1.     Time versus flexibility for adult learners 

This trade-off has its basis in one of the key features that differentiates an adult from a youth i.e. that adults negotiate multiple roles and expectations (Marienau and Reed, 2008). This means that adults’ main role in society is not just as a “student”, but as a worker, a parent, a spouse, a member of the community etc. Given the variety of roles that adults have, educators must take that into account when designing programs/courses. Specifically, as described by Marienau and Reed (2008), the educator must make sure to balance the hours required for their community-based project with allowing for accommodations for the diverse sets of responsibilities and constraints their learners will ultimately have as adults. The trade-off is therefore between these two desirable outcomes that will enhance the learner experience; maximizing time spent in the community, on reflection, and assessment, with also maximizing flexibility and accommodation (so ultimately reducing hours spent on these tasks) for learners to enhance their experience. Both will ultimately benefit the learner, however, they are in direct conflict; you cant maximize hours spent in the community while also reducing hours for flexibility. Therefore there is a balance between both these concepts in good course design. 

2.     Reflection through experience or transmission of knowledge 

The next trade-off that I thought was interesting relates to reflection as a key mode of learning and how two different perspectives are in conflict as to how to enhance reflection. Reflection within the learning experience is designed to “provoke reconsideration of preconceptions and prior experiences” (Marienau and Reed, 2008, p.65). In our readings the author describes that reflection can be enhanced using two different approaches. Firstly, through a developmental perspective reflection can be enhanced through adults’ past experiences and associations. This is in line with one of the assumptions as to the uniqueness of adults; that they bring with them varied and unique experiences (Marienau and Reed, 2008). On the other hand, using a transmission perspective, the transmission of knowledge and ideas can also enhance reflection. These two perspectives are in conflict as the developmental perspective I believe refers to reflection by the individual learner looking inward, whereas with the transmission perspective it is more facilitated by the educator. The beneficial outcome of both perspectives is the same, enhanced reflection and therefore good learning. However, they cant both happen at the same time, and therefore the balance would be to determine how much time to spend on facilitating reflection utilizes each perspective. 

 

Marienau, C. & Reed, S. (2008). Educator as designer: Balancing multiple teaching perspectives in the design of community based learning for adults. New Directions for Adult and Continuing Education, 118, 61-74.

 

 

One of these trade-offs is “reflection on prior experience” (Marineau & Reed, 2008, p. 68). In this issue, the authors explain that adults bring their invisible backpack of beliefs, assumptions, experiences, and emotions to their new learning experience. This is baggage they can not simply put down, and it impacts their new learning and how they view the new ideas presented to them through the community-based learning opportunity. To navigate this, adult learners are encouraged to engage in reflection to bring about learning. 

The role of reflective learning is supported by two different perspectives. The first is the developmental perspective in the idea that one reflects on their new learning through their previous experiences, therefore the past and present are linked. The second is that of expert transmission, meaning an expert’s transmission of ideas and knowledge can impact an individual’s reflective learning. 

A second trade-off is “Attention to Individual Differences” (Marineau & Reed, 2008, p. 69). This idea shows us that adult learners have individual differences that are well-defined and that teachers should encourage learners to be aware of and respect these differences. The authors note that a good majority of today’s adult students may find themselves in a conflicting internal tug of war when partaking in community-based learning experiences. Many of them may be wrestling with identifying with having been or being a part of that type of community at some point yet, they may be viewed as an outsider because of their current status as students of higher education. Additionally, classroom discussions regarding the neighborhoods or communities (the authors give the example of poor neighborhoods) may leave some students feeling “stereotyped, ignored, or demeaned” (Marineau & Reed, 2008, p. 69)

Instructors need to create safe spaces to allow for experiences to be discussed.

The social reform perspective comes into play with this issue as the instructor is encouraging students to think about and interact with races and classes that they might not generally interact with or in a way in which they might not normally do so.

References
Marienau, C., & Reed, S. C. (2008). Educator as designer: Balancing multiple teaching perspectives in the design of community based learning for adults. New Directions for Adult and Continuing Education, 2008(118), 61–74. https://doi.org/10.1002/ace.296 

The first trade-off I could relate to was the consideration of adults’ practical skills and inclinations adults. Reed and Marienau (2008) emphasize the importance of feeling satisfied with initiatives that help people accomplish a clearly stated goal within a fair length of time. Teachers who actively seek out and promote this kind of cooperation may incorporate the perspectives of development, apprenticeship, and social revolution. When we were in college, our teachers assigned us to teach adult newcomers English classes about oral health and aware them of regularly visiting dental hygienists and dentists, this achievement was very impressive because 70% of them didn't know the importance of floss or dental hygienists’ regular visits.

The second trade-off as Trish stated also couth my attention especially since we are living in a multi-culture society, was attention to individual differences. Some students may find it upsetting to hear assumptions made about others based on their class, colour, sex, and other socially constructed characteristics. It is imperative that such students receive significant assistance, which motivates teachers to use their nurturing skills. 

Marienau, C. & Reed, S. (2008). Educator as designer: Balancing multiple teaching perspectives in the design of community based learning for adults. New Directions for Adult and Continuing Education, 118, 61-74.