For my BC Provincial Instructor Diploma Program (PIDP) Assignment #2, my partner Andrea and I have to discuss two trends in adult education. I have chosen to look at gender equality.
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Gender equality [n]: “Gender equality does not imply that women and men are the same, but that they have equal value and should be accorded equal treatment” (Cambridge English Dictionary).
The article that I have chosen Trends Shaping Education 2015 – Gender Equality highlights that there are “gender stereotypes that still influence children in their perception of which subjects they should find interesting and in which areas and activities they might excel” (OECD, 2015, p. 10). The fact is, our society has a perception of which roles men and women should perform and this in turn has entered our educational system and it causes children to determine at a fairly young age which disciplines they think are acceptable for them to pursue regardless of their individual strengths and interests.
I am by no means a feminist. I consider myself to be an individualist. An individualist is “a person who is independent and self-reliant” (Oxford Dictionary). If you believe that you are going to be good at something or that you want to pursue something, do it!
As a sailing instructor, I have worked with many adults over the years and I have noticed slight differences between the learning styles and approaches of men and women. Men tend to be more confident and hands-on on the boat, while women tend to sit back and be more analytical. I have often wondered, is this due to self-confidence? Perceived physical strength? Societal gender roles? I look forward to diving further into this educational trend…
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Andrea has chosen to look at game-based learning and how games can be incorporated into a learning environment. Andrea’s article is entitled Analysis of Gamification in Education. You can find Andrea’s blog at https://teachingadventuressite.wordpress.com/.
Gamification [n]: “the process of adding games or game-like elements to something (as a task) so as to encourage participation” (Merriam-Webster Dictionary).
The introduction of games to the learning environment is a way to diversify the method of delivery and a way to potentially increase student engagement. Gaming offers a safe environment for students to “fail” and “incorporating this ‘freedom to fail’ into classroom design is noted to be an effective dynamic in increasing student engagement” (Stott, p. 1). I found this aspect of gaming very interesting, as often the fear of failure is what holds most of us back. Also, gaming introduces ongoing feedback and self-assessments as the student can clearly see their progress as they complete tasks in the game.
Gamification is a new area to me in the world of sailing and I intent to explore this trend further through my students. I have begun to look for possible apps and online games that could help me with my sailing instruction and provide my students with some alternative learning resources.
Cambridge Business English Dictionary. (2017). Gender Equality. Cambridge University Press. http://dictionary.cambridge.org/dictionary/english/gender-equality.
Merriam-Webster Dictionary. (2017). Gamification. https://www.merriam-webster.com/dictionary/gamification.
OECD (n.d.). Trends Shaping Education 2015 Spotlight 7, OECD Publishing. Retrieved from: http://www.oecd.org/edu/ceri/Spotlight7-GenderEquality.pdf
Oxford Dictionary. (2017). Individualist. https://en.oxforddictionaries.com/definition/individualist.
Stott, A & Neustaedter, C. (n.d.) Analysis of Gamification in Education Retrieved from: http://clab.iat.sfu.ca/pubs/Stott-Gamification.pdf