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Email TO JOHN HENSCHKE from (TO) 1/13/05 I have searched and searched
and can not locate the Self Directed Learning Readiness Scale as well as the
Learning Style Inventory. Where are they located so that I can complete
them? _______________________________ from (SM) 1/13/05 I am interested in being the
Discussion Leader for the 11th week of class for the discussion on Chapter 6 of our
text on The Power of Feelings – Emotions, Imagination, and the Construction of
Meaning in Adult Education. _____________________________ from (PB) 1/16/05 I completed 2 more parts to
the introductory exercises today... I was waiting to do them in weeks 2 and 3
and misunderstood they were all due in the 1st week. I apologize for missing the deadline. ______________________________ from (PB) 1/16/05 My question.... I cannot find
the Discussion Board thread re: what we learned about our classmates. I found the 1) adjectives, 2) what's
important, and 3) the online environment. Can you direct me where to find the thread
about what we've learned about our
classmates? ______________________________ From (ND) 1/15/05 Hello, my name is (*********)
and I enrolled into your class late. I
am writing to request to have a couple
more days to complete the first assisgnment.
I'm an Academic Advisor and we
have been in central reigtrastion since January 3, 2005 working 9.5 hours or more per
day and weekends. However this will
come to and end on Wednesday January 19, 2005. 5______________________________ From (ND) 1/15/05 I have begun to do some of the
assigned reading from the Course Documents page. ______________________________ from (PB) 1/15/05 I am in your 6410 on-line
class... I found the UM-St. Louis Adult Ed Program Knowledge Base
Statement but did not find the Mission Statement. Can you tellme
where I can find that? From (TS) 1/7/05 Hi. I'm your student,
(****************) and I wanted information about our initial class meeting. Are we going to meet at a
physical location or will we begin online? You may contact me at home or
on my cell phone. Home Number: ------------ Cell Number: ------------ Also, my home email address is
------------- Thanks, ______________________________ from (PB) 1/29/05 In week 5 we're going to
polish the draft of our learning contract.
I have a question... what context is
the learning contract we're developing for?
Is it for this course? I'm thinking it would be something else ...
perhaps a component for the course? Also, I'll lead the discussion
in Chapter 2 -- I imagine I need to sign up for this next week, right? ______________________________ From (LA)(lmjgh5) 2/1/05 Please schhedule me for chapter
7 or 8 for the discussion leadership.
I chose those chapters because of my M.Ed in
counseling - I thought that would be a great connection. I left a message on your
voicemail as well. I'm really enjoying
the discussions so far. Thank you. ______________________________ From PB 1/29/05 In week 5 we're going to
polish the draft of our learning contract.
I > have a question... what
context is the learning contract we're > developing for? Is it for
this course? I'm thinking it would be > something else ...
perhaps a component for the course? ______________________________ From PB 1/29/05 Also, I'll lead the discussion
in Chapter 2 -- I imagine I need to > sign up for this next
week, right? ______________________________ From PB (mnbz72) 1/31/05 When I asked about the
"context", it was in reference to what environment or condition were we using the
learning contract -- you answered it by saying the class. The class is structured with objectives,
learning activities, resources, and methods of
evaluations -- are we to transfer the methods of eval, learning activities,
etc. to the learning contract? I thought we might have to develop those on our
own. Your feedback will help to
clarify this for me. 10______________________________ From (PB) (mnbz72) 1/31/05 Also, I posted on the
discussion board that I would be interested in ch. 2 -- so you can put me on the list.
______________________________ from (TS) 2/2/05 I am also having trouble
downloading Taylor's article.Is there anyway you can email me a copy of the
article? ______________________________ From (RW) rdpd32 2/3/05 I've been working on my
learning contract but before I get too wrapped up in developing it for the class, I
need to make sure I'm not "off base" with it. I've read all the handouts on it that
includes examples of how to go about developing it and what I'd
like to develop is a contract that will document my plans for learning a task
I have in my new job (the task is to develop a staff training program for a
licensed & accredited agency). My gut says "yes, this is
great"....but my unsuredness (probably coming from being told exatly what to do
and how to do it by instructors and supervisors) has got me asking...Am I on
track? Thank you, ______________________________ From (TS) (ts42f) 2/2/02 I have had the opportunity to
use the discussion board. I orginally thought the assignments were listed
under assignments instead of the discussion board. I would like to present
Chapter 5 for discussion. Thanks, ______________________________ FroM (DF) drff79 2/3/05 Dr.--------, I was unable to
open this file. When I try to open it, the file say it is damaged and may
cause harm, therefore it will not open. 15______________________________ From (RW) 2/3/05 Yes, that's the right
Rebecca...or, I should say "Wright" Rebecca :) (not sure why my e-mail hasn't changed
to that name...all my other school stuff has) Thanks for your quick response
and confiramtion that I'm on track. And yes...I got your message and Peggy
and I have already been in contact. Thank you. ______________________________ From (CG) clg6c6 2/1/06 I would be more than happy to
lead the discussion on Chapter 4--New Look at Women's Learning--if that is
still available. Please let me know. Thank you, From (RoW) 2/2/05 I would be happy to take the
week of February 20-26 / Informal
& Incidental Learning Ch 3 / Marsick & Watkins. I don't have a
partner right now but would definitely be willing to work with someone (as
assigned or to fly it solo). Thanks, ______________________________ *from (BD) 2/2/05 Dr.-------, I apologize for
missing class last night, but I had some last minute job commitments that I
had to complete. Did you give out any
additional class assignments that I need to know about? Several of my classmates are in my
Curriculum class as well, so I will contact them for notes etc. ______________________________ From (TO)
2/1/05 Thank you
for helping me clarify where to locate the book for the readings today. I
placed an overnight order on the book via Borders. Even with the confusion I
am looking forward to lead a discussion. I would like to lead "Off the
Beaten Path: Creative Approaches" Chapter 9. If this is already taken,
can I please lead "The Three Underdeveloped Models"? Thank you ______________________________ From (AI)
2/14/05 I think I
am The biggest slacker in the class.
Are there any more reading assignments left for discussion. I thought about dropping this class b/c it
is hard for me to keep up with the way my schedule is. Is it possible to play
catch up or should I just start from this point and keep up. Any suggestions 20______________________________ From
(ND)2/13/05 Should I
have emailed this to you? Or was this something I was to continue to work on
privately? ______________________________ From (TO)
2/14/05 How do I
turn in my Learning Contract? I searched for an area on the discussion board
and did not see it. Am I to email it to you? ______________________________ From TM
2/14//05 Attached
is my learning contract. I decided
to do a learning contract based on something that interest me. I was recently hired into a new position as
a RN in a small home health company. During the month that I have been hired
I've observed multiple areas of learning needs. My goal is to meet with the
CEO or VP of the company and discuss areas of improvement. And possibly create a position for a Nurse
Educator. if you have any suggestions please let me know. Thank
you. ______________________________ From (DF)
2/5/05 Dr.Henschke,
I would like to lead the Class for 5/1-7/ Something old, Something New CH 10/
Merriam ______________________________ From (DF)
2/11/05 Dr.
Henschke I also need to know how do I review the web-pages for the class.
That everyone put together. Thanks 25______________________________ From (AI)
2/16/05 Thanks- I think I
will do the Something old... Chapter 10.
Thanks Akara ______________________________ From (RC)
2/6/05 Hi I will
like to tackle chapter 10 Something old, Something New. ______________________________ From (MS)
2/6/05 Dr. John
Henschke, I did not
yet respond about leading discussions, but the topic sounds interesting and I
would like to lead "The Brain and Consciousness" if possible.
Thanks, -------------- ______________________________ From (KS)
2/6/05 I would
like to do the discussion on "Feelings..."Thanks! ______________________________ From (AP)
2/19/05 I am just
getting through a difficult divorce/child custody issue. I plan ongetting completely caught up. Actually, I have not looked at your
responses yet but you have peaked my curiousity. Please allow for me to catch
up. Thanks, 30______________________________ From (KS)
2/19/05 Dr.
Henschke: There may
be a reason no one has picked that topic...nevertheless I'm okay with a
chellenge. I will plan to lead that
discussion. Kathleen
Swyers ______________________________ From (KS)
2/6/05 I would
like to do the disscussion on "Feelings..." ______________________________ From (PH)
2/18/05 thank
you. Cheryl and I have touched base
and will be working together. ______________________________ From (DF)
2/14/05 Here is
my learning contract. I was very unclear as to what I was doing. I did it on
power point it was the only way I knew how to put it in the form that you had
given us. I e-mailed you and you never did respond to me. So here
it is. ______________________________ From (AP)
3/1/05 I have
most of the reading done and am in the process of posting my responses. Thanks
for your understanding. 35______________________________ From (AP)
3/1/05 I noticed
that students are leading discussions.
How do I sign up for a time toward the end of the semester? Also, as far as the learning contract is
concerned, I am confused. I will look
at it again and see if I can find a more specific question. It seems as though we are learning from the
articles and the book, so why the contract?
(I told you I come across blunt. :-))
I really am interested, just in the "disorientation" phase
right now. --- ______________________________ From (MS)
2/15/05 I have
attached my learning contract. I welcome your comments, questions, and
suggestions. Thank
you, ______________________________ From (CB)
2/21/05 Okay--I
took a stab at my learning contract. I
am open for critique and suggestions as I believe
there's still room for improvement. Am
I anywhere close? ______________________________ From (TO)
2/22/05 I am
going to try email this time. The hotel I sent this from a week ago, finally
called me to let me know it came back returned. I know I cannot go wrong
with email, at least I hope so. I was not
sure if the learning objective was for this class or the degree plan in
general. ______________________________ From (TO)
3/23/05 hen I
first sent this one to you, I received an email in response explaining what
was required.
Was the second attempt not correct as well? I am resending it again along
with this email. 40______________________________ From
(RDP) REBECCA PEARSON? 1/23/05 Attached
is my learning contract form. I've
never used one of these before so please
give me any feedback that may help me use this appropriately. ______________________________ From (MS(
2/13/06 I haven't
seen any discussion on the learning contract, but I see that the
assignments document says this is due tomorrow, the 14th. How shall we send
it to you, by email? Will there be a discussion board regarding this? ______________________________ From (PB)
2/13/05 Attached
is my learning contract. After doing
that, I'm feeling nervous and a little overwhelmed. Now, it feels like a commitment to learning
that is bigger than I was aware of at the beginning of the course. It's not a bad feeling, just a little
anxious. I am contracting for an A in
this course.------ is going to post our discussion and questions on the
discussion board sometime this afternoon. ______________________________ From (PH)
3/20/05 I would
like to apology for the late submission of my learning contract. It was completed
and sent in February, however, it was somehow stored in my 'waiting to be sent'
mail folder along with other mail I thought was e-mailed out. Please accept my
apology and please let me know what, if anything, I can do so that my grade isn't
affected by my mistake. ______________________________ From (TH)
3/29/05 1:30 on
Tuesday is great. Come rain, sleet, hail or snow, I’ll be there! I’ve
attached my learning contract. My main question was whether or not you have
specific assignments you want incorporated. I think I included everything you want,
but I’m just not sure. I’m also not sure my evaluation component is what you have
in mind. We can talk about this on Tuesday if you have time. Again, I
apologize for once again missing our meeting! 45______________________________ From (TH)
3/28/05 Well,
it’s a real Monday! I just got a call from the nurse at my son’s school. He hurt
his foot in PE; and I need to pick him up. We may have to go to the doctor,
so I thought I should go ahead and cancel our meeting. I know this is my second
cancellation; and I apologize profusely. Please send me a time next week; and I
promise I will show! Also, I have my learning contract for your on-line class
completed.
I had been planning to bring that to our meetings, because I wanted to talk
about it. I’m not sure I’m doing it correctly. It’s on my home computer. I’ll go
ahead and e-mail that to you tonight. Maybe you could give me some feedback
next week… My
apologies, ______________________________ From (MS)
4/4/05 Hello, I'm
hoping that you recieve this email quickly and we can communicate to keep
this week's discussion board running smoothly. When Monica and I planned for
our topics, we thought we were responsible for both the Brain and
Consciousness and Consciousness and Learning. As a result, I chose
Consciousness and Learning and now there are two postings with questions on
the same topic (Consciousness and Learning) Is this OK and do you think it
will be confusing to the others? Should we
say something to clarify? Thank you. Dr. Henschke, I also left you a message by phone.
Please feel free to call me at --------- during the day or ----------- at
night. Thanks.
------- ------- ______________________________ From (MT)
4/3/05 I think
there was a mix-up. Michele and I
divided the assignment but we assumed one assignment
was Ch.8 from the text and the other reading was the other assignment. I completed Ch. 8 and posted it, then noticed
someone else was responsible for the
reading in Course Documents? I haven't
heard from Michele yet, so I don't know if she's
aware. Sorry if we were confused about
this. ______________________________ From (AI)
4/4/05 Good
morning- I was
thrown back this evening when I begin to inititate my disccusion on
Consciousness and
Learning because someone else also did it.
Hopefully I did not address the same issues, but I
thought I was the only one leading the discussion. There is no problem, I
just wanted to make
sure that everything was alright being two people did the same topic. ______________________________ From (MS)
4/5/05 Dr. John
Henschke, Do you
have the bibliographic info for the following course documents? I would like
to cite them in my interview paper. 1)
Learning Styles Inventory, 2) SDLRS Questionnaire, and 3)Reflections on My
Self-Directed Learning Experience Thanks, 50______________________________ From (PB)
3/30/05 Dr.
Henschke, It was
nice to speak to you last week.
Thank you for calling. I have
attached a revised learning contract.
I scaled back by one-third and was more
specific about the interviews and books I've included in the contract. Re:
validating evidence -- do I need to design a form for the end of the semester
or should
I do that at this point in time? Thank
you, ______________________________ From (SM)
4/26/05 Hello
John, I hope
you are home safe from your distant travels. I trust you had a marvelously
fascinating adventure. I am writing to request an extension on the due date
for the Adult Learner paper. Suffice it to say I got in over my head on several
things coming due as I prepare to leave town. I will be gone from April 28 to
May 2. Would you
please let me know what the possibility is of a due date of May 6th. Thanks
for considering my request. ______________________________ From (TS)
5/2/05 I have
attached a copy of my intrviews.I couldn't send it Saturday since my home
computer is down. Thanks for understanding. ______________________________ From (ND)
4/13/05 Hello Mr.
Henschke First I
want to ask if you are able to access the information I presented? Second,
has the information I presented to the class for discussion not
understandable? I'm
beginning to worry that students are not able to retreive the information
I have presented for discussion. Some
words of advice. ______________________________ From (RW)
4/25/05 Dr.
Henschke, Where
would you like me to post my Adult Paper?
I'd like to go ahead and submit it since I'm
going to be out of town part of this week and over the weekend and may not have
access to a computer. Would you like
it via e-mail or somewhere on the discussion board? 55_____________________________ From (RW)
5/6/05 Dr.
Henschke, My
learning contract has been very supportive in helping me complete an
overwhelming task. Although I am very
pleased with my progress thus far (as is my supervisor because yesterday he
gave me glowing scores during my employee review!) I know that I will
continually make changes to the training program because the needs of my
staff will continue to change. Using
my learning contract and reflecting on the theories I’ve been learning in our
class I developed the staff training program so that it takes into
consideration the different interests of my staff. I had initially included topics on the
Training Needs Assessment that dealt with staff professionalism but during my
reflections on the theories I realized that it would be important for me to
include personal interests so I added topics.
This training program also gives staff an opportunity to evaluate how
information is presented and to have a say in the success of a class/workshop. I think the hardest part of the whole
process was collecting all the information from my
various resources (my supervisor, the staff, other training managers from
similar agencies, state/nation/accreditation regulations, and our current
agency policy). Once I gathered all of
the information I then had to start organizing it in a way that would meet
everyone’s needs. I’m attaching the
documents that I’ve created. All of
this has been approved (there are a couple of
kinks to work out related to the required hours of a few staff….we’re still
trying to get clarification from the state and our board’s approval). I truly believe that the use of my
learning contract helped me stay on task; and yes, still get frustrated and
feel overwhelmed but I have such a feeling of accomplishment, pride,
satisfaction, and above all...eagerness
to begin. Attached
are the following: ·Training
Needs Assessment – master copy (I tallied all on one) ·2005
Training Plan ·Training
Evaluation ·Department
Training Request – completed when a specific department asks me to provide a specific training ·Job
Required Trainings – lists topics and hours required by job title ·Resource
Library – list of
videos and books available for check out ·Resource Library Training Documentation Thank you
for the resources you've made available throughout this course. Now that I'm
feeling more comfortable in my ability to facilitate a training program, I
want to move
outside of the traditional training program "box" and utilize
learning c ontracts
with the staff in my agency. ______________________________ From (SM)
5/6/05 John, My Adult
Learner (6410) paper is attached. Please let me know if it works to send it to you
this way or do you need a hard copy by fax, or hand delivered. ______________________________ From (PB)
5/5/05 I've
attached my learning contract and Evidence of Accomplishment. After identifying what I
planned to use for evidence of accomplishment for each objective on the
learning contract, it seems
redundant to report it again. I did
all the activities I said I was going to do.
Do I need
to do something in addition to this? ______________________________ *From (MC) 5/1/05 Attached is my paper. I will bring a hard copy with me just in
case this doesn't make it to you. Marjean Corry ______________________________ From
(LJA) 5/1/05 Dr.
Henschke: You will
find a copy of my interview paper attached to this email. I also
sent it to you in the digital drop box in mygateway under tools. I really
enjoyed my experience in this class. Thank
you. 60______________________________ From (KS)
4/30/05 Dr.
Hanschke: Attached
please find my paper. I apoligize for
the length, if it's a
problem I can edit it further. Hope you
had a wonderful trip! Could you
please acknowledge that you received this? Thanks! ______________________________ From (KS)
5/2/05 Dear
John: I didn't
receive an confirming email that you received my paper and it's worrying
me. I'm
sending it again through my home email.
If you received the one I sent through
the college email, you can just delete this. Hope you
had a good weekend. Thanks, ______________________________ *From (TP) 4/30/05 Greetings Dr. Henschke, I will attempt to turn in my Adu
Ed 6410 Adult Learner paper today in your office. I have also attached a copy of my
paper just incase I could not get to your office. Attached file in .pdf format. Thank you for your patience. ______________________________ From (PB)
4/29/05 John, Here is
my adult learner paper. Are you
back in the United States? Your
travelling sounds interesting. Enjoy
your weekend, ______________________________ From (ND)
4/29/05 Dr.
Henschke, Will you
be attending graduation? I would like
to meet you in person. I have
enjoyed learning about myself and others.
The information I have received
is has been valuable. I would
like to thank you for a warm and friendly internet experience. ______________________________ From (CB)
4/29/05 Hi Dr.
Henschke, Okay,
let's try this again. I realized I
sent you one of my first drafts, rather
than the final paper. Here's
the paper I meant to send. Please
excuse my operator error! 65______________________________ *From (TP) 4/20/05 Greetings Dr. Henschke, For those of us who would like to
use the Saturday deadline, is there a place inside, outside or next to
your office to turn in our adult learners papers? ______________________________ From (TO)
4/29/05 Attached
you will find my Adult Learning Paper. I really enjoyed interacting and the
class overall this semester. Thanks
Mr. Henschke ______________________________ From (MS)
4/28/05 I am
attaching my paper regarding the adult learning interviews. Would you
please confirm that you received this? Thank you. ______________________________ From
(RoW) 4/28/05 Here is
my paper for the Online Adult Learner. I could also submit it through the
Digital Drop Box if you prefer. Thanks so
much, ______________________________ From (RW)
4/27/05 I've gone
ahead and sent you my adult paper since I will be out of town for the rest of
the week and over the weekend. Let me
know if you'd like me to also post it somewhere for everyone to see and I can
do it as soon as I return. Thank
you. 70______________________________ From (RW)
4/25/05 Where
would you like me to post my Adult Paper?
I'd like to go ahead and submit it since I'm going to be out of town
part of this week and over the weekend and may not have access to a
computer. Would you like it via e-mail
or somewhere on the discussion board? ______________________________ From (TH)
4/22/05 I have
attached both of my papers to this e-mail. If you are unable to open the documents
or prefer that I send you a hard copy, just let me know. I’ll see
you on Wednesday! 72______________________________ From (TM)
5/10/05 Here is
the paper one more time please let me know if you do not get it. Thanks! Total emails to instructor: 73 email FROM JOHN HENSCHKE From (JH)
1/2/05 Go to
MyGateway for the course. When the
items appear on the left column, click on "Course Documents." The Learning Style Inventory may be found
as follows -- go to the last document [entitled --
paul_wilmarth_research_introduction.doc], and count up to the fifth from that
last document, entitled: learning_styles_inventory.pdf. The
Self-Directed Learning Readiness Scale [SDLRS] may be found as follows -- go
to the last document [entitled -- paul_wilmarth_research_introduction.doc],
and count up to the third from the last document, entitled: SDL_Readiness_Scale.pdf. The SDLRS
Scoring Key may be found as follows -- go to the last document [entitled --
paul_wilmarth_research_introduction.doc], and count up to the second from the
last document, entitled: SDLRS_Scoring.pdf. I hope
this helps. If you still have trouble,
let me know and we will try again, to help you find them. ________________________________ 1/16/05 Thanks
for the reminder ! ! ! I have not
posted that as yet because I overlooked it, but will right away. ________________________________ 1/16/05 You can
post as soon as you get this registration pressure off. You will need to spend a bit of extra time
after you get started posting to catch up with the schedule. ________________________________ 1/16/05 Peggy: If you
found the UM-St. Louis Adult Ed Program Knowledge Base Statement in the
"Course Documents" of My Gateway, that is in the left column of
that document. The Mission Statement
is in the right column of that same document.
I just checked its location and it is the fifth document up from the
bottom in the course documents. Just in
case you can locate it, I have attached to this e-mail a PDF File Copy of
it. I hope this helps. ________________________________ 1/22/05 Sandra We will
be making these choices soon. I'll
keep it in mind that you wish to lead on this topic. Because we have more students than topics,
we will probably assign two people [as a team] to be responsible for leading in the
discussion of most [if not all] topics. ________________________________ 1/28/05 Dear Tonji
R. Stringfellow: Our Adult
Learner Course started on 1/9/05. I am
a bit puzzled that for some reason or another, I have not been able to find
any posting by you thus far on our course discussion board of MyGateway. If I may have missed your posting, please
let me know and I will offer my apologies for overlooking your contribution. If you
have not posted as yet, I encourage you to begin posting very soon, since you
will have a bit of "catching-up" to do. I wish you well in this semester and the
course. Please
let me know if I may help you in any way to move forward and actively engage
with the class. Best
Regards for A Learning Filled Semester, 5________________________________ 1/7/05 Dear
Tonji: We will
begin Online. I will post the first items on Sunday, 1/9/05. This way we will be able to observe a
weekly schedule that starts on Sunday, and ends on Saturday. I am in the process of finishing the course
document, syllabus, and assignments and getting them in the MyGateway
System. They will be on MyGateway by
Sunday. I look
for working and learning with you in the Course. Welcome Aboard ! ! ! ________________________________ 1/30/05 Dear
Stonji: Don't hesitate to call me if your need some
help. You can call in the daytime at
314-516-5946; in the evening at 314-344-9087; and even on a cell phone at
314-603-3133. The Best to You, ______________________________ 1/31/05 Dear
Peggy: I am not
certain what you are asking about the "context" for the learning
contract. The learning contract is for
identifying what you are including in you work in the class for this
semester. However, it is just one
component of your work during the semester.
To illustrate: We are doing the
Discussion Board with various topics, and new ones keep coming all the
time. One would refer to this in the
learning contract, but the work is done on the Discussion Board. If you
have further questions, let me know.
Or, if I missed your question entirely with my answer, let me know
this also, and I will try it again if your will give me a bit clearer
direction in your question. If your
are willing to lead the discussion on Chapter 2 of the text [Transformative
Learning by Baumgartner] that will be fine.
I will include that in the announcement that I am now preparing to
place on MyGateway. Any
questions you have, let me know. I'll
introduce the fact, that you are the discussion leader, on the Discussion
Board and then you start the discussion.
I will do that with each topic, since the instructor[s] are the only
ones that can open the door for someone else to post. Let me
hear from you. ________________________________ 2/1/05 Lynnette: Are you
the same as Lynnette Adams. I have a
Lynnette Adams on my Class Roster in MyGateway, but not a Lynnette Jeffery. I think
you will be able to be one of the discussion leaders of Chapter 7. We have 12 Chapters, 18 Students, so that
means that 6 chapters will have one leader, and the other 6 chapters will
need to have two leaders. Thus far
Sandra Martin has also asked to be one of the leaders of Chapter 7. Where there are two leaders for a chapter,
the two of you will need to contact each other and work out the details and
agree on how you will lead the discussion. A final
decision will be made soon on the discussion leaders for each chapter. I have just sent an e-mail with and
attachment to all the class participants. I am
happy you are enjoying the class thus far. ________________________________ 2/1/05 Peggy: In the
Learning Contract Packet [in Course Documents] I have provided some
illustrations and suggestions / helps for individuals developing their
learning contracts. The next two
Course Documents Following the Learning Contract Document are some additional
help [you could use but you are not required to use]: 1. For Column Two on
the Strategies for accomplishing the objectives of the Learning Contract, the
Extension Handbook -- Processes and Practices; and, 2. For the Last Two
Columns, on the Evidence of Accomplishment and Criteria and Means for
Validating the Evidence of the Learning Contract, the examples of rating
scales to use and/or adapt for your purposes. On the
other hand, as you said, you could develop your own and not use what is
there. Those other documents are there
only for suggestions if you want to use them.
I hope this helps clarify and addresses your questions. The issue
of "contracting for a grade" could be addresses by your doing the
following: Indicate what part[s] of
the Learning Contract you are including for: Grade 'C'; Grade 'B'; and, Grade
'A'[or however much work you decide you are going to undertake and finish for
the contract/course]. I hope
this helps. At this
point, I will plan on your Leading the Discussion of Chapter 2 on
"Transformational Learning."
I will have the Introduction posted by Sunday, February 13, and that
will open the door for you to initiate your overview of the Concept of
Transformational Learning [as depicted in Chapter 2] and then pose some
questions you wish the class to repond to and discuss. It will be up to you to move the discussion
forward, however you choose, during the Week from 2/13-2/19. If you
have any questions, please let me know.
I'll try to answer. 10________________________________ 2/3/05 Dear
Tonji: Here is
the article as an attachment. See if
you can open it. Let me know if you
have problems. ________________________________ 2/3/05 Rebecca: [Are you the Rebecca Dawn Pearson that the Student
e-mail identifies when I click on your e-mail address?] I say,
"go for it"! You are on
track ! ! ! Also, did
you get my message to you and Margaret [Peggy]Beckley regarding your leading
the discussion on Chapter # 2, Transformative Learning? And are you OK with it. Margaret [Peggy] responded and said it was
fine with her. ________________________________ 2/1/05 Peggy: In the
Learning Contract Packet [in Course Documents] I have provided some
illustrations and suggestions / helps for individuals developing their
learning contracts. The next two
Course Documents Following the Learning Contract Document are some additional
help [you could use but you are
not required to use]: 1. For Column Two on the Strategies for accomplishing
the objectives of the Learning Contract, the Extension Handbook -- Processes
and Practices; and, 2. For the Last Two Columns, on the Evidence of
Accomplishment and Criteria and Means for Validating
the Evidence of the Learning Contract, the examples of rating scales to use
and/or adapt for your purposes. On the
other hand, as you said, you could develop your own and not use what is
there. Those other documents are there
only for suggestions if you want to use them.
I hope this helps clarify and addresses your questions. The issue
of "contracting for a grade" could be addresses by your doing the following: Indicate what part[s] of the Learning
Contract you are including for: Grade 'C'; Grade 'B'; and, Grade 'A'[or
however much work you decide you are going
to undertake and finish for the contract/course]. I hope this helps. At this
point, I will plan on your Leading the Discussion of Chapter 2 on
"Transformational Learning."
I will have the Introduction posted by Sunday, February 13, and that
will open the door for you to initiate your overview of the Concept of
Transformational Learning [as depicted in Chapter 2] and then pose some
questions you wish the class to respond to and discuss. It will be up to you to move the discussion
forward, however you choose, during the Week from 2/13-2/19. If you
have any questions, please let me know.
I'll try to answer. ________________________________ 2/3/05 Dear
Tonji: At this
point, I will plan on your Leading the Discussion of Chapter 5
on "Context-Based Adult Learning."
I will have the Introduction posted by Sunday, March 6, and that will
open the door for you to initiate your overview of the Concept of
Context-Based Adult Learning [as depicted in Chapter 5] and then pose some
questions you wish the class to respond to and discuss. It will be up to you to move the discussion
forward, however you choose, during the Week from 3/6 to 3/12. If you
have any questions, let me know. ________________________________ 2/3/05 Danna: Let's see
if this one will work. It is a new PDF
File. Perhaps it is not corrupted. Let me
know. 15________________________________ 2/3/05 Adult Learner Colleagues: I finally got it worked out to be able to sent to you the Self-Directed Learning [SDL] & Self-Planned Learning [SPL] PDF File I promised last night to send. These two pages are just some extra thoughts about Competencies of SDL & about the thirteen steps in SPL. ________________________________ 2/3/05 Lynette
Jeffery: [I presume you are the
Lynette Adams that shows up on the our class roster. Is this correct?] Sandra Martin: At this
point, I will plan on your both Leading the Discussion of Chapter 7 on
"The Power of Feelings: Emotions,
Imagination, and the Construction of Meaning in Adult Education." I will have the Introduction posted by
Sunday, March 27, and that will open the door for you to initiate your
overview of the Concept of "The Power of Feelings: Emotions, Imagination, and the Constration
of Meaning in Adult Education" [as depicted in Chapter 7]. Then you will pose some questions you wish
the class to respond to and discuss.
It will be up to you to move the discussion forward, however you
choose, during the Week from 3/27 to 4/2. The two
of you will need to contact each other [either by e-mail, or phone, etc.] and
work out the details of how you will combine your efforts in leading the
discussion. Lynette
-- I have chosen to place you on Chapter 7 with Sandra, because I already
have two other class participants that have asked to lead session on Chapter
8. If either
of you have any questions, please let me know. ________________________________ 2/3/05 Dear
Cheryl: At this
point, I will plan on your Leading the Discussion of Chapter 4
on "A New Look at Women's Learning." I will have the Introduction
posted by Sunday, February 27, and that will open the door for
you to initiate your overview of the Concept of A New
Look at Women's Learning [as depicted in Chapter 2]. Then you will pose some
questions you wish the class to repond to and discuss. It will be up to
you to move the discussion forward, however you choose, during
the Week from 2/27 to 3/3/5. If you
have any questions, please let me know.________________________________ ________________________________ 2/3/05 Adult Learner Colleagues: Time has arrived for choices
to be made regarding the topic each person desires to lead for our
course. We have 12 Chapters / Topics
that will be discussed and we have 18 participants in the class. This means that the discussion of six [6] topics
will led by one [1] person, and the discussion of the other six [6] topics
will be led by two people. If you have
a topic led by you and one [1] other person, the two [2] of your will need
to communicate and decide the details of
how you will share in leading the discussion. The people who lead the
earlier [according to dates] discussions will be "cut more slack"
regarding their leading, since they will be "pioneering" in leading
the class discussion.. More will be
expected from the ones who lead the later [according to dates]
discussions. Some have already indicated their preference: 1.
Sandra Martin -- "ThePower of Feelings" Chapter 7 by Dirkx;
2. Margaret [Peggy] Beckley -- "Transformative
Learning" Chapter 2 by Baumgartner; 3. Monica Tsolakis -- "The Brain and
Consciousness" Chapter 8 by Hill; and, 4. Michelle Sexton [I think I remember, but I am not
certain -- Michelle, correct me if I am wrong] -- "The Brain and
Consciousness" Chapter 8 by Hill. I will try as nearly as
possible to honor your request for leading the topic you desire. However, I may have to make some
assignments other than your preferred choice, so that we
will have all of the topics assigned and led by someone[s]. Nevertheless, everyone will be expected to
read and be familiar with each of the topics as we
move through the discussions. I will list below the dates
for the major discussion on each topic, the title / topic and whether
the topic is a chapter # in Merriam's Book or located in the course
documents, the author, and space for your to indicate your desire
to lead that discussion. On an attachment are the
following: Dates/Schedule, Title & Chapter #, Author, and space for your
Preference, etc. Please post your preferences
as quickly as possible so that we can make the final assignments
soon. I look to hear from each of you soon in the next couple of days. ________________________________ 2/3/05 Dear
Robert Wilkinson and Tara Hawkins: [Robert, my apologies for leaving the
"t" off your name in the salutation on the other e-mail.] At this
point, I will plan on you both Leading the Discussion of Chapter 3 on
"Informal and Incidental Learning."
I will have the Introduction posted by Sunday, February 20, and that
will open the door for you to initiate your overview of the Concept of Informal
and Incidental Learning [as depicted in Chapter 3]. Then you will pose some questions you wish
the class to repond to and discuss. It
will be up to you to move the discussion forward, however you choose, during
the Week from 2/13-2/19. The two
of you will need to contact each other [by e-mail, phone, etc.] and work out
the details of how you wiil combine your efforts in leading the discussion of
Chapter 3. If you
have any questions, please let me know. 20________________________________ *2/4/05 Benard: We missed you in class last
Tuesday, 2/1/05. Following is some of
what we discussed in class. Self-Directed Learning: A Pillar
for Adult Learning Theory -- by Sharan Merriam
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Modify Forum
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1)> Adult Learner Colleagues: In Sharan Merriam's Chapter [1] on
"...Self-Directed Learning [SDL]," she suggests that SDL will be
one of the two major pillars of adult learning theory that will be around for
some time to come, helping to guide
the Field of Adult Education. I have
been practicing SDL for quite a number of years. For me the "up-side" of SDL is
the dynamic excitement that it brings to my learning, growth, and development. On the other hand, the
"down-side" of SDL is knowing when, and taking the responsibility,
to take a "breather" from its constancy, so that I recoup and
retain my zest for it. Another comment that Merriam makes
about SDL, is what seems to be a lament.
She states that in recent years, the amount of research and
publication on it has continued to dwindle, and is much less than what it
used to be. Thus, it almost seems that
she is suggesting that SDL may be fading from the picture. I would like to put forward the idea that
although there is less research and publication currently taking place on
SDL, in comparison to the amount in many previous years, and many adult
educators are directing their efforts toward topics in the field, this does
not dimish the value of the research on SDL that has been previously
established. These perspectives in SDL
now form a part of the foundation in learning theory that we will build upon
in the years [even decades] to come.
You may take issue with my thoughts, and if you do, I would welcome
your perspective and thoughts on this. With your experience thus far in
SDL [whether you are a beginner in SDL or a veteran with SDL], please address
the following questions: 1.
What do you consider the most important thing Merriam says about
Self-Directed Learning? 2.
What would you consider needs to happen to take the study of SDL to
"a new level?" Describe what
you think that "new level" would be. 3.
What for you is the most valuable aspect of SDL that you have
experienced and benefited from up until now? 4.
What would you like to say about SDL that these prevgious questions
may not call out of you? These are my comments and
questions. Now, I look forward to
seeing [hearing] what you have to say in addressing these questions. In the class, we also made the
following assignments [allowing the students to choose] for which Chapters
each person will be responsible for leading the discussion. The schedule of when each chapter will be
discussed is posted in our class assignments. Ch # 2 -- Ameer, Ali; Ch # 3 -- Tyrome Petty; Ch # 4 -- Sandra Fields; Ch # 5 -- Marjean Corry; Ch # 6 -- Dan Creech; Ch # 7 -- Kathy Rush; Ch # 8 -- Timika Jones; Ch # 9 -- Deetta; From Course Documents "Three
Underdeveloped Models for Adult Learning" -- Brian Jones. The choices we have remaining from
which you and Tonya Minor [who was also absent from class last Tuesday] may
choose are: Ch # 10, or one from
Course Documents entitled "The Promise of Situated Cognition" or
"Consciousness and Learning: New
and Renewed Approaches." You may
let me know your choice in class on 2/15/05 or before. Just a reminder, class does not
meet on 2/8/05. Our next meeting will
be on 2/15/05. We will be discussing
Chapter # 2 on "Transformational Learning" led by Ameer Ali. I hope to see you on 2/15/05 in
class. Best Regards, ________________________________ *2/4/05 Dear Tonya Minor: > >We missed you in class last
Tuesday, 2/1/05. Following is some of what we discussed in class. >Self-Directed Learning: A
Pillar for Adult Learning Theory -- by Sharan Merriam
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<javascript:remove(13487, 1)> >Adult Learner Colleagues: >In Sharan Merriam's Chapter
[1] on "...Self-Directed Learning [SDL]," she suggests that SDL
will be one of the two major pillars of adult learning theory that will be
around for some time to come, helping to guide the Field of Adult Education.
I have been practicing SDL for quite a number of years. For me the
"up-side" of SDL is the dynamic excitement that it brings to my
learning, growth, and development. On the other hand, the
"down-side" of SDL is knowing when, and taking the responsibility,
to take a "breather" from its constancy, so that I recoup and
retain my zest for it. >Another comment that Merriam
makes about SDL, is what seems to be a lament. She states that in recent
years, the amount of research and publication on it has continued to dwindle,
and is much less than what it used to be. Thus, it almost seems that she is
suggesting that SDL may be fading from the picture. I would like to put
forward the idea that although there is less research and publication
currently taking place on SDL, in comparison to the amount in many previous
years, and many adult educators are directing their efforts toward topics in
the field, this does not dimish the value of the research on SDL that has
been previously established. These perspectives in SDL now form a part of the
foundation in learning theory that we will build upon in the years [even
decades] to come. You may take issue with my thoughts, and if you do, I would
welcome your perspective and thoughts on this. >With your experience thus far
in SDL [whether you are a beginner in SDL or a veteran with SDL], please
address the following questions: >1. What do you consider the
most important thing Merriam says about Self-Directed Learning? >2. What would you consider
needs to happen to take the study of SDL to "a new level?" Describe
what you think that "new level" would be. > >3. What for you is the most
valuable aspect of SDL that you have experienced and benefited from up until
now? >4. What would you like to say
about SDL that these prevgious questions may not call out of you? >These are my comments and
questions. Now, I look forward to seeing [hearing] what you have to say in
addressing these questions. >In the class, we also made the
following assignments [allowing the students to choose] for which Chapters
each person will be responsible for leading the discussion. The schedule of
when each chapter will be discussed is posted in our class assignments. >Ch # 2 -- Ameer, Ali; Ch # 3
-- Tyrome Petty; Ch # 4 -- Sandra Fields; Ch # 5 -- Marjean Corry; Ch # 6 --
Dan Creech; Ch # 7 -- Kathy Rush; Ch # 8 -- Timika Jones; Ch # 9 -- Deetta;
From Course Documents "Three Underdeveloped Models for Adult
Learning" -- Brian Jones. >The choices we have remaining
from which you and Benard Diggs [who was also absent from class last Tuesday]
may choose are: Ch # 10, or one from Course Documents entitled "The
Promise of Situated Cognition" or "Consciousness and Learning: New
and Renewed Approaches." You may let me know your choice in class on
2/15/05 or before. >Just a reminder, class does
not meet on 2/8/05. Our next meeting will be on 2/15/05. We will be
discussing Chapter # 2 on "Transformational Learning" led by Ameer
Ali. >I hope to see you on 2/15/05
in class. >Best Regards, ________________________________ 2/4/05 Nicole
Deloch: At this
point, I will plan on your Leading the Discussion of Chapter 9 on "Off
The Beaten Path: Some Creative
Approaches to Adult Learning." I
will have the Introduction posted by Sunday, April 10, and that will open the
door for you to initiate your overview of the Concept of Off The Beaten
Path: Some Sreative Approaches to
Adult Learning [as depicted in Chapter 9].
Then you will pose some questions you wish the class to repond to and
discuss. It will be up to you to move
the discussion forward, however you choose, during the Week from 4/10 to
4/16. If you
have any questions, please let me know. ________________________________ 2/4/05 Tasha
Oquinn: At this
point, I will plan on your Leading the Discussion of the Item from Our Course
Documents Entitled: "The Three
Underdeveloped Models" I will
have the Introduction posted by Sunday, April 24, and that will open the door
for you to initiate your overview of the Concept of Informal and Incidental
Learning [as depicted in Chapter 3].
Then you will pose some questions you wish the class to repond to and
discuss. It will be up to you to move
the discussion forward, however you choose,during the Week from 4/24 to 4/30. If you
have any questions, please let me know. ________________________________ 2/4/05 Dear
Monica: At this
point, I will plan on you Leading the Discussion of Chapter 8 on "The
Brain and Consciousness: Sources of
Information for Understanding Adult Learning." I will have the Introduction posted by
Sunday, April 3, and that will open the door for you to initiate your
overview of the Concept of The Brain and Consciousness: Sources of Information for Understanding
Adult Learning [as depicted in Chapter 8].
Then you will pose some questions you wish the class to repond to and
discuss. It will be up to you to move
the discussion forward, however you choose,during the Week from 2/13-2/19. If you
have any questions, please let me know. 25________________________________ 2/14/05 Michelle: There
will be no Discussion Board regarding this.
Just send it by E-mail. ________________________________ 2/14/05 Dear
Akara I am
certain that you feel overwhelmed at this point. However, don't panic. I'll try to assist you in doing what you
need to for bringing yourself up-to-date. I have
attached above, the various chapters with schedules for discussion and who is
presently assigned for leading the discussions, and those chapters that
already have someone leading the discussions.
Those with one person may be conducted by two people. Those with none at this time are available
for those who wish to lead the discussion by themselves. Some of the choice is also related to what
topics [still available] that may be of interest to you. Below are
the chapters available which I have indicated presently has one or none
assigned for leading the discussion.
You may choose. If you plan to
do one with another person, you will need to contact the other person to make
arrangements and agree with that person, how you will lead in the discussion,
and who will do what. ________________________________ 2/14/05 Nicole: Include
as many objectives as you wish to accomplish what you intend for the learning
contract. It really your call. Each one of the areas [Knowledge,
Understanding, Skill, Attitude, Value, Interest] has a different level of
learning. It is not necessary to
include one for each area. However,
how many objectives you include should be in line with what you feel you want
to learn about the adult learner and adult learning. Include what you have already learned on
the Discussion Board thus far. I hope
this helps. What you are to hand in at
this time is a draft [not a finished product]. I will respond to your draft, and may make
suggestions, and raise questions for you to consider. ________________________________ 2/14/05 Nicole: That is
fine that you sent it to me. ________________________________ 2/15/05 Tasha: You may
either e-mail it to me, or send it by the U. S. Postal Service. ________________________________ 2/15/05 Danna: Follow
this proceedure and I think it will get you to where you want to go. If if does not work, get back with me and
we will try again. 1. Get into MyGateway on the UM-St. Louis Home
Page, and click on the course in which you are enrolled -- Adu Ed 6410. 2. When the list of words appears [I think in
a red column on the left hand side of the page], click on
"Communication." 3. Next, in the middle of that page, click on
the word "Roster." 4. Then, click on the part of that panel in
the middle of the page, click on the words "List All." 5. Then, click on the words, "List
All" at the bottom of the grey panel [not the top, where you clicked on
that before] 6. Then, click on the name [not the e-mail
address] of each person, and what they have posted will appear. I hope this
helps. 30________________________________ 2/15/05 Danna: I will
mark you down for that one. Someone
else may want to join you, but we will see.
If they do, the two of you will need to contact each other, and
discuss how you will proceed with the discussion, and who will do what. If you do not have anyone join you, your
will proceed by yourself. Best
Regards, ________________________________ 2/16/05 Nicole: It can be
one or many, depending upon what you wish to accomplish with your learning
contract. There is no set number. ________________________________ 2/16/05 Patricia
Harris: I'm sorry
to be slow in getting back to you.
However, if you still want to do the "New Look at Women's
Learning" you will need to contact Cheryl Graber [if you have not
already contacted her] and work out the details of how the two of you will
proceed with the leading the discussion and who will do what. ________________________________ 2/16/05 Adult Learner Colleagues: > > Attached is a listing of
those participants that have requested and > been assigned to lead the
class discussion on particular topics.
> Eleven people have let me
know their desires and have been assigned to > various topics. There are
still seven participants that need to > indicate your desire for
leading the discussion on one of the topics > that has only one person
presently assigned, or has none as yet > assigned. > > Please let me know as
soon as possible your desires, so that I can > make assignments to the
remaining topics. > > Margaret Beckley and
Rebecca Wright will be leading the discussion on > Chapter # 2 on
Transformational Learning, beginning a week from > Sunday, February 13,
2005. > > Since there will be no
new Forum Postings during the week from 2/6 -- > 12, you may use this week
to "catch-up" on some interaction with > colleagues on the
discussion board. ________________________________ 2/16/06 Akara: I did not
realize it when I sent you the message, but there are already two other
people assigned to Chapter # 10. I
would appreciate it if you are willing to do "Consciousness and
Learning" by Boucouvalas. This
article is in the Course Documents. Thanks so
much. 35________________________________ ________________________________ 2/16/06 Rosetta
Corley: Sorry I
have been so slow in getting back to you.
Nevertheless, two other people had requested Chapter Ten before you
got back to me. I would appreciate it
if you are willing to lead the discussion on "The Promise of Situated
Learning." This article is found
in "Couse Documents" within our Course on MyGateway. Thanks
for your help in this matter. ________________________________ 2/16/05 Michelle
Sexton: [This message is also being
sent to Monica Tsolakis] Michelle,
that will be fine for you to help lead in the discussion of "The Brain
& Consciousness, Ch # 8."
Monica Tsolakis has already been assigned to lead that
discussion. You will need to contact
her and the two of you work out the
details of how you both will handle the leadership of the discussion, and who
will do what when. ________________________________ 2/16/05 Dear Amy
Purcell: > >I am
concerned that I have not heard from you in this course since you first two
postings on the exercises of "Getting to Know Me" and "It Is
Important To Me." I hope that in
my responses to you I did not turn you off.
> >It is
quite important that a person keeps up with the discussions that are being
posted each week, and keep up with the readings. If a person gets too far behind, it is
quite difficult to "catch up." > >I
would like to know if there is anything that I may possibly do or say that
will help you get "back on track" and "caught up." Thanks in advance for letting me know what
is happening with you. > >I
look forward to hearing from you. > >Most
Sincerely, ________________________________ 2/16/05 Kathleen
Swyers: I'm sorry
to be so slow in getting back to you.
Nevertheless, before you sent to me your request, two other people had
already been assigned to lead the discussion on "Feelings..." I would appreciate it if you are willing to
lead the discussion on "Critical & Postmodern Perspectives..."
Chapter 6 in our Text. That is the
only article that is waiting to be chosen by someone for leading in the
discussion. Thanks
for your help in this matter. ________________________________ 2/18/05 Monica: Let me
respond to your inquiry by typing in CAPITAL LETTERS in the body of your
narrative below. I hope this will make
it clear. If you have any other
questions, please let me know. I am
unclear what to do with the learning contract. Are we to print it out, fill it out and
then mail it? MONICA: MY SUGGESTION IS "NO," BECAUSE IT
WOULD TAKE A LONG TIME TO ARRIVE IN THE USA FROM GREECE. JAH It's a
pdf file and I'm not sure how I can type on it on the computer. MONICA:
GO TO THE LAST PAGE OF THE LEARNING CONTRACT PACKET -- IT IS A BLANK
REPLICA OF THE LEARNING CONTRACT.
PRINT A COPY OF THAT FOR YOURSELF.
THEN, OPEN UP AN E-MAIL TO SEND TO ME, OR MAKE AN ATTACHMENT, AND TYPE
ON THAT, THE WORDS AND COLUMNS YOU SEE ON THE BLANK REPLICA COPY OF THE
LEARNING CONTRACT YOU DOWNLOADED.
THEN, TYPE UP YOUR LEARNING CONTRACT [WHAT YOU INTEND TO LEARN AND THE
APPROPRIATE MATERIAL FOR EACH COLUMN] ON THAT BLANK FORM. WHEN YOU GET IT COMPLETED, SEND IT TO ME BY
E-MAIL. THIS WILL BE MUCH QUICKER THAN
TRYING TO SEND IT TO ME BY AIRMAIL.
JAH Also,
what learning objective are we to address, one from this course? MONICA: YOU NEED TO TAKE ONE OR MORE OF THE
LEARNING OBJECTIVES FROM THIS COURSE, THAT YOU ARE INTERESTED IN PURSUING FOR
YOURSELF. YOU NEED TO HAVE AS MANY
LEARNING OBJECTIVES AS ARE NECESSARY FOR YOU TO ACCOMPLISH WHAT YOU WISH TO
FOR THE DURATION OF THIS COURSE. THE
LEARNING OBJECTIVE[S] IS/ARE FOR YOUR LEARNING, NOT FOR WHOM YOU SERVE. WHAT YOU LEARN IN ALL PROBABILITY HELP YOU
SERVE OTHERS BETTER, BUT THAT WOULD BE AN ACCOMPANYING BENEFIT FROM YOUR
LEARNING. JAH Thank
you. MONICA: I HOPE THIS HELPS. IF YOU HAVE MORE QUESTIONS, PLEASE LET ME
KNOW AND I WILL TRY TO RESPOND. JAH 40________________________________ 2/20/05 Amy: I hope
that you come through your struggles successfully and that your future will
be much brighter. That will be fine as
you are able to "catch up." I look
forward to your postings when you are able to get to them. All the
Best Wishes, ________________________________ ________________________________ 3/22/05 Dear
Danna: Sorry I
am slow in getting this back to you. I
have included your original contract, and the second one has some comments by
me. I hope this is helpful. ________________________________ 3/1/05 Amy: Glad to
see that you are catching up with the reading and postings. The purpose of the Learning Contract is to
orient adult learners to articulate what they want to learn, how they are
going to learn it, how they will know when they have learned it, and how they
will prove they have learned it indicating the standard they have met. This helps to place boundaries around their
learning. We use the learning contract
with all the adult education courses in the program. Regarding
leading a discussion, I will make that assignment to you shortly. I hope
this helps. ________________________________ 3/22/05 Dear Amy
Purcell: [This message is also being
copied to Danna France] > >Amy,
I have been a bit slow in getting back to you regarding your Discussion
Leadership Assignment. I am assigning
you to work with Danna France in leading the discussion on Chapter 10 of the
Textbook, entitled: "Something
Old, Something New: Adult Learning
Theory for the Twenty-First Century."
This discussion will take place during the Week of May 1 through 7,
2005. I will introduce the Topic, and
open the Forum on Sunday, May 1. Then
it will be your and Danna's responsibility to present your thoughts on the
Chapter, and provide some questions for the class to respond to and discuss,
with the two of you continuing to lead the discussion throughout the week,
just as the other topic discussions have been led by others during other
weeks in the class. > >It
will be up to you and Danna France to get in contact with each other, and
work out the details of how you will proceed the presentation and
discussion. If you have any questions,
please let me know. > ________________________________ 3/23/05 Michelle: A good
contract. I have provided some
comments and questions in the body of you contract which is attached. 45________________________________ 3/23/05 Cheryl
Graber: The only
thing I am able to say about your learning contract is
"excellent." You have
thought it through and have articulated what you are seeking to
accomplish. I heartily commend you. ________________________________ 3/23/05 Tasha: A good contract for your total Adult
Education Program. I have made some
comments and questions in the narrative of your learning contract. ________________________________ 3/23/05 Paul: Tasha just sent this new contract, which is more exclusively focused on this course. She then called me and we talked. I told her it looks quite good. Consequently, I will not provide any written critique to her. ________________________________ 3/23/05 Dear
Rebecca: You
learning contract look quite extensive and comprehensive with your
corporation. I have posed some
questions to you in the contract. ________________________________ 3/23/05 Dear
Michele: Your
contract looks like you have a good scope of work outlined for yourself. I have made a couple of comments and asked
a question within the body of your contract.
50________________________________ 3/23/05 Paul: Looks like I did a double response on this one. Oh, well ! ________________________________ 3/23/05 Dear
Rebecca: This is a
good contract for developing a staff training program from your agency. I have raised some questions within the
body of your contract. I will be
interested in your response. ________________________________ 3/23/05 Michele: By now
you have my feedback on your contract.
There is no requirement that the contract show results or be connected
with the adult learner paper. Five [5]
pages the paper is to be for each interview of two learners. ________________________________ 3/23/05 Paul: FYI. I talked with Peggy Beckley on the phone today, instead of sending her an e-mail in response to her inquiry and contract. I told her that she had a very extensive contract and that may be why she was feeling a bit overwhelmed. I suggested that she consider cutting back on the amount of work she was carving out for herself. I also suggested that she identify the books [author and title] she plans to read for the contract, identify the people she will be talking with, identify the group[s] she will hold discussion with, etc. I also asked her if she was going to develop a form[s] for getting feedback on the validation criteria column. She said 'yes'. I will place on the audio tape my discussion with her on the curriculum situation she is facing at The Ohio State University, which she described in her e-mail below. ________________________________ 3/23/05 Dear
Monica: You are
really on target with your learning contract ! ! ! I do not have any suggestions for additions
to it. I look forward to seeing the
papers discussing your interviews with the adult learners and the materials
you relate to the interviews. 55________________________________ 3/23/05 Dear
Patricia [Trish]: When you
sent your learning contract will not effect your grade. I am a bit slow in giving feedback on the
contracts anyway. I am very
interested in your contract. I have
placed some comments and questions in the body of your contract. Your response to these comments and
questions will be helpful to me. ________________________________ 3/25/05 Rebecca: I think
that would work. Sounds like you have
addressed the situation well. ________________________________ 4/2/05 Tara: Will see you at 1:30 PM, Tuesday, 4/5/05, in
my office. We'll talk about your
contract then. ________________________________ 3/28/05 Tara: I hope
and pray your son will be OK. You can
e-mail the contract to me. We will
talk about it when we get together next week.
I had
previously suggested an alternate time of Tuesday, 4/5/05, at 1:30 PM, when
we agreed on the meeting today. Will
next week Tuesday, 4/5/05, at 1:30 PM be OK? Hope to
see you then. ________________________________ 4/4/05 Michele: Good to
talk with you on the phone. There was
a mix up. However, there is not a
problem and I think each of you have approached the article in a different
way. I will make a clarifying
announcement about this to the class. We will
get it worked out. Each of your
posting is fine on the Discussion Board. 60________________________________ 4/4/05 Dear
Akara: There was
a mix up. However, there is not a
problem and I think each of Akara Ingram and Michele Sexton have approached
the article in a different way. I will
make a clarifying announcement about this to the class. I talked with Michele Sexton on the phone
this PM. We will
get it worked out. Each of their
posting is fine on the Discussion Board ________________________________ 4/5/05 Dear
Michele: # 1 "The Learning Styles Inventory"
Adapted from W. C. Knaak, Learning styles:
Applications in vocational education.
ERIC document # ED 229 573
[This bibliographic information is listed on the last page (p. 9) of
that document in Our Course Documents] # 2 "The SDLRS Questionnaire" From: Guglielmino, L. M. (1977). Development of the self-directed learning
readiness scale (Doctoral dissertation, University of Georgia, (1977) Dissertation Abstract International, 38,
6467-A. # 3 "Reflections on My Self-Directed
Learning Experience" An
instrument informally developed by Beth N. Pike, Ed. D., A 1992 Doctoral
Graduate from the University of Missouri-St. Louis. This form was never formally published. I hope
this helps. ________________________________ 6/6/05 Peggy
Beckley: Looks
good and more like what you will be able to accomplish in the given length of
time for this semester.
________________________________ 4/26/05 Sandra: May 6,
will be fine. ________________________________ 5/9/05 Sandra: This way
is fine. 65________________________________ 5/2/05 Kathleen: There was
no paper attached. Perhaps it did not
get connected through the machinery.
Please send it again. Thanks. ________________________________ 5/2/05 Kathleen: Just received
this e-mail with the attachment. A few
minutes ago I sent a response to your 4/30/05 e-mail indicating that the
paper was not attached. Looks
like all is well now. ________________________________ 5/9/05 Tonya: Thanks. But, there was no paper attached. Please send it again. Best Regards, Total emails from
instructor: 69 |