I'm a bit puzzled. Previous courses have emphasized that adult learners want involvement--they're not passive learners. But now we're being told that the majority prefers to be lectured. 

The idea that the student is a customer seems antithetical to the idea that the student is there to learn. When a customer buys a product or a service, the only thing that the customer needs to do to get that product or service is to pay for it. But the student has to pay for the education and then has to learn--so there's a huge difference--at least, I think so. I'll be interested to see how this idea is developed.

I'm actually surprised a bit by the idea of a portfolio for most employment. I'd always thought of portfolios as useful for demonstrating artistic talent, such as painting or photography. So my question is this: do employers really look at portfolios? Or are they fluff that would only make a difference if a couple of apparently identical candidates were being considered? Or are they only useful in very high profile positions?  

BY allowing autonomy, students learn to self-motivate and complete their assignments within the time frame noted. Peer learning is a valuable asses in the classroom and clinical situation.

My major takeaway from this module is the need for the student to see the relevance of the class to the ultimate goal of entering the profession he/she is seeking. That's what empowerment is all about--integrating the individual into the profession.

Being adjustable between the two is a good skill to have, I think each individual student will need to adjusted accordingly and that may mean adjusting the teaching method slightly to reach the student where they are.

I had not heard these two terms used in education purpose before reading this chapter. I will delve more in depth into these methods and apply them to my classroom and setting and each individual student. 

Extrinsic motivators such as rewards offer short term benefits in the learning process; intrinsic motivators such as internal satisfaction offer longer term benefits in the learning process. 

What I find interesting is that although I "knew" the concepts and have actually applied them in the past teaching experiences I've had, I really hadn't labeled them as "security" and "autonomy". So when I first saw the terminology, it seemed foreign--but as I got into it, I realized that I had used them, but without having ever labeled them.

Bringing real-world experience to the classroom and lab, gives the student the opportunity to see that their training isn't in vain and the reality of the work world in their trade is very obtainable. Leading by example and showcasing the benefits of the trade and the perks of growing in their field, that should be a constant reminder of the potential each student has.