Example of Prompts for Weekly Discussion Boards (ADHE 328: Adult Education)

Below is an example of how I use the weekly Discussion Boards for graded learning activities in my course, ADHE 328 (Adult Education). Each week I post 4 options and ask students to post on 2 of them. My thinking for doing this is to give them maximum sense of agency in following up on the readings and activities that interest them most; I also try to find creative ways for them to actively engage with contents of the readings. -Kari Grain-

Discussion Prompts/Activities: Week 2

Introduction

In this week's activities/prompts we dive into the readings and fulfill some activities that are reflective, arts-based/active, and/or investigative in nature. I offer you at least one option (Prompt C) that gets you off your computer and into your community to look at it through the lens of adult education. Please complete your two posts, as usual, by Wednesday night, on the Week 2: Discussion Posts. Please complete your responses, as usual, by Sunday night. Have a great week, and hope you enjoy these prompts/activities!

Prompt A:

bell hooks opens her chapter, "Towards a Revolutionary Feminist Pedagogy" with a description of a teacher from her younger years who changed her life. She writes, 

Miss Moore knew that if we were to be fully self-realized, then her work, and the work of all our progressive teachers, was not to teach us solely the knowledge in books, but to teach us an oppositional world view—different from that of our exploiters and oppressors, a world view that would enable us to see ourselves not through the lens of racism or racist stereotypes but one that would enable us to focus clearly and succinctly, to look at ourselves, at the world around us, critically—analytically—to see ourselves first and foremost as striving for wholeness, for unity of heart, mind, body, and spirit.

On p. 199, she goes on to describe a period of "waiting" for the type of inspirational teaching that would dive into "how to teach". In the context of her adult learning in grad school, she says that that time "never arrived." 

For this reflective prompt, think of a teacher (in the broadest sense) who has taught you about the type of teacher you would like to be. You may think of a teacher from your younger years, or from your current life (in school, in your workplace, etc.). Describe a) what they do (their specific pedagogical actions) that made/make them a great teacher, and b) describe how it affected/affects you. c) Explain how in the adult learning context, you would adapt this teaching style to suit adult learners (or if you would do nothing different, you may state that too); Ensure that you cite specific concepts from your readings. 

Prompt B:

In the recorded interview with Kjell Rubenson, he tells a poignant story about a student in South Africa who was unable to submit her assignment on time because of a very specific reason (which the video/story will tell you!). This reason speaks to the barriers that some adult learners face in the age of online learning. Meanwhile, Linda Tuhiwai-Smith's chapter on "25 Indigenous Projects" outlines different educational and research oriented projects being led by Indigenous communities, focusing on themes such as survival, resilience, and storytelling. One of the connections between these resources is the power of storytelling in the context of adult education.

For this investigative prompt, find a powerful story (it may be a podcast, a video, or a written story or other media) that illustrates an adult learner who has overcome barriers in order to fulfill some aspect of lifelong learning. For your post, include the link to that story, and answer these questions: a) What barriers has this adult learner faced in their quest for lifelong learning? b) How have institutions played a role in either creating barriers or generating access to this person's adult education? c) Citing Kjell's video interview, Tuhiwai-Smith's chapter, or other readings so far from the course, make some specific connections to principles of adult education. 

Prompt C:

Marlene Atleo describes "social movement learning" in the context of adult Aboriginal education in Canada. Her piece states that, "The real activity of social movement learning arises in the places where people engage in social networks, in which they communicate through shared beliefs and values, come together to solve problems and conflicts, and use various forms of consciousness raising and protest (Della Porta & Diani, 2006; Atleo, 2013). 

For this active, arts-based prompt, take a walk around your own community and take a photo of a PLACE in which social movement learning occurs. (This does not need to be Aboriginal social movement learning, but rather, any social movement learning). For your post, include the photograph, and answer the following questions: a) What is this a photograph of? b) What social movement learning occurs here? c) What specific aspects/ideas from Atleo's chapter tell you that this is a social movement learning space? 

[Please ensure that you practice ethical photography principles: Do not take photographs of people's faces unless you gain explicit permission from them beforehand. Do not take identifiable photos of children unless you gain explicit permission from their parents beforehand. Public spaces are okay for photography but private spaces require more stringent ethical permissions.]

Prompt D

Pierre Walter's insightful article gestures to the wisdom of Indigenous traditional teachings (p. 185) and the tight-knit relationship between Indigenous pedagogies and stewardship of the land and environment. He then shifts to the "dilemma for non-Indigenous adult educators" in attempting to nurture this stewardship of the land, and to integrate Indigenous content, but without appropriating and further colonizing Indigenous teachings. For this prompt, consider a topic you're passionate about that relates to stewardship of the land and environment (this may be in relation to a specific place like BC's coast or a specific issue like pipelines, clean water, plastic waste, etc.). Find one Indigenous-led project that you can draw upon to further educate yourself on this issue, or to gain insights to how First Nations, Inuit, and/or Metis are approaching it. Reflect on how you might integrate this project into your own teaching on the topic.

For your post:

-Mention the topic, place, or issue that you're passionate about in relation to the environment or stewardship of the land

-Link to the Indigenous led project that is tackling a similar issue and mention one aspect that inspires you, or has transformed how you view the issue

-Reference Walter's article or other readings from this week to explain (briefly) how you might teach adults about this topic (drawing on and integrating Indigenous knowledge but not appropriating or colonizing it).