This part strikes me as very challenging to do well. I think there are some good ideas listed but they may be difficult to have realized well. I think a good way to guard against this might be to include the "slacker" escape clause that was mentioned in one of the videos- a chance for group members who are attempting to embrace to not have a negative experience due to someone not working toward the common goal.

I hear this type of complaint with adult learners in a volunteer setting. They do not want to learn from other volunteers in leadership positions- they want the statewide experts to lecture, "sage on the stage" style.

I feel this statement applies to teaching volunteers especially. Striking the balance between designing a course with objectives that we think they should achieve with the type of objectives a volunteer coming in may be more likely to achieve is hard, especially with a really wide range of backgrounds coming in. As designers, we aren't in the position to make hard to achieve requirements- our goals have to be somewhat guided by what our typical student (adult volunteer) would be willing to work toward in our program.

I see the obvious benefits of self-monitoring but I am getting hung up on one thing... This topic hasn't included much about the difficulties of self-regulated learning in truly mastering some content or a skill. I'd like to hear more from this very academic discussion of the important role of the teacher/guide in the self-regulated process. A learner doesn't know what he/she doesn't know, and oftentimes I myself haven't realized that I was confused or "not getting it" without the interjection of a teacher. Is seeking out external feedback considered a skill in the self-regulated learning process?

I really enjoyed this table. Seeing this list of potential skills displayed in this way has given me additional skills to consider to use with adult volunteers in the Master Gardener Program.

I've been learning about the specific needs of adult learners and how to design courses that meet those needs. I am curious about how teaching "soft skills" may look different for people in different life stages (if at all).