User:Simpsjea/sandbox

POST-SECONDARY EDUATION (PSE) RESEARCH REPORT OF CLASS DISCUSSION MYTHS, GUT VERSUS RESEARCH TRAINED There was great consensus in the discussion that training myths exists and demonstrated knowledge of common myths. Training myths discussed include: “We learn best from formal education,  if student doesn’t learn then something is  wrong with student or teacher, telling=training, information=knowledge, using technology improves training, adults learn differently than children, practice makes perfect, training methods are fads, online education 10 years ago did not have the capabilities it does today and those who remember that time may avoid online education, training solves every problem”. Where consensus deviated was in how folks are to be trained from gut feelings or some manner of qualified research. It appeared that the class was split between gut, qualified research or a combination of both. My beliefs on how folks should be trained began as a gut feeling and a wonder as to why teachers/professors preferred to talk rather than have students do. I began experimenting with class exercises known as experiential learning (Kolb/Lewin). Being able to review discussions in this class is a form of experiential learning and very helpful in understanding the questions, and ways to approach the answer. DOES RESEARCH CHANGE COMMON BELIEFS- SHOULD HOW TO TEACH BE THE FOCUS The majority of discussions concluded that research contributed in changing common beliefs about specific topics such as intelligence. There was a deep down universal respect for research as discussed by E. Quick and that training should be evidence based were opinions expressed. Just a few of us believed that research be focused on general topics such as “how to teach and there were fewer who believed that both should be used. TRAINER AWARENESS OF POST-SECONDARY (PSE) RESEARCH To what extent trainers are aware of research community related to the Post-Secondary question generated much agreement that trainers should be aware, and that trainers have an obligation to stay up-to-date. To what extent were trainers aware was discussed lightly. Helpful contributions included that curriculum developers create education and trainers are not generally included in the research. However, I pondered do trainers keep themselves update-to-date in other ways such as writing peer review journal articles, and/or books. One post expressed that great research helps post-secondary schools stand out. Trainers are aware organically and within a structure of professional associations and learning from their students. Upon review of (Visher, Wathington, Richburg-Hayes) on The Learning Communities, the authors reviewed six schools who participated in such learning communities which focused on development needs of students. Although these schools developed the communities based on their unique student needs, beliefs and change, the models were common in history, and research. This outcome indicates that trainers do understand the research community. I am looking forward to the next set of research. NCRP Working Paper The Learning Communities Demonstration, Rationale Site and Research Design (Visher, Wathington, Richburg-Hayes, Schneider (2008) INCONSISTENCIES IN OUR BELIEFS REGARDING THE PRACTICES OF SCHOOL/WORK The discussions were unanimous is concluding that there is inconsistencies in our beliefs regarding practices in school and work. Our class see inconsistencies in socio-economic, basic education, distance education; number of teaching hours, class schedules, student engagement and   informal and formal education  demonstrated the dividing point between work and school (A. Wingate). Technology was a consistent theme as a point of diversion in school and work and in beliefs.   There is ongoing research stemming from Stats Canada that purports that there is a skills shortage.  When the stats are converted into research also, comes out a few conscientious people who do understand the research community and question the results and the process in this skills gap conclusion.  There is a wide spread belief that because of our aging demographics that we will have a shortage of skilled workers.  While others blame post-secondary education for not providing the skills employers need.  This is all about people creating theories to match their experiences in the work world, people who see rise in unemployment trends and seeking answers.  Then there is a tipping point of informal research studies mixing with formal research studies, which leads to a confused public. Research finds skills gap, Greenhalgh, Hugo. FT.com (Jan 4, 2010) Copyright Financial Times Ltd. 2010. All rights reserved. BELIEF CONNECTION TO TRAINING DEPLOYMENT Common in the group discussion report was that belief was strongly connected to deployment. One example, demonstrated is how often statistics are misinterpreted. In addition, going back to the Learning Communities article ((Visher, Wathington, Richburg-Hayes, Schneider (2008), if trainers believe that learning communities will improve learning outcomes they are more apt to practice training strategies and put into place a system that is shaped into their unique set of needs. However, other factors influence deployment such as cost, and logistics. RESEARCH TOPIC OF INTEREST There were a great many topics of research interest: “Are students satisfied with their postsecondary experience? Do they acquire the knowledge and skills that prepare them for their personal and professional lives? What are the barriers to pursuing PSE, barriers to staying in school, barriers to graduating? How are under-represented groups faring in accessing and completing PSE and what strategies will improve their participation? Enrolment trends, millennial characteristics, integrating technology into courses, massage therapy clinical trials, student, employer, industry, government feedback, and the retraining of international trained”.