Evaluation of Learning Journey
Gabe Gossett
Western Washington University
Continuing and College Education 577
August, 2014
A quick reminder
- Farm and elementary school in Pullman, WA
- Milwaukee suburban high school
- BA in English and MA-LIS in library studies in WI
- Now I'm here . . .
How I used my journal
- The whiteboard plan did not work
- Scrap paper to the rescue
This plan failed
+
= awesome
How it actually worked
When one writes their ideas onto a medium they can then literally see those ideas, which makes the reflective process become more sophisticated and dynamic (Ong, 2001).
Related issues
- Digital reading and digital notes
Theory and expereince
What I learned
Informal education supports formal education
Teaching & Learning at Western Libraries
Postmodern educational theory & librarianship pair nicely
What could be improved
Future focus
Avoid thinking about the requirement
Gillis (2001) notes how this could be an impediment for nursing practicioners
Connecting adult ed theory and librarianship
- Formal versus informal versus non-formal
- Postmodern critical theory
- Exercising both reflection-in-action and reflection-on-action (Merriam & Bierema, 2013, pp. 115-117)
Questions or comments?
References
Gillis, A. J. (2001). Journal writing in health education. New Directions for Adult and Continuing Education, 2001(90), 49–58. doi:10.1002/ace.20
Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice [ebook]. Hoboken, NJ: Wiley.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in Adulthood: A Comprehensive Guide [ebook] (3rd ed.). Hoboken, NJ: Wiley.
Ong, W. (2001). Orality and literacy: Writing restructures consciousness. In D. Finkelstein & A. McCleery (Eds.), The Book History Reader. New York, NY: Routledge.