Ethiopia

This is the first real case study that is discussed in the book.  There have been case studies but they didn’t seem to be real case studies more like hypothetical scenarios.   This case study is about Vella teaching in Ethiopia for the drought relief.  The ultimate plan was not to go and help the relief effort but to create a long term solution for the Ethiopian people to be self sufficient.  The relief efforts provided, vaccinations, health treatments, distribute food, and keep heath records on all recipients.  The long term plan was to help the Ethiopian people become more self sufficient, and be able to survive droughts through planning and saving crops.   The study talks about how Vella got local buy in and credibility by utilizing one of the local leaders.  The chapter also explains how Vella who did not know the native language and Fatuma the local leader who was working with Vella communicated.    What I really like is how Vella starts asking questions for her design process.  My favorite quest she asks is called the WWW (Who needs What, as defined by Whom. I am excited to be reading the case studies now, and I think this should make the read more enjoyable.  The beginning of the book read like a text book.

Brad

Course Desgin

This section of the book is about how the 12 principles effect your course design.  I am used to the ADDIE model of instructional design and this did not really go along with that design principle.    Vella talks about 7 design steps:

Who

Why

When

Where

What

What for

How

I guess if I had to fit this into the ADDIE model I would not call this the design step, but the development step.  I think that these words design and develop are in the incorrect order.  When I think of design I think of the actual creation of the content, and when I think of develop I think of all the background questions that are asked to determine what it is we are trying to end with.  

To express how Vella designs her course she gave two case studies, to use.  I didn’t think they were the best case studies because before we even started designing the training I don’t know that we really determined that this is a training issue.  The only two things that training can change are skill, and knowledge I don’t know that with either case study we have determined that prior to diving in.

Brad

Quantum Thinking

This chapter that I just read was pretty strange.  It was about quantum thinking, which is looking at the world in a new way based on quantum physics.  Vella talks about 6 quantum topics and how they relate to adult education.  The six topics are:

Relatedness:  everything in teaching is related to the 12 principles of adult education

A holistic approach: the participants learn more than we teach them

Duality: hear from both sides

Uncertainty: we don’t know what we don’t know

Participation: you are part of your own learning and environment

Energy:  Learning and teaching requires energy

She explains how these 6 quantum topics are related to the 12 principles of adult education that she has defined earlier.  I wasn’t totally making the connection myself

I can see how some of these quantum topics are related but she only picked 6 show I wonder why she made this connection in the first place.  I feel like you could tie most things into adult education and the 12 principles she listed.  I could say, a football team is like adult education.  Everyone has a different role and different background but they all are working towards the same goal.  A facilitator is similar to a quarterback, they lead the group but it takes a contribution from everyone to be successful.  I hope that later in the book I make more connections that I can use.