Summary
The Adult Art and Design Course provides an opportunity to analyze teaching methods and specific concepts that can help students and teachers. Despite the theoretical simplicity of teaching activities, it is challenging to implement all the ways to improve student’s quality of education. In some cases, circumstances such as the personal problems of students or teachers and the lack of proper equipment can worsen the quality of teaching. It is essential to follow motivational design models and specific learning strategies and consider the psychological factors that affect the student. The critical point in the analysis of the class is to assess the potential obstacles that prevent students from having a productive time in the classroom and focusing on the tasks assigned. However, the workshop on art and design was practical, as the teacher involved all components of Kolb, educational concepts, ARCS design models, and Wlodkowski’s strategy, which minimized the impact of situational barriers.
General Lesson Results and Training Methods
The art and design class lasted 60 minutes, during which the teacher addressed the planned topics. Adult students studied the main types of design that were promising in the digital world and considered the relevance of studying this topic. The training was aimed at introducing the concept of design to the person and understanding the general differences between its prominent types, such as graphic design, web design, and fashion design. The method used by the teacher during the class can be called brainstorming, as it allows students not only to learn new information but also to express their thoughts about the subject. The teacher allowed time for reflection and then conducted a survey in which everyone could volunteer. Each student could express their ideas and participate in the process, which increased learning productivity. Thus, the lesson was held qualitatively, and the teacher addressed all the topics planned in the program by interviewing students and actively communicating with them.
Implementation of the Kolb’s Cycle and the Concept of Multiculturalism
The teacher conducted the class by implementing all four spheres described in the Kolb cycle. Kolb’s model differs from traditional teaching methods, combining the student’s acquisition and analysis of knowledge, the theoretical substantiation of the information, and its application in practice. When using this method, students are motivated to learn and, therefore learn more value than those whose teaching method involves using less related components (Wijnen-Meijer et al., 2022). For example, while studying the web design concept, the teacher introduced students to the definition and then analyzed its functionality and relevance in modern design. After this stage, the theory explaining the importance and the essence of the application of this type in practice was followed, and only at the end of the students could independently test a new concept. They had the opportunity to discuss the relevance of studying the direction of web design and the existing rules and theories it includes. Kolb’s vision is promising for adult learning, and the educator was able to use all four areas, thereby diversifying education.
A group of students comprises people from different cultures and nationalities, and the teacher needs to incorporate the concepts of multiculturalism into their class. Implementing this concept is integral to learning because it forms tolerance and tolerance among students. In an international world, this is especially important, as access to knowledge should have every modern person, and the learning process should be comfortable for everyone. Thus, considering the characteristics of each person, it is possible not only to create a comfortable learning environment but also to improve students’ results by ensuring the quality coexistence of different cultures.
ARCS Motivational Models and Wlodkowski Strategies
The Art and Design Course teacher was able to include in the learning session all four parts of the ARCS motivational design model despite the difficulties of its implementation due to the different psychological conditions of people. Teachers should initially draw the student’s attention to the topic and then convince him of the relevance of the use of this topic. in the professional sphere. These two stages are followed by motivating students and instilling self-confidence, finally allowing everyone to get satisfaction from both the learning process and the results it brings. Combining these actions is necessary to “not just focus on one learning model just because of the subject matter” (Lumbantobing & Haryanto, 2019, p. 8). An example of the application of all parts of the model can be taken from the same study of web design, the first step which was to draw people’s attention to the topic. The teacher described the concept’s essence and explained its application possibilities in the professional environment. After that, the teacher verbally motivated students to study this area, presenting its simplicity and the opportunities available to anyone who wants to try their hand at web design.
To improve the quality of the learning process, Wlodkowski’s specific motivational strategies can also be used during training. The teacher was able to use some of them, and their use was successful enough to study the types of design during the class. In general, Wlodkowski defined adult motivation during training as the ability to benefit from the subject and find it relevant for practical use (Patterson, 2018). Based on this definition, the author created motivational strategies to gain interest in the educational process among adult students. For example, during the art and design class, the learners could brainstorm across dimensions, and the course goals and objectives were clearly defined by the teacher and presented to the group. The practical value of these goals was described, and students were convinced that they would be able to achieve good results thanks to their powers. These motivational strategies were used most often by the educator and impacted the results of the lesson.
Potential Barriers to Learning and Their Impact on Effectiveness
However, during the class, it was possible to observe specific situational barriers that hindered the learning process and the good sense of students. Among the most pronounced barriers are health problems that affect the educational achievement of adult learners (Saunders, 2019). Among the health problems can be distinguished not only physical indicators but also psychological ones, such as depressive phase, which can affect issues at work or home. All these problems can significantly worsen learning outcomes, as motivational strategies may not influence some. The methods used by the teacher to improve the quality of education minimize the influence of external factors on the student’s abilities, but they cannot wholly change the psychological state of the person, and this is an obstacle to learning.
In general, it is possible to assess the effectiveness of the class as high as the teacher was able to cover all the necessary topics by trying to use all possible ways to improve the quality of the lesson. All the planned topics were considered, and theoretical and practical parts were involved during the session. The teacher explained the relevance of the issues studied and allowed adult students to express their opinions on the lesson topic voluntarily. Everyone was sufficiently motivated to continue the learning process and show qualitative results. Considering the concept of multiculturalism, each learner was provided with a comfortable environment in which they could express their abilities and feel free.
In conclusion, art and design classes were effective and productive for students, as the teacher tried to use all innovative methods and ways to improve the quality of the lesson. The brainstorming method and four areas of the Kolb cycle were used, which involve correct analysis of the topic and its application in practice. Each participant was tolerant towards others and motivated to learn through implementing the ARCS motivational design. Adult students were introduced to the subject and were able to believe in their abilities to understand it, which also helped Wlodkowski’s motivational strategies. Overall, despite some barriers related to the potentially poor psychological state of the students, the training was more effective than when the old practices were used. Thus, the combination of all these methods contributes to the improvement of learning results and the self-feeling of students.
References
Lumbantobing, W. L., & Haryanto. (2019). Effect of ARCS model on learning independence of 21st elementary school. Journal of Physics. Conference Series, 1233(1), 012105. Web.
Patterson, M. B. (2018). Critiquing Adult Participation in Education, Report 2: Motivation around Adult Education. Research Allies for Lifelong Learning.
Saunders, J. (2019). A Study to Determine Barriers That Impact Adult Learner Academic Success. Concordia University. Web.
Wijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022). Implementing Kolb´s experiential learning cycle by linking real experience, case-based discussion and simulation. Journal of Medical Education and Curricular Development, 9, 23821205221091510. Web.