Taking Learning to Task: Creative Strategies for Teaching Adults

Rating:
Summary: an important book for all training professionals
Review: I think this book is a must for all people working in the field of adult education. Jane Vella has a unique way to give new life to old concepts, and to make us rediscover the basic principles to be used when designing and leading trainings. The concept of learning task Vella offers into this book it's a powerful tool for creating learning experiences that are going to make a difference in partecipant's life.

Rating:
Summary: Good for new educators
Review: When you are teaching a class of adults, do you find yourself wondering if the class is getting the information? Do you wonder if you are talking too much? These are questions for all adult educators, and this book is a good first start. It teaches the use of learning tasks rather than lectures.

Jane Vella is a trainer and an adjunct professor. She has written past works on adult training and, at times, refers to them in this book. The cultures and educational backgrounds of students she has taught are many, and she uses that experience. These techniques will help educators work with that.

The book is a short piece that has an easy tone. The beginning educator can easily access this without being caught up in theoretical discourse. This is designed for use rather than reflection. Likewise, Vella gives plenty of examples to walk you through the different steps in planning learning tasks. In one example, she discusses an online history course. Rather than have the student read the test and answer questions (basically enforcing rote memorization), the example asks the student to investigate how the US president gets power through the Constitution. The question is more of an open question that invites exploration rather than a closed question that asks for a parroting of the answer.

Unfortunately, not all of the steps are explained clearly. In some places, there is no example to illustrate the point. In one instance, she mentions there needs to be critical feeling in the lesson. This sounds like a great idea and probably the point that requires the most explanation, but there is no example to make sure the reader follows the writer.

There is also, in my opinion, a bit of bombast. Towards the beginning, Vella mentions graduate students she works with who have trouble with their dissertations. She proposes that they would have no trouble at all if they had learning tasks since preschool. Why is this in the book? If students were lectured on dissertations since preschool, I think they would have success in writing a dissertation in graduate school, too. Because this statement is in the beginning, it makes me wonder if she believes she has a system or idea that will sell itself.

Nonetheless, Vella�s book is good for the new instructor or the instructor who feels there must be a better way than lecturing; in contrast, the book may not be a good investment...

Rating:
Summary: Good for new educators
Review: When you are teaching a class of adults, do you find yourself wondering if the class is getting the information? Do you wonder if you are talking too much? These are questions for all adult educators, and this book is a good first start. It teaches the use of learning tasks rather than lectures.

Jane Vella is a trainer and an adjunct professor. She has written past works on adult training and, at times, refers to them in this book. The cultures and educational backgrounds of students she has taught are many, and she uses that experience. These techniques will help educators work with that.

The book is a short piece that has an easy tone. The beginning educator can easily access this without being caught up in theoretical discourse. This is designed for use rather than reflection. Likewise, Vella gives plenty of examples to walk you through the different steps in planning learning tasks. In one example, she discusses an online history course. Rather than have the student read the test and answer questions (basically enforcing rote memorization), the example asks the student to investigate how the US president gets power through the Constitution. The question is more of an open question that invites exploration rather than a closed question that asks for a parroting of the answer.

Unfortunately, not all of the steps are explained clearly. In some places, there is no example to illustrate the point. In one instance, she mentions there needs to be critical feeling in the lesson. This sounds like a great idea and probably the point that requires the most explanation, but there is no example to make sure the reader follows the writer.

There is also, in my opinion, a bit of bombast. Towards the beginning, Vella mentions graduate students she works with who have trouble with their dissertations. She proposes that they would have no trouble at all if they had learning tasks since preschool. Why is this in the book? If students were lectured on dissertations since preschool, I think they would have success in writing a dissertation in graduate school, too. Because this statement is in the beginning, it makes me wonder if she believes she has a system or idea that will sell itself.

Nonetheless, Vella's book is good for the new instructor or the instructor who feels there must be a better way than lecturing; in contrast, the book may not be a good investment...