EDU7001+Rhetorical+Strategies


 * ** EDU7001-8 ** ||  ||
 * ** Foundations of Educational Scholarship ** || ** 4 Organizing Academic Writing through Rhetorical Strategies ** ||
 * Stephen, **
 * Overall, you have followed directions well and used the concepts described in the activity appropriately. Your writing style looks flawless. Well executed assignment. **
 * Overall, you have followed directions well and used the concepts described in the activity appropriately. Your writing style looks flawless. Well executed assignment. **

=Rhetorical Strategy Paragraphs= In this assignment the author is to use the topic chosen in Activity 2 and write three paragraphs describing this topic using a different rhetorical strategy for each. The topic chosen in the previous activity is to explore the role of adult learning styles in relationship to online learning.

Chronology
The idea that adults require different methods of instruction in order to learn as opposed to the teaching of children is relatively new. In 1926 the American Association for Adult Education was established with a purpose of researching better ways to educate adult learners. European educators began using the term andragogy when in 1957 Franz Poggeler published //Introduction to Andragogy: Basic Issues in Adult Education//. Little changed in regards to the methods for educating either children or adults until Malcolm Knowles attempted to formulate a comprehensive adult learning theory. In Knowles’ 1973 book //The Adult Learner: A Neglected Species//, “ adult-learning theory emerged from the academic backwaters ” ( Zemke & Zemke, 1995, para. 7 ). Since then many scholars have worked on developing approaches and theory to maximize the learning of adults, and the field has gone in a number of directions including, Transformative learning and Self-directed learning.*

Formation
By 1980 Malcolm Knowles acknowledged that andragogy was not the comprehensive learning theory that he had originally hoped, stating “ I don’t see andragogy as an ideology at all, but a set of assumptions about learners that needs to be tested ” ( p. 6 ). The four assumptions that compose a learner-centered, adult-based, learning environment according to Knowles include These assumptions have received much scrutiny in the more than 25 years since they were written but their “ usefulness as a rubric for better understanding the adult learner should not be ignored <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Donavant, 2009, p. 230 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).*
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">adult learners prefer self-direction;
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">adults will learn better by bringing their experiences to learning, through discussion or problem-solving activities;
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">adults tend to learn in response to life events; and
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">adults want to learn something that they can apply to their immediate condition ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Knowles, 1984 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

Materiality
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">To evaluate the differences between adult learners many studies have used the Kolb Learning Styles Inventory (LSI) ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Kolb, 1984 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This instrument measures learners on two continuums of learning style. The first continuum identifies how learners grasp or perceive information, differentiating between concrete experience and abstract conceptualization. The second continuum identifies how learners assimilate or process information, differentiating between active experimentation and reflective observation. By combining the results of these two continuums researchers can determine an adult’s preferred learning style. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">It is posited that once an adults learning style has been identified the instructional process can be modified to enhance learning.*
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learners who prefer concrete experience and active experimentation, are labeled accommodators and “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">tend to solve problems in an intuitive, trial-and-error manner, and are very adaptable to changing circumstances <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Buch & Bartley, 2002, p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learners who prefer concrete experience and abstract conceptualization are labeled divergers and “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">enjoy idea generation activities <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learners who prefer abstract perception and active assimilation are labeled convergers “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">prefer deductive reasoning. They have well-developed decision-making skills and tend to be interested in the practical application of ideas <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Learners who prefer abstract perception and reflective assimilation are labeled assimilators and “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">tend to be good at organizing information, building and testing theories, and designing experiments <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 7 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [o1] Excellent…writing style looks great. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [o2] Good use of formation here…you have described how the whole relates to the parts well. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [o3] Very good.


 * = References ||
 * * Buch, K., & Bartley, S. (2002). Learning style and training delivery mode preference. //Journal of Workplace Learning//, //14//(1), 5<span style="font-family: 'Cambria Math','serif';">‐ 10. doi:10.1108/13665620210412795
 * Donavant, B. W. (2009) The new, modern practice of adult education: Online instruction in a continuing professional education setting. //Adult Education Quarterly//, //59//(3), 227<span style="font-family: 'Cambria Math','serif';">‐ 245. doi: 10.1177/0741713609331546
 * Knowles, M. S. (1980). //The modern practice of adult education: From pedagogy to andragogy//. Chicago:AP/Follett.
 * Knowles, M. S. (1984). //Andragogy in action//. San Francisco: Jossey-Bass.
 * Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? //Training//, 32, 69-82. Retrieved from ERIC Database. (ED405481) ||