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!
Paradoxes in Adult Learners Navigating Uncertainties in Learning Experiences
Type of Presentation
Poster Session (45 minutes)
Session Abstract
Findings from an empirical study of six adult learners' navigating confusions and uncertainties in their learning experiences, at a graduate level course at Harvard university.
Target Audience
Teachers, university faculty, adult educators, professional development trainers and designers, and researchers of adult learning. Additionally, those interested in use of ethnography based qualitative research methods would also find the session interesting. Finally, the session is also for those educators who take a particular interest or who orient themselves to a constructive developmental view of adult learning.
Learning Outcomes
1) Learners will see use of the ethnography based Portraiture research method in use, and consider its use in closely studying learning experiences of adults.
2) They will get one more perspective, from an empirical standpoint, of the challenges and opportunities involved in helping adult learners stay with and work through their confusions, half-baked understandings and ideas, in the service of deeper understanding.
3) Attendees will get to know of a 30 year long experiment at Harvard's graduate school of education, in using constructive teaching and learning method to teach adult learners.
Session Description
I will present my qualitative study of a group of adult learners in a graduate level class at Harvard's school of education. These learners were part of a course on teaching and learning, designed by Prof. Eleanor Duckworth, based on Piaget's constructive philosophy. Using ethnographic method of Portraiture, I closely studied the experiences of six learners as they navigated instances of confusions in their learning experiences. Findings indicate that despite explicit space and support for confusions, learners struggled with associated vulnerability and public exposure. However, there also surfaced key elements of a safe environment that encourage staying with confusions longer and developing deeper understanding.
The topic is timely in stimulating discussion around the importance and challenges inherent in encouraging adult learners to stay with confusions in the quest for deeper learning. It raises questions about the mainstream effects of push towards certainty and single right answers.
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.
No preference
Primary Presenter
Stuti Shukla, Ed.D Candidate, Harvard University (Graduate School of Education)
Work Title
Doctoral candidate