Name: Emily Russ
Course Department, Number & Title: EDUC-D512 Forms and Forces of Adult Education
Semester & Year Enrolled: Fall, 2016
Document: Caption Statement for Annotation of More important than guns: Chinese adult education after the long march and Artifact 4
Caption Statement
I chose this artifact for my e-portfolio because it is an assignment that I have gone back to time and time again since completing this assignment almost 2 years ago. It amazed me that education was taking place in so many different environments, and under such varying conditions. This article relates to my theme of growth and transformation in that it helped to transform how I looked at adult education, and truthfully, education in general. I realized that education can take place anywhere, in almost any form. Prior to this course, I had a very structured idea of education in that it took place in a classroom in a very formal setting with a clear teacher or authority figure.
This artifact increased my learning dramatically in that it opened up my mind and my original ideas of how education takes place. I know this is cliché, but it is true, where there is a will there is a way, and if someone is willing to learn, it doesn’t take a formal building or enrollment in a course for learning to take place. I would learn things outside of the classroom like new skills taught to me by my dad, but for some reason I never lumped it in with education until after reading this article. It also helped me to begin to see how I could apply what I was learning outside of the classroom.
This artifact relates to my theory of progressive education in that in Mao Zedong wanted to educate the people that were marching with him, but he was sometimes not afforded the luxury of a classroom. But instead of letting this stop him, he used song, theater, and even the backs of the individuals marching to deliver information. He was able to problem solve ways to meet his needs and educate those around him. It is also progressive in that Mao Zedong was a facilitator of education. He didn’t lecture the people in a structured situation, but he instead created various ways for people to learn at any time.
I wouldn’t make any changes to this artifact. This artifact had a profound effect on me and how I really began to view education. As I continue to grow as an educator, I will look for any teachable moment, regardless of what environment it might be in. I’ve started to learn implement what I’ve learned from this artifact in every encounter I have with faculty and students. Even if I am just answering a question or have a chance encounter in the hall, I look at it as a broader opportunity to learn. I don’t just answer the question, I go in depth to ensure the individual fully comprehends, or that they can reproduce an action.
Course Department, Number & Title: EDUC-D512 Forms and Forces of Adult Education
Semester & Year Enrolled: Fall, 2016
Document: Caption Statement for Annotation of More important than guns: Chinese adult education after the long march and Artifact 4
Caption Statement
I chose this artifact for my e-portfolio because it is an assignment that I have gone back to time and time again since completing this assignment almost 2 years ago. It amazed me that education was taking place in so many different environments, and under such varying conditions. This article relates to my theme of growth and transformation in that it helped to transform how I looked at adult education, and truthfully, education in general. I realized that education can take place anywhere, in almost any form. Prior to this course, I had a very structured idea of education in that it took place in a classroom in a very formal setting with a clear teacher or authority figure.
This artifact increased my learning dramatically in that it opened up my mind and my original ideas of how education takes place. I know this is cliché, but it is true, where there is a will there is a way, and if someone is willing to learn, it doesn’t take a formal building or enrollment in a course for learning to take place. I would learn things outside of the classroom like new skills taught to me by my dad, but for some reason I never lumped it in with education until after reading this article. It also helped me to begin to see how I could apply what I was learning outside of the classroom.
This artifact relates to my theory of progressive education in that in Mao Zedong wanted to educate the people that were marching with him, but he was sometimes not afforded the luxury of a classroom. But instead of letting this stop him, he used song, theater, and even the backs of the individuals marching to deliver information. He was able to problem solve ways to meet his needs and educate those around him. It is also progressive in that Mao Zedong was a facilitator of education. He didn’t lecture the people in a structured situation, but he instead created various ways for people to learn at any time.
I wouldn’t make any changes to this artifact. This artifact had a profound effect on me and how I really began to view education. As I continue to grow as an educator, I will look for any teachable moment, regardless of what environment it might be in. I’ve started to learn implement what I’ve learned from this artifact in every encounter I have with faculty and students. Even if I am just answering a question or have a chance encounter in the hall, I look at it as a broader opportunity to learn. I don’t just answer the question, I go in depth to ensure the individual fully comprehends, or that they can reproduce an action.
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