Adults appreciate being able to apply their workplace dynamics to formal learning, and as a result, many undergraduate and graduate institutions build ‘experience’ into their instructional models. The challenge for the student is determining how and when to introduce that experience.
Whether delivered in the classroom or online, most courses’ tasks (assignments) fall into three categories: discussions, individual papers/projects and group activities. Integration of experiential content is easiest in discussion mode, as it doesn’t involve research or citation or sources, but focuses on practical explanations and ‘process links’ between what has been read and what actually occurs.
Papers and projects demand more formality. If an internal workplace document is shown as an example, its inclusion may need authorization from management, and the material must be cited as an unpublished source according to any one of several accepted citation formats: APA, MLA or Chicago. Publications like ads or press releases are less risky, as they are meant for external viewing, but run the risk of other students thinking they are promotional as opposed to critical, and still need to be cited as sources. Conversation-based evidence, such as the contents of meetings, may require a media release, or be used only in the most general terms.
Group dynamics slip easily from initial discussions to research and writing, and controlling the use of workplace ‘demonstrables’ may be difficult. In all cases, it is safest to get prior approval from management on any documents or content that could be considered confidential.
Fri, Aug 7, 2009
Adult Education, Tips