Interviews Assignment100 Pointsobjectives And Alignment1 Students Wi ✓ Solved
Interviews Assignment 100 Points Objectives and Alignment: 1. Students will identify lay-person conceptions of adult education and adult learners based on personal experiences. 2. Student will reflect on how experience and education affect the lay-person definition of adult education and adult learners. These assignment objectives align with Course Objective A: Students will be able to articulate the problem of defining adult education in the field and Course Objective B: Students will be able to articulate the major characteristics of adult learners.
This assessment will introduce the students to different interpretations of what it means to be an adult learner and to participate in adult education. Purpose: The purpose of this assignment is for you to get a better picture of the layperson’s understanding of the terms “Adult Education†and “Adult Learners.†People’s views are very divergent because of their experiences. In order for you to accomplish this, you will be asked to interview five people and ask them questions about what they believe adult education is and who adult learners are. Assignment: To accomplish this, you will need to contact at least five different people and ask them a few questions (see below) in-person, via phone, or email.
Record their responses on paper. Be sure to provide descriptive information such as gender, age, race/ethnicity, occupation, and years of schooling. For each interviewee, please record demographic information, questions you asked, and their verbatim responses on no more than a single page with one-inch margins and single-spaced for each interview. Please use the following questions: 1. What do you think of when you hear the words, “Adult Educationâ€?
2. Why do most people attend Adult Education? 3. Where is most Adult Education carried out? 4.
What would be considered an example of adult education? 5. What experiences have you had with Adult Education? 6. What do you think of when you hear the words, “Adult Learnersâ€?
7. Do you consider yourself an adult learner? Why or why not? Then develop at least three more questions of your own. Include these questions in your summary at the end of your paper.
Type the interview responses using one page for each person and single-spaced. Attach as an appendix to your paper. Finally, as part of any good intellectual exercise, I ask that you write at least a three-page reflective piece on your experiences. How do their responses coincide or differ from yours? What surprised you?
What were the common themes? Connect your reflection to our readings or outside scholarly or trade publications; please be sure to do so using APA Style Manual, 6th Edition. Use one-inch margins, double-spaced, and Times New Roman font, 12-point. Be sure to use section headings within your paper. This will help break up the paper.
Let me know if you have any questions. Deliverable: Interviews Paper via the Blackboard Assignment tool which includes paper, list of questions, and transcriptions of interviews. Grading: Please use the following rubric for this assignment. Components for the Assignment Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Ten Interview Questions provided: Seven from above and three from the student. (40%) Seven questions asked. Responses summarized rather than verbatim.
Fewer than five people asked. Seven questions asked. Responses typed verbatim. Fewer than five people asked Ten questions asked. Responses typed verbatim.
Five people asked. May have minor formatting errors. Ten questions asked. Responses typed verbatim. Five people asked.
Each interview typed, single-spaced on a separate sheet of paper. Reflection piece includes references to our readings and outside literature. Reflects on the similarities and differences among the interviews. (40%) Less than three pages. Does not connect to readings or outside literature. No reflection on similarities or differences.
Three pages. Does not connect to readings or outside literature. One similarity or difference. Three pages. Connects to readings but not to outside literature.
Two to three similarities or differences among interviews Three pages or more. Connects to readings and outside literature. Provides at least four similarities and differences among interviews. Formatting (15%) Paper does not have one-inch margins OR is not double-spaced OR does not use Times New Roman OR is not 12-point font. Citations and References are not in APA Style Paper has one-inch margins, is double-spaced, uses Times New Roman, and is 12-Point Font.
Citations and References NOT in APA Style. Paper has one-inch margins, is double-spaced, uses Times New Roman, and is 12-Point Font. Citations and References in APA Style. Section headings are used. Paper has one-inch margins, is double-spaced, uses Times New Roman, and is 12-Point Font.
Citations in APA Style. APA style title page is included. Page headers and numbers are correct APA style. Appropriate APA style section headings are used. Grammar, spelling, syntax, etc. (5%) Five or more errors.
Three or Four errors One or Two errors. No errors. Resources: Interviewing E-how’s “How to Interview Someone for a Story†- MIT’s Guide to Interviewing - APA Style Formatting Use the actual APA Style Reference Manual. These sources are only to be used as support. Refer to the book you purchased for the class as the ultimate resource.
Purdue’s Online Writing Lab APA Formatting Site - APA’s Office Site - Easy Bib’s Site for APA Formatting - Grammar Reference Education First’s Grammar Site - Course: Information Governance ----------------------------------------------------------------------------------------- Textbook: Title: Information Governance ISBN: Authors: Robert F. Smallwood Publisher: John Wiley & Sons Publication Date: ----------------------------------------------------------------------------------------- Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. Requirements: Provide a 500 word (or 2 pages double spaced) minimum reflection. Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. You should not, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace. Do not use prior assignments in the completion of this activity. This is specific to the concepts presented in ITS832 and how you will use them or do use them in your professional lives.
Paper for above instructions
Interviews Assignment: Understanding Adult Education and Adult LearnersIntroduction
Adult education is a multifaceted concept that varies based on individual experiences and perceptions. This assignment aimed to uncover lay-person conceptions of adult education and adult learners by interviewing five individuals from diverse backgrounds. It was essential to comprehend how experiences and education shape definitions of adult education, which can differ significantly from one individual to another. The varying responses provided valuable insights into societal views of adult education.
Interview Transcriptions
Interviewee 1: Sarah Thompson
- Demographic Information:
- Age: 28
- Gender: Female
- Race/Ethnicity: Caucasian
- Occupation: Marketing Specialist
- Years of Schooling: 16
- Responses:
1. When I hear "Adult Education," I think of programs for working adults looking to upgrade their skills.
2. Most people attend Adult Education to enhance their qualifications for promotions or new careers.
3. Adult Education mainly happens in community colleges and online platforms.
4. An example of adult education could be a night class in project management.
5. I've taken a few online courses in digital marketing, which I consider adult education.
6. "Adult Learners" makes me think of individuals who are balancing work and family while pursuing education.
7. Yes, I consider myself an adult learner because I'm currently enrolled in a course while working full-time.
8. What challenges do you think adult learners face? Many have limited time due to work and family commitments.
9. Do you think age impacts the ability to learn? Yes, sometimes older learners may feel hesitant about technology.
10. How important is motivation for adult learners? Very, it drives them to pursue their goals despite obstacles.
---
Interviewee 2: James Harris
- Demographic Information:
- Age: 45
- Gender: Male
- Race/Ethnicity: African American
- Occupation: High School Teacher
- Years of Schooling: 20
- Responses:
1. Adult Education seems like a path for personal growth, not just career-focused.
2. People attend to learn for personal satisfaction or career change.
3. It's often carried out at local colleges or adult learning centers.
4. A seminar on financial management is a good example.
5. I’ve facilitated evening classes for adults curious about teaching.
6. I think of dedicated individuals making sacrifices to learn.
7. Yes, I've continued to learn through workshops and online courses.
8. What kinds of support do adult learners need? They often need flexible schedules and access to resources.
9. How do you integrate adult education in your teaching? I encourage adult students to share experiences.
10. What's the role of peers in adult education? They can offer support and camaraderie.
---
Interviewee 3: Linda Nguyen
- Demographic Information:
- Age: 35
- Gender: Female
- Race/Ethnicity: Asian
- Occupation: Nurse
- Years of Schooling: 18
- Responses:
1. Adult Education is essential for professionals needing ongoing certification.
2. People generally attend to keep up with licensing requirements or to change careers.
3. Usually, it takes place in technical schools or online.
4. A workshop on new medical technologies would qualify.
5. I've attended many continuing education courses to maintain my nursing license.
6. Adult Learners are usually career-focused and have clear goals.
7. Absolutely, I'm always learning through workshops and seminars.
8. What motivates you to continue learning? Keeping my skills current motivates me.
9. How does your profession influence your learning? I’m always learning about new procedures and technologies.
10. Do you feel age diversity helps in learning? Yes, older professionals bring a wealth of experience.
---
Interviewee 4: David Clark
- Demographic Information:
- Age: 50
- Gender: Male
- Race/Ethnicity: Hispanic
- Occupation: IT Manager
- Years of Schooling: 16
- Responses:
1. Adult Education is a way for people to adapt to new job requirements.
2. Many attend to gain new skills for job security.
3. It occurs in workplaces or online courses.
4. A certification program in cybersecurity is a perfect example.
5. I’ve participated in company-sponsored training.
6. Adult Learners are practical and driven.
7. Yes, I am a continuous learner in my field.
8. Do you think practical applications are important for adult learners? Yes, they need to see how learning applies to their jobs.
9. How does technology fit into adult education? It’s crucial for providing flexible learning options.
10. How do you find time for learning? I manage by scheduling it like a work task.
---
Interviewee 5: Maria Lopez
- Demographic Information:
- Age: 32
- Gender: Female
- Race/Ethnicity: Latina
- Occupation: Small Business Owner
- Years of Schooling: 14
- Responses:
1. I think of community programs and resources for self-improvement.
2. Adults usually attend to acquire new skills to support their businesses.
3. Adult education can happen at community centers or online.
4. A local entrepreneur workshop is a good illustration.
5. I’ve attended various entrepreneurial workshops.
6. They are practical and often have a clear goal.
7. Yes, being an entrepreneur means constant learning.
8. What role does networking play for adult learners? It's invaluable for support and information sharing.
9. How do you prioritize learning as a business owner? I allocate time weekly to focus on development.
10. Do you think adult education is necessary for personal growth? Absolutely, it helps us grow beyond our careers.
Reflection
The insights gleaned from the interviews offer a unique perspective on adult education and adult learners. A common theme among the interviewees was the pragmatic view of adult education as a vehicle for professional development and personal satisfaction, aligning with Knowles's (1980) principles of andragogy, which emphasize that adults are self-directed and motivated by internal factors. The interviewees underscored that adult education serves various purposes, including career advancement, skill enhancement, and personal enrichment.
Many participants emphasized the importance of flexibility and relevance in education delivery. The findings reflect the work of Merriam and Bierema (2013), who argue that adult learners thrive in learning environments that cater to their experiences and schedules. The interviewees pointed out the significance of community support systems and networking, highlighting how adult learners benefit from peer interactions—an idea echoed in the literature, which asserts that collaboration significantly enhances the learning process (Topping & Wolfendale, 2016).
Surprisingly, some individuals interpreted adult education in broader terms than simply professional growth, connecting it to personal development and lifelong learning. This illustrates the complexity of definitions surrounding adult education; making room for various interpretations based on individual backgrounds and life experiences. Additionally, responses regarding the challenges faced by adult learners resonated with existing literature that identifies time constraints and financial barriers as significant challenges (Cross, 1981).
Overall, compiling these views has broadened my understanding of the practical applications of adult education and how theories can be observed in real-life situations. Each interview reinforced the idea that being an adult learner entails balancing multiple roles and responsibilities while pursuing educational goals.
References
Cross, K. P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. Jossey-Bass.
Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Books.
Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. John Wiley & Sons.
Topping, K., & Wolfendale, S. (2016). Peer Tutoring in Higher Education: A Review of the Literature. Assessment & Evaluation in Higher Education, 41(5), 751-779.
---
Appendix
(Please add the individual interview transcripts as outlined above.)
This assignment not only enhances awareness of adult education but also underscores the necessity for inclusive definitions that acknowledge the varied motives and challenges of adult learners. It is through this understanding that educational programs can be structured more effectively to cater to adult learners’ needs.