom environment where every learner’s identity is respected and their diverse backgrounds are acknowledged. Additionally, I’m eager to incorporate more strategies that encourage self-regulated learning and student agency, ensuring that assessments become opportunities for growth.

In conclusion, this module has been a transformative experience. It has highlighted the crucial role of assessments in nurturing student autonomy, equity, and holistic development. Armed with these insights, I’m excited to embark on a journey where assessments aren’t just tools for measurement, but catalysts for personal and academic growth.

Today, we’re navigating the vast and sometimes confusing world of educational assessments. While traditional tests have been around for ages, there’s a new kid on the block: authentic assessments. Let’s break it all down.

Traditional vs. Deep Understanding:

You remember those multiple-choice exams, right? The ones where sometimes you felt like you were playing a guessing game? That’s the traditional assessment approach for you – often a test of your memory more than your understanding (Kwako, n.d.). On the flip side, authentic assessments are about diving deep. Instead of just recalling facts, you’re asked to apply what you’ve learned in real-world scenarios (Mueller, n.d.). It’s not just about knowing; it’s about doing.

Walking in Different Shoes: Student and Educator Perspectives:

Now, from a student’s shoes, tests often feel like a necessary evil to prove one’s understanding. But, flip to the educator’s side, tests are more about gauging how well they’re teaching and where the learning journey should go next (Palm, 2008). The dream? An assessment system that makes both students and teachers feel valued and understood.

Changing the Way We See Assessments:

The good old days championed tests that were all about reliability. But, the winds of change are bringing in a fresh perspective: authenticity. While reliability is all about consistency, authenticity is about applicability. It’s one thing to know the facts; it’s another ball game to use that knowledge in the real world (Mueller, n.d.). As learners, educators, and everyone in between, we’re seeing the value of blending these two aspects to create a fuller picture of a student’s skills.

Wrap Up:

Education is ever-evolving, and so are the ways we gauge learning. As we sail through these changing times, one thing’s clear: incorporating authentic assessments is no longer just a suggestion but a need. It’s about ensuring learning goes beyond classrooms and textbooks, spilling over into real-world applications.

Sources:

Kwako, J. (n.d.). A Brief Summary of Traditional and Alternative Assessment in the College Classroom. Retrieved from http://www.stat.wisc.edu/~nordheim/Kwako_assessment4.doc

Mueller, J. (n.d.). What is Authentic Assessment? In Assessment Toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment Research and Evaluation, 13(4). Retrieved from https://doi.org/10.7275/0QPC-WS45

As a student navigating through a distance learning platform, I’ve had the opportunity to encounter various types of assessments designed with the help of a Table of Specifications (TOS). The implementation of performance-based assessments in this virtual environment has been particularly engaging and innovative.

In one instance, we were assigned a project where we had to research and present on a topic of our choice, incorporating multimedia elements like videos and interactive presentations. The TOS ensured that the assessment aligned with the learning objectives while allowing us the flexibility to explore our interests. This experience was truly empowering as it allowed me to delve deeper into a subject that intrigued me and present my findings in a creative manner.

However, there have been times when the TOS seemed too rigid, limiting the scope for personalization. Some performance-based assessments lacked the freedom to choose the format that best suited our learning style. In these cases, I felt that a more balanced approach, considering both structure and flexibility, could have been beneficial.

As I reflect on my distance learning journey, I strongly believe that using a Table of Specifications (TOS) to design innovative performance-based assessments has significantly improved my learning experience. It has allowed me to demonstrate my abilities and encouraged me to think critically and be creative. I appreciate that educators have been using the TOS effectively, providing a clear path for our learning while allowing room for individual needs and preferences. This balance has made learning more enjoyable and fulfilling. The TOS acts as a valuable guide that keeps us focused, but it also gives us the freedom to explore new ideas and approaches to learning. Overall, the use of TOS in distance learning has been a great benefit, enriching our education and inspiring us to reach our full potential.