Vision Statement
My preferred future vision as an adult educator is to create a learning environment that empowers adult learners to take control of their own learning, connect their prior knowledge and experiences to the learning process, develop critical thinking skills, utilize technology effectively, and foster innovation. I aim to facilitate a learner-centric approach that inspires and motivates adults to continuously develop their knowledge and skills, enabling them to succeed in the digital age and contribute meaningfully to their personal and professional growth.
Adult Education Context
In my role as an adult educator and instructional designer, I primarily work in a corporate training setting where I design and deliver professional development programs for employees. These programs cover a wide range of topics, including leadership development, communication skills, technical training, and compliance training. The learners in this context are adult professionals who have diverse backgrounds, experiences, and learning needs. They come with varying levels of prior knowledge and are motivated to enhance their skills and knowledge to advance their careers.
Core Beliefs
Belief #1: I believe that learning is a dynamic, continuous, and self-directed process that draws inspiration from learners’ internal motivations.
Explanation
According to Malcolm Knowles’s assumptions of andragogy, one of the key aspects is that adults rely on internal motivation rather than external factors. Adult learners are driven by various reasons, such as aiming for a promotion or pay raise, improving their skills in a relevant field, or enhancing their personal and professional lives (Maestro, 2023). Additionally, Knowles emphasized that adult learners exhibit a self-directed approach, desiring ownership over their learning journey (Merriam & Baumgartner, 2020, p.154). By incorporating their individual perspectives and aspirations, it is crucial to create a more personalized and relevant learning experience. This learner-centric approach empowers adults to take ownership of their learning journey.
Impact
Recognizing the significance of tailoring training programs to cater to the unique needs of adult learners, I emphasize the importance of conducting thorough needs assessments and developing a deep understanding of their specific goals and requirements. By doing so, I am able to create customized learning experiences that truly resonate with them. To embrace a learner-centric approach, I applied various strategies in training development, such as brainstorming sessions, role-playing exercises, gamification elements, and presenting real-world problems to facilitate a personalized learning environment. These strategies empower learners to explore learning topics or content individually or collaboratively with colleagues, enhancing their engagement and participation in the learning process.
By incorporating these strategies, the impact is twofold. Firstly, it fosters a sense of ownership and empowerment among adult learners as they take an active role in their own learning. Secondly, it increases the effectiveness and efficiency of the learning experience, leading to improved knowledge retention and practical application of acquired skills.
Belief #2: I believe that learners bring prior knowledge and experience to the current learning process to construct their own meaning, which is crucial for adult education.
Explanation
Adult learners possess a wealth of prior knowledge and experience that can serve as a foundation for new learning (Merriam & Baumgartner, 2020, p.52). Malcolm Knowles (1980) claimed that experience is integral to learning, and adults bring with them a depth and breadth of experience that can be used as a resource for their and others’ learning. Drawing from constructivism learning theory, learners use assimilation and accommodation, leveraging their prior knowledge, experiences, and beliefs to acquire new concepts (Valamis, 2023). By acknowledging and building upon their existing knowledge, we can create meaningful connections and enhance their learning outcomes.
Impact
As an instructional designer, I purposefully design learning experiences that incorporate opportunities for learners to reflect on their current learning content in connection with their prior knowledge to contribute to new knowledge. By doing so, trainees can grasp key ideas more quickly and make deeper connections with the learning objectives. This approach fosters a sense of ownership and active participation in the learning process, promoting confidence and efficiency in learning.
Belief #3: I believe that critical thinking is a crucial skill for success in the digital age.
Explanation
In the digital age, individuals are exposed to vast amounts of information and diverse perspectives. So that, to become a “Digitally Ready” person which requires learners to have critical thinking skills (Merriam & Baumgartner, 2020, p.20). Critical thinking skills empower adult learners to navigate this complex landscape, question assumptions, evaluate evidence, and make informed decisions. By developing critical thinking skills, we can enable learners to become independent thinkers and overcome limitations imposed by media and societal influences.
Impact
To promote the development of critical thinking skills, I have integrated diverse strategies into my training and curriculum design practices. For instance, I have introduced critical thinking models such as CATS (Classroom Assessment Techniques), case studies, and discussions in the design of workshops and training programs. These strategies provide frameworks for problem-solving and decision-making, encouraging trainees to think critically. By cultivating these skills, adult learners become better equipped to address complex issues in their personal and professional lives.
Belief #4: I believe that technology is a powerful tool for improving the learning experience.
Explanation
Technology serves as an invaluable instructional tool, promoting transformative learning experiences (Imel, 1998). It offers adult learners flexibility and accessibility throughout their learning journey. Technology has the potential to enhance engagement, provide interactive learning opportunities, facilitate knowledge sharing, and promote self-directed learning (Merriam & Baumgartner, 2020, p.140). I also align with the perspective that “learning is a driver and technology is an accelerator” (Couros, 2015), emphasizing that technology can assist teachers in creating more engaging and interactive learning experiences, although it cannot replace effective teaching practices.
Impact
I deployed learning management systems (LMS) to provide employees with online courses and training modules. I witnessed firsthand how technology empowered individuals to control their learning and development. This learner-centric and self-driven approach enhanced their motivation to learn and increased their capacity to apply the knowledge gained in their work. However, the learning process must still be well-designed and instructed by the trainer and designer to keep the learner in a safe and guided learning environment.
Belief #5: I believe the rapid development of new educational technologies empowers all participants, including instructors, facilitators, and learners, to promote innovation.
Explanation
Dr. George Couros (2015) stated that technology empowers learners and teachers, inviting them to create and construct the meaning of learning independently. In the realm of adult and higher education, the future of technology holds immense promise. Advancements such as nanotechnology and the potential of quantum computing open doors to innovative educational approaches. Cloud computing provides easy access to materials and enables personalized learning. Artificial intelligence (AI) assists educators in understanding students’ strengths, while mobile devices enhance independence and engagement. Evolving LMS systems deepen learning and seamlessly integrate data sources, while VR facilitates immersive and interactive experiences (Merriam & Baumgartner, 2020, pp. 48-49).
Impact
As an adult educator, I used multiple new technologies for teaching and training. For instance, I have implemented an innovative integration of Massive Open Online Courses (MOOCs) into LMS for volunteer training. By customizing the appropriate courses from MOOC platforms, I can tailor the learning materials to the specific needs and goals of each learner. This approach allows me to enhance their skills and competencies in a targeted and efficient manner, ultimately helping them progress toward their individual learning goals.
References
Couros, G. (2015). The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. Dave Burgess Consulting.
Imel, S. (1998). Technology and Adult Learning: Current Perspectives. ERIC Digest No. 197. ERIC Digest. http://files.eric.ed.gov/fulltext/ED421639.pdf
Maestro. (2023). Why Malcolm Knowles’s Five Assumptions of Learners Matter. Maestro. https://maestrolearning.com/blogs/malcolm-knowles-five-assumptions-of-learners-and-why-they-matter/
Merriam, S. B., & Baumgartner, L. M. (2020). Learning in Adulthood: A Comprehensive Guide. Jossey-Bass, an Imprint of Wiley. https://eric.ed.gov/?id=ED499592
Valamis. (2023, March 21). Adult Learning Theories. Valamis. https://www.valamis.com/hub/adult-learning-theories#:~:text=9.-,Constructivism,meaning%20and%20knowledge%20from%20experiences.