Journal Entry #4: “The flipped classroom is…essentially reversing the traditional order…this approach fits adult education’s values of active learner engagement and self-direction.” (Merriam & Bierema, 2014, p.207)
Objective:
What have you learned from reflecting on this particular quote?
Reflection on this particular quote resulted in a deeper understanding of the evolution of lecture delivery from the traditional passive one-way format. The flipped classroom refers to the lecture course content as being available through a multi media source meant for viewing prior to class time, thus allowing a more problem-based, student-centered approach during class. The flipped classroom also allows for more self-directed learning as students can choose their own pace and can either work independently or be more engaged in creating and solving problems within groups. I am very intrigued by the notion of a flipped science classroom, as I recall the overwhelming confusion sweeping across the three hundred students in the massive scale lecture hall of the third year chemistry class as the professor was rapidly writing on the chalkboard. The ability to listen was itself minimized by the concentration on correct note taking and there was absolutely no time for any sort of discussion or engaging activity. To resolve this issue in advanced genetics courses, an additional and optional tutorial was provided for students outside of class time, however this posed a real concern for students with conflicting schedules due to work or other courses. As a result, I believe the concept of the flipped classroom has great potential in post secondary curriculum and instruction, specifically within Science academia.
What has caught your attention?
What has caught my attention, however, is the notion that this instructional strategy can go beyond simply having additional video resources, to being a strategy implemented across adult education, as it fits with andragogical assumptions that promote autonomy, self-directed learning, and problem and task centered learning. Moreover, it is also a model that takes into account intrinsic motivation and promotes engagement and collaboration while providing relevance and immediate application of knowledge as well as opportunities for the self-evaluation of learning. Technology has advanced at such a rapid rate that it seems only logical to take advantage of it and utilize it in such a manner that would facilitate instruction and encourage problem-based learning in a supportive environment.
Reflective: What did you realize about teaching as a result of this quote?
This quote significantly emphasized the need for the adult educator to continually adapt to its ever changing environment. Although the traditional behaviouristic teacher-centered methods have been the primary mode of lecture delivery, the student base is gradually increasing with technologically advanced millennials who are social, education oriented yet also impatient during the traditional monotonous lecture delivery method. Moreover, the vast amount of research available on andragogy as well as the human learning process itself propels adult educators to a problem-based, student centered approach. The flipped classroom is thus a direct result of the adaptation of the adult educator to meet the needs of the students taking into account time constraints thus relying on external multi media sources for lecture delivery. Although a tedious process at first, these video lectures will prove useful in future courses thus alleviating lecture material preparation in the long term. However, there may be those who abuse this model by choosing not to view the videos at all. Various methods to ensure students do in fact view the material and attend class prepared, such as peer evaluations and embedded mini quizzes within the lecture video.
Interpretive:
What was your ‘Aha!” moment when you read this quote?
My ‘Aha!” moment when I read this quote was in regard to the correlation of the flipped classroom to self-directed learning, specifically with respect to cognitive autonomy. As mentioned in previous journals, I am a firm supporter of problem-based learning as it fosters autonomy and self-direction in accordance to humanistic principles and andragogical assumptions, yet in most instances the autonomy was referring to organizational autonomy such as resource selection, time management and experimental design methods. Cognitive autonomy on the other hand allows the learner to control learning by selectively choosing appropriate treatment plans in medicine, or specific solutions in mathematics or novel diagnostic strategies in microbiology, then justifying their selection based on scientific principles, then evaluating their efforts via self-evaluation and sharing these via peer discussions. Moreover, through shared learning experiences the learners can brainstorm multiple approaches and re-evaluate errors, thus significantly contributing to the advancement of learning. Moreover, it has been brought to my attention that a vast majority, upwards of 65% of learners are visual learners, thus it would certainly be more meaningful to use technology to also engage the learners. To illustrate, after watching the external videos, the students could write on their blog a short summary of the lesson, and then reflect on whether the material as well as manner in which it was presented was easy, hard or confusing. This would relay valuable feedback to the educator in regard to further video development.
In what way(s) did this quote change your mind about being an adult educator?
This quote changed my mind in regards to being an adult educator that not only encourages autonomy and self-directed learning, yet also one that supports cognitive autonomy. By reading through classroom examples that vary in their degree of organizational, procedural and cognitive autonomy support, I realized that one can create an effective learning environment even with a low organizational and procedural autonomy if they support a high level of cognitive autonomy. To illustrate, the adult educator can have the resources already selected and the chart already created on the blackboard, however she can then support the student in high cognitive autonomy by suggesting the student engage in critical thinking in terms of what a possible solution would mean and how that can result in multiple pathways that will yield positive strategies. By guiding the student and giving him time to make a thoughtful connection and construct meaning to the solution and devise alternative approaches, one can engage in high cognitive autonomy support. An adult educator can use organizational autonomy as a starting point to then facilitate support in cognitive autonomy. The aim of the flipped classroom is to provide greater opportunities for cognitive autonomy by providing more class time.
What was one key insight that you now have as a result of this quote?
One key insight I now possess as a result of this quote is in regard to how cognitive autonomy support can radically influence intrinsic motivation and student engagement. Once a student engages in cognitive autonomy, via educator support, a new horizon appears which not only allows for multiple approaches and strategies to a problem or task, it can influence the manner in which further learning accumulates and the manner in which one can engage in critical thinking and critical reflection practices. This new found ability can serve to increase intrinsic motivation in the pursuit of knowledge and also increase engagement with colleagues through a self-confidence in the learning process itself and in the importance of learning from mistakes. The expert educator, according to John Hattie, moves beyond surface knowledge such as content knowledge and into the realm of deep conceptual understanding, which is what the flipped classroom aims to do, by freeing up more class time to engage in hands-on activities and higher cognitive autonomy.
Decisional: How has this quote and the insight that you have gained from reflecting upon it, influenced your notion of teaching or how you will teach in the future?
This quote will most certainly impact the manner in which I will teach, starting with the use of external multi-media sources. The availability of lecture material via video will not only serve as a valuable tool to create more class time for student-centered problem-based learning, it will also help students outside of class time if they choose to watch the material together and brainstorm. As a result, I can use class time for group discussions, group activities, concept maps, portfolios, reflective journal entires, assessments, case studies and individual one on one support. It will also provide an excellent co-teaching opportunity for a busy professor with a graduate student, where the lecture material can be provided by the professor and the class time can be utilized by the graduate student for problem-solving, answering questions, group discussions or independent work, an excellent solution for busy faculty members. Moreover, I will also aim to address the fears of using this non-traditional instructional approach where those uncomfortable with technology can have a support system in place, perhaps with peers, through a learning activity in which the technologically advanced learners can help and direct those individuals. This activity will in turn perhaps also increase the compassion, patience and perspective taking ability for the technologically advanced while decreasing the fear or anxiety associated with a non-traditional classroom or advanced technology for those unfamiliar with such concepts. Moreover, to promote a higher level of engagement, I plan to implement the use of blogs and guided reflective journal entries in regard to the videos to ensure student engagement and obtain feedback in order to improve video delivery. I will also try to embed short quizzes, through the video lecture, to ensure students are not only viewing but also understanding the material presented. Peer evaluations are also a great way to ensure co-operation and fair participation and contribution to class work by all learners.
Journal Entry #3: “…tests and grades are anathema to andragogy, which assumes adults are capable of self-evaluating their own learning.” (Merriam & Bierema, 2014, p.57/58).
Objective:
What have you learned from reflecting on this particular quote?
Reflection on this particular quote resulted in a deeper understanding of the ongoing challenge in evaluating learning in adult education where there are numerous and complex factors at play. Andragogy, the art and science of helping adults learn, as introduced to American professional literature by Malcolm Knowles assumes adults have the capability of self-evaluating their own learning. Costa and Kallick added new dimensions to self-assessments such as self-managing, self-monitoring and self-modifying in addition to reflective worksheets, all aimed at the adult learner and situated within andragogical assumptions. Let us begin by differentiating between evaluation and assessment. Assessment provides the opportunity for feedback, to the students for further improvement and clarification as well as to the educator, allowing the opportunity for teaching adjustments to better meet the needs of the learners. Evaluation, on the other hand, is more summative, required by educational institutions and driven by accountability. Evaluation can be in the form of tests and grades, yet in andragogy, the assumption is that adults can self-evaluate their learning, having the capability to essentially grade themselves, as we shall discuss further.
What has caught your attention?
What has caught my attention, however, was the notion that tests and grades are anathema, or an outrage to this particular type of education. Further analysis of the negative connotations associated with tests and grades such as fear and anxiety reveals the positive influence of a self -evaluation, which has essentially the same outcome, to examine the learning that has taken place. A high level of emotional distress during a test has a direct correlation to poor academic performance and is thus not a proper indicator of the capabilities and learning outcomes of that particular individual. To illustrate, yesterday I participated in a Mathematics assessment at UFV, and I was pleasantly surprised that is was labelled as an assessment and there was no allusion to the notion of a test or grades or a pass or fail criteria. This created an environment where I felt treated as an adult and the amount of nervousness usually associated with an exam determining a passing or failing grade was drastically minimized. Yes, this assessment was to provide feedback for the professor, as to where my mathematical understanding lies, however, at the end of the exam, prior to hearing the results, I was capable of self-evaluating my exam. I was aware of the exact questions that posed problems and I was able to identify the gaps in my learning which I need to review. The assessment result was in accordance to my self-evaluation, as I scored quite high, yet not perfect.
Reflective: What did you realize about teaching as a result of this quote?
As a result of this quote, I realized that teaching, specifically within adult education can be radically improved by the use of “alternative examination strategies”, a term I just coined myself, as opposed to traditional strategies such as quizzes and exams. The incorporation of such strategies to the universal design, would, in my opinion, be of great value. A few examples of such strategies are as follows and this is in no means an exhaustive list: Visual demonstrations such as posters, portfolios or projects, media demonstrations such as videos, power point or blogs, and verbal demonstrations such as an interview as opposed to a final exam. And as I am writing this, I am noticing this course in particular, PIDP 3100 has made excellent use of these strategies! All of the above methods are intended to allow adults to demonstrate their learning in ways which reflect their individual strengths and also allow for opportunities for self-evaluation.
Interpretive:
What was your ‘Aha!” moment when you read this quote?
The ‘Aha!” moment was when I realized that andragogy is a much more complex undertaking, where learning can actually occur as a result of the self-evaluation process itself. The adult learner is given an opportunity to demonstrate its learning, via various methods, and then self-evaluate it. Although evaluation is summative, and the purpose is not for improvement or growth as it would be for an assessment, the process of self-evaluation can yield a learning opportunity. During the self-evaluation process, the learner is given an opportunity to determine their level of knowledge, this providing insight also into the areas in need of development and improvement. Thus, the learner constructs relevant insights and connections to the learning content and the learning process itself. The self-evaluation can illuminate in regard to areas of limited knowledge and can provide pathways for enhanced learning. As a result, the self-evaluation is the collection, analysis and exchange of data in regard to individual educational processes and can in itself be an opportunity for learning. To illustrate, after self-evaluating my mathematical knowledge at a theoretical A- level, I can infer on the areas I need to review in order to improve to an A+. I have learned, through self-evaluation, the areas requiring my attention, and although I cannot re-do the alternate examination strategy, I can in the future address those areas and improve.
In what way(s) did this quote change your mind about being an adult educator?
This quote changed my mind in regard to being an adult educator that not only uses alternative examination strategies yet also properly designs these alternative strategies. Proper design can include motivational questions for interviews that rely on the learner background and experience, that illicit intrinsic motivation and can as a whole contribute to the learner well being. As a result, the benefits of the reflective process need to be emphasized. Moreover, a proper design will also include highly interactive and stimulating strategies providing opportunities for experiential learning as well such as media presentations. Adults rely heavily on this type of learning as they learn from experience, the greatest resource of learning in andragogy, and the creation of a blog or video would be an excellent experience for adults of all ages.
What was one key insight that you now have as a result of this quote?
One key insight I now possess as a result of this quote is the impact of a positive outlook on the self-evaluation of learning as meaningful and highly beneficial. The association of self-evaluation to possible learning outcomes, is a key insight that can aid in the delivery of instruction and the facilitation of self-evaluation. New knowledge can be related to existing knowledge at a much more rapid rate if the learner perceives the self-evaluation as meaningful and beneficial. This also has implications to emotions and positive or negative responses to life-situations, thus fostering a positive outlook can serve to promote emotional stability, self-esteem and confidence. As a result it is crucial to remove the negative connotations associated with grades and tests and make use of alternate examination strategies that do not aim to critique learning but rather emphasize the individuality in learning styles and strengths by various means of presentation, all while maintaining accountability.
Decisional: How has this quote and the insight that you have gained from reflecting upon it, influenced your notion of teaching or how you will teach in the future?
This quote has not only emphasized the need for alternative examination strategies as opposed to tests and course grades, it has also emphasized the need to provide these in proper universal design. The adult learner should foster a positive self-evaluation that is reflective, interactive, stimulating and contributes to the well being of the individual. As a result, I plan to implement the use of posters or concept-maps for self-evaluation of learning and media presentations for learners that are visual. I am actually looking forward to incorporating this strategy within my role as a mathematics tutor within the university upgrading department at UFV. Another area of interest is the implementation of objective reflection via short journals that can serve as pre-assessments to better equip adult educators for future instruction by providing feedback. This allows one to understand the current level of proficiency and helps direct future learning collaborations. As mentioned previously the use of open-ended questionnaires are also beneficial in terms of the insight they provide in terms of previous knowledge and connections as opposed to multiple-choice pre-assessments that are very limiting. All of these assessment strategies are aimed at obtaining feedback. Progressing to evaluation, an additional problem with multiple choice examinations is that it provides an opportunity for the learner to obtain the correct answer by the process of elimination, which relies heavily on guess work or by “working backwards” and inserting all answers into the equation until an appropriate match is found. A better alternative is to provide a blank space for the answer, or a poster requiring a demonstration of all mathematical steps, a much more difficult endeavour, yet a great alternative examination strategy! Upon demonstrating verbally or via posters or media, the adult learner will have an opportunity to self-evaluate, essentially grade itself and the final mark would be an integration of their self-evaluation and my evaluation as an adult educator. Regardless of the alternative examination strategy used, I will always aim to convey the benefits of self-evaluation and aim to ideally alleviate any existing fear or anxiety, by emphasizing that the method of choice will be as a result of individual strength.
Journal Entry #2: “ adults are problem-centered, not subject-centered, and desire immediate, not postponed application of the knowledge learned.” (Merriam & Bierema, 2014, p.53)
Objective:
What have you learned from reflecting on this particular quote?
Reflection on this particular quote resulted in a deeper understanding of the complexity of adult education and how it can be differentiated from pedagogy. This quote is actually the fourth assumption of andragogy, that adults are problem-centered and desire immediate application of knowledge. Andragogy is a term initially widely used in Europe, and then introduced to American professional literature by Malcolm Knowles, to describe the previously neglected species of the adult learner. It encompasses the growing body of knowledge and technology aimed at the adult learner and helped professionalize the field of adult education. Pedagogy, on the other hand, focuses on the learner as dependent, subject-centered and applications of the knowledge can be postponed to the near or distant future.
What has caught your attention?
What has caught my attention, however, was the notion that the adult orientation to learning is problem-centered, task-centered or life centered. It is as a result situation motivated. Thus, as Lindeman pointed out, the need to learn arises from the need for problem solving, problems that include obstacles to self-fulfillment, not for the sole purpose of the accumulation of knowledge. Adults engage in learning largely in response to pressures from current life situations.
Reflective: What did you realize about teaching as a result of this quote?
This quote emphasizes the need for adult educators to implement teaching methods which are conducive to this particular learning style. This brings up the notion held by Tough, to make the learner aware of the need to know. Adults are interested in why they need to know a concept and how that knowledge can be immediately applied to their situation. Not only will this increase their motivation, it will also enable them to be fully engaged in the learning. Educators can elaborate on the value of the learning by relating it to an increase in performance ability or to an improvement in the quality of their daily lives. It is important to convey the relevance to a real life context and there are various strategies to do so, as will be elaborated on in the decisional section of this journal.
Interpretive:
What was your ‘Aha!” moment when you read this quote?
The ‘Aha” moment when reading this quote was in regard to the realization that there are underlying humanistic philosophy principles which drive the andragogical assumptions. The individual learner is central, self-directed, engages in learning for self-fulfillment, problem solving and greater competency in life roles. This is in line with humanism, where the individual capability for personal growth, development and fulfillment is valued. It sheds light on motivation and goals, as it incorporates the need to know by being problem-centered, which are determinants of potential for personal development. Maslow depicts motivation as a hierarchy of needs, starting with the physiological, safety and security and progressing to belongingness, self-esteem and ultimately self-actualization. Once the individual has met and mastered these needs, he could then progress further. Problems arising in any of these categories, creating obstacles to self-actualization, can thus direct learning, which then serves to increase intrinsic motivation and the search for immediate application of the knowledge.
In what way(s) did this quote change your mind about being an adult educator?
The implications of this quote and adragogical assumptions being rooted in humanistic learning theory, is that it provides an alternate role for the adult educator, that of a facilitator as opposed to a dispenser of knowledge. However, I was already aware of that implication. What changed my mind was the manner in which the facilitator can increase motivation by emphasizing the need to know, by acknowledging situational based problems and conveying the instances for immediate knowledge application. This in itself reveals the complexity of adult education, and how various teaching strategies can elicit better learner engagement, such as problem-based case studies. To illustrate, a traditional medical classroom can focus on the knowledge that a physician accumulates in medical school, however, using this quote one can significantly motivate the students by conveying the reality of the physician as a life-long, problem-based learner. A physician tends to continue his learning in a problem-centered manner. Every patient he encounters with specific symptoms requires a specific diagnosis. A new patient with a rare condition however, poses a “problem” to the physician, where he has to do more extensive research on the condition, in order to properly immediately apply the knowledge to establish appropriate treatment options. Had this patient with this rare condition not walked into his office, he may not otherwise have done extensive research on this particular condition simply for knowledge accumulation. Moreover, the extent of the research related to this rare condition is conducted by the physician in an autonomous, and self-directed manner, relating back to humanistic learning theory. As a result, this manner of illustrating the need for continual problem-centered learning will better equip current medical students to understanding the complexity, diversity and ever changing diagnostic nature encountered in the medical office as well as in the unpredictable emergency room. There are numerous medical schools to date that use this case study problem-based teaching style, which arose due to traditional teaching methods not sufficiently eliciting the student’s problem solving skills.
What was one key insight that you now have as a result of this quote?
One key insight I now have as a result of this quote is in regard to understanding factors relating to intrinsic motivation. As I further dissected problem-centered learning and motivation, I discovered the power load margin (PLM) formula by McClusky. Load refers to other important factors in adult life such as goals, work-related responsibilities and family commitments. Power refers to the factors that enable one to deal with the load such as financial stability, physical health, social support and coping skills. Margin is the relationship between Load and Power, analogous to a mathematical equation P/L=M. This adds to the complexity of adult education, as even in the case of an arising problem requiring immediate application of knowledge, the individual may lack the necessary intrinsic motivation to pursue learning due to a load surplus and/or a power deficit. This formula elaborates on Maslow’s hierarchy of needs by providing a more fluid, dynamic and changing model as opposed to a pyramid, step dependent model. There are numerous cases of very intelligent individuals unable to pursue adult education as a result of strenuous family commitments as well as financial difficulties. As a result, the need to know and immediate knowledge application become essential, when analyzing other important factors present in an adult’s life that dictate motivational potential.
Decisional: How has this quote and the insight that you have gained from reflecting upon it, influenced your notion of teaching or how you will teach in the future?
The insight gained from this quote will most certainly be influential in my future teaching practices. In order to better elicit learner engagement and increase intrinsic motivation I will attempt to elaborate on the need to know by conveying the relevance to real-life situations, the applicability beyond the lecture hall and the implications related to the immediate application of the knowledge. Furthermore, upon creating a positive learning environment, I will leave time for discussions of either simulated or real-life problems in order to allow the students to work on their problem solving as well as interpersonal skills. As adult learners organize their learning effort around problems, I would explore the use of projects to elicit engagement, projects that have clear implications to real-life situations.
Moreover, I would also use task centered learning (TCL), where I would first activate prior knowledge in regard to the task at hand, then demonstrate by modelling, then allow the students to apply the knowledge and gradually decrease my feedback to them as they develop more expertise and finally allow for integration of the knowledge with particular emphasis on integration to real-life situations. This strategy not only relies on humanistic principles of increased autonomy, it also allows for integration, via immediate application of the knowledge. To illustrate TCL, let us consider a virology class example. The task at hand would be to create an assignment that investigates the cause of a widespread disease with symptoms of nausea, vomiting, weight loss and hemorrhaging from ears, nose and eyes. I would initially activate prior knowledge via a discussion of possible causes with similar symptoms, after which I would model the scientific method for hypothesis creation and experimentation procedures allowing for the hypothesis to be supported or refuted and a proper diagnosis to be made. By me modelling the scientific method I am increasing the learner support and guidance as opposed to an entirely self-directed model of a case study. Afterwards, I would allow the students to select a learning partner and use the scientific method as modelled, to investigate the cause of this disease. Initially, I would offer individual group feedback and guidance, and I would gradually decrease my involvement as the learners experience an increase in expertise in connecting methods and diagnostic techniques with possible causes of disease. By me gradually fading my feedback, the learner becomes more autonomous and self-directed, after being on the appropriate path. Finally I would allow for integration of the knowledge via a discussion, during which each group can present their hypotheses, diagnostic methods and potential cause of disease. I will further relate the importance of appropriate diagnostic techniques to real-life situations, the need to know, such as when a patient or family member presents similar symptoms, and the importance of appropriate diagnosis to either quarantine and immediately hospitalize the patient to prevent further spread of disease or refer him back home with an antibiotic prescription. This particular diagnosis was Ebola, where quarantine is essential. The tasks can become increasingly more difficult, with rare diseases making an appearance and can lead to another strategy previously mentioned, the case studies, problem-based learning (PBL) that allows students to expand on their problem solving skills.
An interesting note on case studies in contrast to TCL, is that case studies are more problem-based and the learner is significantly more self-directed, relies on intrinsic motivation and facilitator involvement is present yet minimized in order to maximize problem-solving skills in the learner. In a case study example, I would not model the appropriate scientific method, but rather allow the students to use whichever resources they see fit to create their hypotheses, diagnostic techniques and determine the cause of disease. I would also perhaps add a reflective spontaneous journal entry on the day the case study is due, to allow for reflection as well as self-assessment. Since case-studies are more self-directed, a reflective entry would facilitate self-assessment as the learner has a chance to reflect on the use of resources, diagnostic techniques and problem-solving process itself which allowed him to arrive at the appropriate diagnosis. This would allow the learner to reflect on time management and explore future self-modifying techniques for improved performance.
I would also encourage the use of theoretical discussions, allowing the students to express their perceptions of how the concepts taught will be applicable to real life, I am certain this will generate numerous and diverse hypotheses for further discussion.
Journal Entry #1: “ There are few educators who would disagree with the principle that lifelong learning is a good thing but the important questions are about the types of learning that the concept promotes, the life that it encourages us to lead, who benefits from this and the nature of the society that it upholds.” (Merriam & Bierema, 2014, p.20/21)
Objective:
What have you learned from reflecting on this particular quote?
Reflection on this particular quote resulted in a deeper understanding of lifelong learning as linked to the knowledge society and emphasizing social responsibility. Lifelong learning is indeed an important aspect of adult education, as it emphasizes learning in all settings and across the lifespan, focusing on the adult learner, his experiences and capability of self-direction (Merriam & Bierema, 2014).
What has caught your attention?
What caught my attention, however, was the notion of social responsibility, where the focus shifts from the quantity to the quality of learning and its impact in our society. Knowledge can be continually organized and structured in such a manner that it becomes meaningful, thus the concept of lifelong learning can guide policy, research as well as learning programs. The knowledge society today has replaced the industrial society, where knowledge and education are valuable as opposed to the industrial society where labour and machines were of greatest value, and knowledge is a central driving force for economics as well as personal and global prosperity (Merriam & Bierema, 2014). In our increasingly accelerated world of information technology, corporate social responsibility has proven to be a strong survival strategy (Crowther & Ahmad, 2013). As a result, lifelong learning and social responsibility and interconnected. The ability to use the quality of lifelong learning to emphasize a socially responsible lifestyle and to contribute significantly in a positive way within our society is, in my opinion, the underlying principle of this quote.
Reflective: What did you realize about teaching as a result of this quote?
In my opinion, this quote emphasizes the notion of qualitative teaching principles. It moves beyond the behavioristic teaching model and transcends into a learner-centered model, with emphasis on the types of learning promoted by the concept. As adult educators we are aware of the concept of lifelong learning, yet this quote also conveys the necessity for qualitative lifelong learning that will lead to positive societal interactions and more importantly the continual maintenance of a self-actualized individual that is socially, morally and intellectually in its optimal state. It emphasizes the role of the adult educator as being capable of teaching concepts that are diverse, complex, and relevant within society. Adult learners are keen to know the immediate application of the concepts and relevancy to everyday life. As a result, the adult educator should include these important principles in their instructional delivery. Relating to the issue of social responsibility, it is important that adult educators tie their teachings in with this principle. I also realized it is important to engage learners in positive interactions with peers from diverse backgrounds in order to understand various societal norms and provide insights into various different lifestyles.
Interpretive:
What was your ‘Aha!” moment when you read this quote?
The ‘Aha” moment when reading this quote was in regard to the complexity associated with lifelong learning, where “richer and more pluralistic interpretations of the scope and possibilities of learning throughout the lifecourse” can be analyzed. This quote added a “lifewide” (Merriam & Bierema, 2014, p.20) dimension, where the formal, informal and non-formal learning settings are interconnected. Adult learners will often overlook an informal setting, however, this can be the setting where significant learning can take place. Moreover, a “life deep” (Merriam & Bierema, 2014, p.20) dimension is also added, which incorporates moral, ethical and social aspects that are all essential to human expression and which shape character as well as drive social responsibility.
In what way(s) did this quote change your mind about being an adult educator?
This quote changed my mind in regards to being an adult educator in respect to teaching beyond the classroom, meaning to incorporate concepts and ideas that are relevant to society and are applicable beyond the scope of the lecture hall. It also made me reflect on the adult educator using these dimensions of life (long, wide and deep) learning to promote a knowledgable and socially responsible educator as well as student.
What was one key insight that you now have as a result of this quote?
One key insight as a result of this quote, was the necessity to relate to social responsibility in all concepts, specifically within Science academia. I particularly reflected on a recent speaker series and how well they demonstrated this relation within immunology and virology. The talk was in regard to Influenza vaccination at the University of the Fraser Valley. Upon delivery of a very informative presentation on antigenic shift, vaccine adjuvent effects and the emergence of quadrivalent vaccines, the MD also made a comment in regards to vaccination as a socially responsible action for those in the workforce that encounter infants or the elderly on a daily basis. Not only is it important they get vaccinated for their own protection, yet also for the protection of the more immunocompromised individuals they come in contact with, so as to not be a carrier of the Influenza virus and cause significant illness within these populations. It was remarkable to emphasize the need for vaccination not merely as personal protection yet also as pertaining to the herd immunity effect.
Decisional: How has this quote and the insight that you have gained from reflecting upon it, influenced your notion of teaching or how you will teach in the future?
This quote has greatly influenced the way I will teach in the future, ensuring that I incorporate relevant material and connect to social responsibility principles. Moreover, in order to facilitate continued life-long learning I will introduce opportunities for reflection, active learning and perspective-taking, providing opportunities for positive interaction with peers from diverse backgrounds (Mayhew, Wolniak & Pascarella, 2008). Furthermore, I will aim to incorporate motivational quotes as part of my teaching strategy, as they serve to encourage learning regardless of topic or complexity. A motivated individual is an important part of society and ethics and morals are an avenue in and of itself when relating to Science academia. From past experience, I have taken a BioMedical Ethics course, as part of the philosophy department, however I would like to have such courses be either partially offered within the Science department, or have primary concepts included in advanced genetics and biochemistry courses. I do plan to revolutionize the teaching of Science Academia and may even pursue a Master’s Degree in Education as a result of this quote and the importance to not only teach and create knowledge, yet teach with connection to ethics and social responsibility and elevate knowledge.
vivianachiorean 