The “Aha” Moment. Out of all the new things that you learned, what topic or point caused you to reflect the most? Why?
For me, I realized that keeping students’ interest is equally paramount as getting their attention. In order for students to maximize their time in class, it is important that they absorb the information the easiest way possible and if fun can help ensure that, game-based learning would have met its objective. Speaking with Robbi, we both agreed that giving students the opportunity to participate and giving them the opportunity to share ideas and personalize their learning helps create a positive learning experience. “Games allow for an active transfer-of-learning opportunity to apply theoretical knowledge to practical experiences and activities. Learners are able to make mistakes and take risks in a safe, protected environment surrounded by others who support them and can offer assistance” (Anderson, Anderson & Taylor, 2009, p. 3).
This is the point that made me reflect the most because of my personal experience with this matter during my previous studies. During my time in school, we had several instructors for different subjects and they each had different teaching styles. Experiencing this showed me different types of learning methods and what types I preferred. For example, one time, we played Jeopardy to complement our anatomy class. The questions in the game involved descriptions of body parts and we would guess the answers based on the descriptions in the questions. This non-traditional way of learning made me realize that you can learn just as much information as you would sitting in a classroom for hours listening to lectures. I was more motivated to learn this way due to the competitiveness of the games. This teaching method, compared to the lecture-style, not only motivated mine and my peers’ thinking but kept us engaged and focused on the task at hand. For me, at least, I’ve found that I digested information better when they are derived from unforced situations. Quoting Kolb & Lewis (1986) “Research has shown that games can be more effective than traditional methods of instruction for promoting positive attitudes towards learning and memory skills” (as cited in Anderson, Anderson & Taylor, 2009, p. 2).
Having experienced this myself was great because it solidified my thoughts that game-based learning is beneficial in the area of adult education, especially when it comes to improving, encouraging, and retaining students’ interest. Robbi and I also discussed that while we understand the hesitation in bringing this method into the classroom, we think the benefits outweigh the disadvantages.
With the millennial generation now going into post-secondary education, the incorporation of this method may be a lot smoother than before. “Game-based learning seems to be a large part of the future of educational learning. What this means for adult educators is that in the next ten years, we will be facilitating a classroom of millennial students who are accustomed to learning from games, either digitally or traditionally” (Anderson, Anderson & Taylor, 2009, p. 2). Challenges can still arise with the reluctance of older instructors and students but as long as this method is presented correctly and appropriately, the challenge of using it can be surmounted.
What made me reflect most on the topic of re-integrating feminist theory in adult education is the necessity of feminist theory in education and the difference it makes when integrated into already existing skills and techniques. For example, when opposite parties are gathered together to discuss conflicts or issues and find solutions, feminist theory guarantees, in particular, that the voice of women will not be drowned out by the voice of men. It also guarantees that all parties involved are equal no matter the difference in age, sex or status and all opinions are considered in the decision-making process. Adding feminist theories enhances the already existing techniques and helps fill in the areas that may have been lacking.
My discussion with Robbi also made me realize that older generations may be more attached to issues relating to women’s rights because they can identify with the struggles, unlike the younger generation that were born to certain rights and practices that are already in place. Just like the article states, “In the current attempt to unite with other causes, to find multiple heuristic lenses, to struggle for the rights of learners, we have seemingly foregone special attention to women; such de-politicization means that women’s needs and causes are increasingly hidden. In focusing on women as a distinct political category and group and using a politically infused feminism as a critical lens, we can find spaces of hope” (English, 2019, pp. 100-101). Fighting multiple causes at the same time can make us forget that the fight of women for equality is still ongoing, and the importance of keeping this progress is essential, not just for the rights of women, but the whole community.
Please check out the resources page on my blog for my list of references.