2013 Annual Conference
November 5–8, 2013
Lexington, KY
It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Assessing Transformative Learning: Challenges and Ideas
Type of Presentation
Shared
Session Abstract
This session considers unique challenges to developing an instrument to assess transformative learning in light of the ongoing discussion of whether such learning is a rational, intuitive, or blended process.
Target Audience
The session is intended for practitioners, educators, and students who are interested in investigating how to assess transformative learning.
Learning Outcomes
An understanding of core concepts in transformative learning, including: rational and intuitive perspectives, the different types of learning within the theory (instrumental, communicative, and emancipatory), a brief history of existing instruments, and potential instrument validity and reliability issues unique to transformative learning.
Session Description
Research within transformative learning, both qualitative and mixed-methods, provides a wealth of insights into how transformative learning can be distinguished from other types of learning; yet very few instruments have been developed to measure this unique type of learning. In this session, we present the current understanding of transformative learning and briefly review the history of existing instruments to show their possible limitations. Using artistic images to depict the complex nature of transformative learning, we clarify the challenges to assessing this form of learning, especially when dealing with issues of validity and reliability. Identifying the challenges to assessment lays a foundation for considering a proposed instrument’s validity, reliability as well as some ethical considerations as to how such a proposed instrument may affect students’ learning experiences. Given these challenges, what would a transformative learning instrument look like and what purpose would it serve?
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Wednesday November 6
Thursday November 7
Primary Presenter
Robert Charles Cox, University of Tennessee, Knoxville
Work Title
Additional Presenters: Enters in Order.
Mary Ziegler, Ed.D., University of Tennessee, Knoxville
Work Title
Program Coordinator