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Cruz Elizabeth Fernandez- broad trends that influence the world of adult education

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Cruz Elizabeth Fernandez- broad trends that influence the world of adult education

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Globalization has impacted my life, my job, my education, and has impacted my family. I was working as a teacher in the Dominican Republic 3 years ago. I left my country and my family and moved to Canada in 2019.

Globalization has impacted my education also. I had to learn everything about my new country of residence: health system, transportation system, labor market, and education system.

I also believe technology has changed the way I saw education. When I was a student in elementary and high school we did not have access to a lot of technology in the classroom. Nowadays, curriculum in elementary and high schools incorporate technology. Students use technology in the classroom and at home to deliver homework.

Teachers also benefit from technology for instruction and assessment purposes.

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Globalization has directly impacted my education. I was at University in Korea, but with all the information and resources available, I decided to further my language studies in Canada. Learning about the culture and people expanded into taking post-secondary education which led to a life with a great job. My job also includes interacting with international students that are also impacted by globalization and are receiving high-quality education with a great learning environment.

Knowledge and information are very important in our everyday lives, especially when it comes to accessing new career opportunities. I have been quite happy at my previous job, however, as job websites are open, I check for new positions regularly. It was out of pure luck that I found my current position which was just posted. This initial digging was rewarded with a successful interview and my tailored resume and cover letter fit their profile. With all the information thrown at you, I believe there is value in sorting and filtering what is most useful for an individual.

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Merriam and Bierema (2014) discuss the four social contexts of learning: globalization, knowledge society, technology, and demographic changes; all of which are very interrelated when it comes to adult education. They go on to discuss the impacts of globalization and the ways in which technology has allowed the world to become “one big shopping mall” (p.2). This is true in many ways, and it got me thinking about the convenience and speed that we can order/receive items from other countries when shopping online, but it also got me thinking about the international student population at my college, and the tremendous growth it has seen over the last 5+ years. International students have an economic benefit to the college, and this growth is made possible by the far reach the internet has in delivering information about different schools to far away countries. Merriam and Bierema (2014) touch on this when they state, “So while students may “shop” for their education, colleges and universities are also shopping for students” (p. 3). There continues to be a large push to attract international students to our programs, and the massage program I work in has made a change from a 3-year advanced diploma (with summers off) to a 2-year advanced diploma (with no summers off) which I believe is to cater to international students who only have a 2-year study-permit. This eliminates their need to apply for a longer permit and ensures they will be finished in the allotted timeframe.

This brings me to my thoughts about technology, and how intertwined it has become with adult ed. Throughout the pandemic I was able to teach virtually, which has opened a whole new world of possibilities for people studying near and far. Many college programs at my school have adopted a hybrid/hi-flex model of teaching where part of the content is online, and part is in person, and some have remained 100% online. The advancements in technology over the last decade have really made it possible to learn from anywhere in the world, but this article has also made me very aware of my own privilege as someone living in Canada who has access to a computer with internet. “It has been estimated that only 12% of the people in the world have computers, and of that, only 8% are connected to the Internet (http://www.miniature -earth.com)” (p.6). Although technology made continued learning possible for many during the pandemic, it is still not accessible to everyone, and we need to be mindful of that during our discussions.

Reference:

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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The knowledge society is the idea that companies go where talent is, or that talent goes where companies are. That would also apply to learners of course, given that many students all over the world relocate to attend the educational institution of their choice. When I was choosing a post-secondary institution, I chose one close to home for financial reasons and I was very fortunate that there was a university close to my hometown. This must also work the other way around. If someone were looking to open a new university or college, I believe they would find a location where potential students are nearby, or somewhere they believe students will want to live.

I didn’t really experience much diversity and changing demographics until I attended college in 2013. When I went to university, most of the students in my program were local. When I attended Niagara College, I had international students in my program for the first time and it was an incredible learning experience. I became friends with people from different countries and learned a lot about their cultures. The authors describe the challenges faced by adult educators aligning the needs and styles of each of their students, and based on my personal experience I can see how that is a challenge. However I believe that having a diverse group of learners offers benefits for everyone.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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As mentioned by Bierema and Merriam (2014), globalization has led to “huge multinational or transnational companies that operate worldwide” (p. 2). The keepers of the knowledge, the skilled workers, follow along with these companies and travel worldwide. Developed countries have immigration policies that prevent individuals from entering to obtain work. These policies are in place to protect skilled workers within their home countries. However, because of the speed and intensity at which goods, services, people, ideas, and corporations are moving across borders today, and because of the hyperconnectivity of our economies, these policies are being changed at the same speed and intensity so as to accommodate this phenomenon. This is how globalization has influenced my learning history. A large part of my career has been focused on immigration policy. In a world where people are continuing to move across borders at ever increasing rates, and businesses are expanding internationally, it has been essential for me to continually stay up to date on the ever-changing policies to be able to carry out my duties effectively, efficiently, and lawfully.

Bierema and Merriam (2014) also talk about technology as having a large influence on adult education. There could be no single thing more related to my current learning goals than the influence of technology on adult education. My current learning goal is to obtain a BEd in Adult Education. I am a mom to two young children, I am a partner, I am a full-time employee, I am a volunteer, and I do not live within commuting distance to Brock University. Without the developments in technology, completing my BEd in Adult Education would be unachievable. Technology has made these courses available from a distance and on my schedule. I am still able to fulfill my other roles, which are essential, and obtain my degree. In addition, the development of podcasts and MOOC’s have allowed me to learn an incredible number of skills that have helped me evolve as a teacher these past few years.

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Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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Hansman (2001) mentioned Adult Education was a field of study that always valued learning from experience and collaboration.  When I attended Foundations of Adult Education at Brock University last semester, my Adult Education instructor allowed her students to complete a forum discussion post with more than 1 student in the same course. I also notice university Adult Education students come from different cultures, educational backgrounds and working backgrounds. My classmates and I shared our working experiences and learning experiences in this course.

Hansman (2001) mentioned experimental learning meant by doing the task, people could learn something new.  I did not know how to paint a wall before. I read the book: 50 Ways to Paint a Wall.  Therefore, I follow the painting instructions in the book. I successfully paint the wall.

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I connected most strongly to the Adult Learner and the differences between the adult learner and the child learner and how that shapes adult education.  According to Merriam & Bierema (2014, p. 11), adult learners have other roles and responsibilities that child learners do not have.  These can include financial, family or employment.  Another thing that Merriam & Bierema (2014, p. 12) identify, is that the adult learner brings with them a large amount of previous knowledge and life experience that should be recognized and acknowledged, if not valued.  I think that recognizing the differences between adult learners and child learners, and creating courses and support that are unique to this demographic is paramount in the success of adult learning courses.  As a teacher, it is important to recognize and offer support to the individual needs of your students.  As a 43 year old student, who was in a class of people who were almost entirely half my age, I witnessed first hand the differences between myself and a lot of my peers as learners and it has helped me become a stronger, more empathetic instructor to those within my classes.

The second trend that I connected with was technology.  Merriam & Bierema (2014, p. 5) say that technology is "shaping not only the context of learning, but the learning itself" and I strongly agree with this statement.  During Covid, I helped my children switch to online learning and because their guide through it all.  It was difficult and a huge learning curve for me, as well as them.  They now use Brightspace on a regular basis for almost everything outside of the classroom.  Books don't come home from school anymore, the teacher registers for an online reading app that the children need to download.  I have worked in the field of children's literacy and child development for many years, and although still effective, online reading does not replace having a book in a child's hand or reading with a child.  In my current life, all of my classes I teach have online content and this course itself is 100% online.  Over the past year, I have had to learn to navigate and become proficient at 3 different Learning Management Systems because my success in my education and my career depended on it.   Issues with technology in terms of posting things, and students submitting things are fairly constant and a common challenge in today's world.  As an educator, you need to able to deal with this.

My critical research paper for ADED 2F90 examined attrition rates among adult learners in online environments, so both of the trends I mentioned in this response are very relevant to me.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass, pp. 1-22.

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The first of the two trends discussed by Merriam, S. B., & Bierema, L. L. (2014) that I connected to my own learning history and/or goals was the recognition and importance of prior learning. Had I not received transfer credits for my previous diploma and post-graduate certificate I may not have been nearly as motivated to complete me undergraduate degree. The inclusion of these courses is allowing me to complete my degree in nearly half the time which made returning to school as an adult learner much more accessible and seemingly doable. This was emphasised by Merriam, S. B., & Bierema, L. L., "The recognition of prior learning is important not only because it provides opportunities for adults to build on what they already know, but also because it acknowledges the value of their experiences and contributes to their sense of identity and self-worth as learners" (p. 6).

The second trend that I connected to be the focus on learner-centred approaches. The authors state in the chapter that, "Learner-centered approaches recognize that adult learners come to the learning situation with different needs, interests, and goals, and that their motivation to learn is tied to their ability to see the relevance and applicability of what they are learning" (p. 3). Although I knew that I wanted to complete my degree in Adult Education when beginning the process of applying to post-secondary educations I wasn’t sure which institution I would apply to. I chose Brock University specifically because they offered delivery methods and courses that suited my personal needs and goals. I liked that if needed I could complete my degree fully online, or if I wanted to, I could attend a few classes in-person. There were many other programs I was interested in but would not have been able to complete the courses online, and travelling outside of my area while working full-time and having a family was not an option multiple times a week.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice . Jossey-Bass. pp. 1-22.

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Market economy and consumerism dimensions of globalization have resulted in the world becoming “one big shopping mall”(Merriam & Bierema 2014, p.2)

The accessibility of goods and services has improved as a result of the Internet's globalization and the rising use of online purchasing. In the current time, we can instantly purchase anything from anywhere in the world using localized currencies and languages and simultaneously analyze the costs and features of many products.

According to Marriam & Bierima (2014).” Technology cannot be separated from globalization and the knowledge society” (p.7). This relates to the course I'm doing at Brock University. Technology enables us to take the same course in the comfort of our own homes although living in various places, learning and sharing knowledge without paying for books or transportation.

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Globalization and technology have both played a major role in both my education and work life. I was found shopping around “for the educational program that best fits [my] needs and pocketbooks” until I finally landed back at Brock, where I felt that sense of belonging because I am home again (Merriam et al, 2013). Globalization has made it very easy for us to become a “knowledge society” and to outsource certain roles in order to keep organizational costs low – I can tie this to my current company, having laid off 50 people but then outsourcing some of those roles to developing countries. Though starting my degree at the start of the recession in 2008-2009 (I am definitely aging myself!), I was nervous about being able to find a corporate level job after I finished my schooling. Luckily enough, I was able to land long-term contracts through agencies after I was done.

Technology compared to 10 or even 15 years ago has changes drastically. Merriam and Bierema describe that technology changed “how we work, carry out our daily lives and interact with people” (p. 5). COVID has played a major role in how we now work and do school—even TikTok had us trying funny dances at the start of 2020 while we were trapped inside. With the increase of AI and Chat GPT, information is at the tips of everyone’s fingers. Being able to do this degree all online has made me think of the ways that learning is both formal, non-formal, and informal, even at a formal environment. There were times I even went into a rabbit hole of reading other research papers or books about adult education or history because one reading recommended by a professor talked about something. Technology will continue to play a major impact on how we will facilitate in the future; using Padlet is an example of innovation and being creative – I now know a different platform to use for future facilitations!

Merriem, S.B. & Bierema, L.L. (2014). Adult Learning: Linking Theory and Practice. San Fancisco, CA: Jossey-Bass, pp. 1-22.

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The Knowledge Society
I connected knowledge society with my learning experience.
According to Merriam & Bierema (2014, p. 5), students must be driven by self-directed learning and lifelong learning as the speed of change results in outdated information.
I think of my college professor reinforcing the importance of continuing education after graduation, saying, "Dental Hygienists are lifelong learners." Being in the profession for a few years, I realize it takes little time before you are no longer up-to-date. Time goes by, and the textbooks you've learned inside and out have moved up an edition; cannabis is legalized, and now you need to know everything about it. The COVID-19 pandemic shakes up your current infection prevention guidelines, and--it's up to you to stay in the loop. Did someone say monkeypox? Hmm, better look that up…

Technology
I can also connect technology with my learning goals. Merriam & Bierema (2014, p. 5) state that the use of technology in educational settings and even by social media educators are changing how we learn.
I think of my current education through Brock and how amazing it is that I have full access to the Library thanks to online technology. As far as my current profession, I can utilize technology to keep up with my favourite Dental Hygienist from Boston, educating me regularly through Facebook.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass. pp. 1-22

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"Everyone is challenged by the speed of change in this knowledge society. But unfortunately, most feel it is no longer possible to keep up" Merriam and Bierema (2014, p4); this statement certainly resonates because I was born in the '80s and have undoubtedly watched the world change right before my eyes. I can only imagine how the older aging population feels about adjusting to all the changes happening in the world, especially those choosing to relearn in later life through lifelong learning. As we know, the internet and technology are a significant influence in our lives, with most education learning can occur in a formal or informal setting or online. I can openly admit that keeping up with all the trends and changes emerging in the world has become tired-some. I know staying informed on the latest trends is imperative to my learning. It can help me build credibility and value knowing where my career field is heading.

My second connection to the reading is “Technology is also changing how adults learn. Adult basic education programs through continuing professional education incorporate Technology in curriculum design and delivery.” I remember when the pandemic had just started, and I was in my last year of college, and I will never forget when we all received an email that the remainder of the semester will be virtually.

However, at that time, I had no idea what virtual learning was or how it would turn out. Nevertheless, it worked out better because I was paying so much for childcare out of pocket at that time. Therefore, incorporating Technology in curriculum design and delivery was incredibly beneficial because it allowed me to watch my children and balance my study from home. Thus, with everything in life, adjusting to changes will always have pros and cons. The cons of incorporating Technology in both design and curriculum and its delivery is balancing a busy life outside the classroom.

The pros of virtual learning through Technology, some folks may learn better in a formal setting than doing it virtually.

Reference

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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Although now slightly dated information, the first idea to grasp my attention is technology. Technology evolves at a rapid pace as outlined by the writer and is one of the strongest drivers of the availability of education to not just myself but to so many people around the world. Without the access of the program in both an online and asynchronous format, I would not be able to participate as leaving work to complete another degree is not something I could afford. “Even traditional education systems from elementary through higher education are using technology in designing and delivering curriculum” (Merriam & Bierema, p. 5). This program utilizes e-books, journals, open source materials and even this messaging board which allows for communication in a far more cohesive manner than years gone by.

The second idea that resonates to me is “the “knowledge economy,” or, as it is more often labeled, the “knowledge society,” has replaced the industrial society and has great implications for learning and educational systems across the globe and throughout the lifespan…and “a range of so-called ‘soft skills’ including good team-working” (Merriam & Bierema, p. 5). The value of soft-skills and how important it is to both be able to communicate under the guise of teamwork has been crucial to my career path. Strong communication that is both open and not just a closed door, an invitation on how to absorb more information even with co-workers allows that growth that continues to help us create more cohesive bonds with colleagues. Team work is outlined as one of the greatest strengths of first-response and as such is something that is a vital skill that needs to be developed along with other knowledge.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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Merriam and Bierema (2014) discuss how technology is changing the way adults learn, stating, “Adult basic education programs through continuing professional education are incorporating technology in both the design of curriculum and its delivery” (p. 6). I relate to this idea and can connect it to my own learning history and present learning goals. For example, as someone who learned English as a second language, I struggled a lot in school. It was often mistaken as being “lazy” or not caring about school, but that was far from the truth. I wanted nothing more than to do well in school, but I had many barriers that, at the time (1980s) limited my ability to be successful. If I had access to technology such as a C-Pen Reader, Read & Write, Grammarly etc., when I was younger, I’m certain my experience and overall success would have been drastically different. Fast forward to 2023, and the fact that technology has provided me with the ability to complete my Bachelor of Education in Adult Education through 100% distance learning.

The second idea that I connect with is Globalization. Merriam and Bierema (2014) define the term as “the movement of goods, services, people, and ideas across national borders.” (p. 2). I can relate to this on two levels. Firstly, my partner and I have been watching as our youngest “shops around” for the right school to complete her master’s. We struggle to relate to her “work to travel” mentality and now the idea of travelling worldwide for school, which comes with extra expenses. Merriam and Bierema (2014) explain that students today “are now consumers who "shop" worldwide for the educational program that best fits their needs and pocketbooks and which promises the results they seek” (p.3). Even though I struggle to understand this way of thinking, I agree entirely with this statement. I see it in my own home and every day at work (Georgian College). Merriam and Bierema (2014) explain how students “shop” for the best school that meets their needs but that colleges and universities are doing the same thing, shopping for students (p. 3). I know that Georgian College has an incredible recruitment team that travels the Globe promoting the school and its programs. As a result of globalization, we have students from over 90 countries.

I definitely recognize the benefits of globalization in education. Through travel comes greater self-awareness, exposure to new ideas, and an understanding of other cultures/beliefs, which has the ability to reduce racism/prejudice around the world. Through globalization, students search for “the best” school, which motivates institutions to provide higher-quality education. When I look at this from this perspective rather than the scared mom lens, I see how globalization in education can bring positive change to society.

References:

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass., Adult Learning in Today's World, pp. 1-22.

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The shift to an information society and a knowledge-based economy has directly impacted my learning experience. As a subject matter expert and analyst, I am constantly in a race to be first to market, ingesting large swaths of information in a perpetual learning state. In my field, value in the marketplace is directly related to an analyst's knowledge. With that comes a high expectation that your knowledge supports a profit centre and creates sales enablement. In Dumont & Instance (2010), it is acknowledged that the fruit of an information-driven society is capital and that currency creates "a central driving force for economic activity, and the prosperity of individual, companies and nations" (Merriam & Bierema, 2013 p. 4).

I also see a close correlation between information society and technology in my learning journey. Not only must I know things, but I also need to be a first adopter, adept at quickly accepting and utilizing new systems and programs and teaching others to do so. It creates another continual learning cycle with the expectation that I can synergize information and technology into data that is intellectually "weighed, organized and structured into meaningful units of data" (Merriam & Beirema, 2013, p. 4) and transmit that instantaneously. I often feel my mind is being forced to become more computer-like daily.

I connect all of this back to my learning goals: the speed of uptake required for myself and my students drove me to pursue Adult Education. As we create human capital as a corporation, I want to balance uptake and speed with comprehension. A holistic approach will yield the most significant dividends.

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I was able to connect with the knowledge society idea.  Merriam & Bierema (2014) explain knowledge society is a market economy where companies locate where there is a knowledgeable and educated workforce to develop a business.  My home town is a very small town in Northern Ontario which finds hardship recruiting nursing staff to support the health services in the town.  A post-secondary college and the health facility teamed up to provide; a learning environment, professors, and structure to educate qualified students in hopes to relieve staffing shortages.

Technology was another part of the paragraph I was able to connect with.  When the dreaded Covid-19 came, I was on the tail end of completing my bachelor’s, teaching medical terminology and concepts.  All of these were quickly transferred online in a matter of 2 weeks-WOW!  I had to learn Zoom, convert my exams to online, and learn about ‘lockdown browsers’ to discourage cheating.  I appreciate Merriam & Bierema’s (2014) mention of technology is changing how adults learn in a formal setting in addition to the mention of the divide in accessibility.  Relating to my connection, it was difficult to maneuver around suddenly solely online courses for individuals who have no internet access.

Merriam, S.B. & Bierema, L.L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.

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One of the major trends that aligns with my educational experience is technology. Technology has evolved quickly and drastically over the last two decades, during which time I’ve consistently been engaged in education. Specifically, the author describes how technology has had a particular impact on informal education. The use of technology has brought endless information to our fingertips – information is available more quickly, more easily and more affordably: as the author describes, technology’s “impact on informal learning, that we do as part of our everyday lives, is limitless” (Merriam and Bierama, 2014, pg. 6). In my experience, not a day goes by that I don’t use online search engines to satisfy a quick thought or desire for information. As the authors also describes, the way in which students learn has also shifted as a result of technology. Technology has provided me with the opportunity to participate in post-secondary education remotely, meaning that I am able to continue to live at home and work full-time without interruption.

A second trend that resonated with my present and future goals is the knowledge society. Merriam and Bierama cite Darling-Hammond et al, stating that “students need to be prepared as self-directed, lifelong learners “for jobs that do not yet exist, to use technologies that have not yet been invented, and to solve problems that we don’t even know are problems yet” (Merriam and Bierama, 2014, p.5). As an employee working in the highly innovative nuclear industry, I’m excited by the opportunity to learn from others around me, and simultaneously overwhelmed at the unknown and unanswered questions about my future career development. Further, as we’ve seen over the last several decades, the concept of the knowledge society makes me recall how jobs have continuously evolved from production-focused, to knowledge-focused. Not only are there fewer ‘factory’ jobs than there used to be in Ontario, but they also tend to pay less than ‘office’ jobs.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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Technology -

I currently have had the opportunity to work with a college and have stayed with them through the pandemic. Where I realize many institutions had to alter how education was delivered it also shaped how education was viewed externally. As the pandemic took its toll, the college had to adapt the way traditional In-class courses and programs were going to run, with little time to execute the rollover. Many of our courses and programming had switched fully online, even programs that required hands-on tactile learning. Nursing Programs had switched so instead of having practical components to each course offering and completing them through the course of the program, they would instead have two years of online, and when the pandemic had subsided, students were invited back to class they would complete the practical and hands-on portion they were required to complete. The college had to rely on technology to communicate with its students. Merriam and Bierema (2014) speak about how technology is not only shaping the context of learning but is changing learning itself. The traditional educational system is starting to incorporate technology into how they deliver the curriculum.  And where in 2014 more technology was starting to be incorporated, I believe the biggest change we will see has been within the last few years, because of the change due to the pandemic, I can only foresee the college and other institutions continuing to provide online options that are flexible and accessible to students who want to join higher education.

The Knowledge Society-

In Adult Learning in Today’s World Merriam and Bierema (2014) speak about how companies will locate where the workforce has the skill set and knowledge to help sustain and build businesses. They speak about how businesses will move to cities and towns where there are qualified workers, so they can continuously build and propel their businesses. This was resonant of my experiences in the past, I had grown up in a small town and had graduated my first college program during a recession in one of the cities that had the lowest employment rate in Canada. Finding a position for a skilled worker and new grad was impossible. Many of my graduating classmates had to start working minimum wage jobs to keep up with the payment plans we had signed up for to afford school, others relied on relationships and networking to grandfather them into positions that could provide more than minimum wage and a skilled job to work in, the other graduates had to leave in hopes to find work in other towns and cities. This was how I got settled in Kitchener, when my first program couldn’t provide me with a job out of school, I went back to obtain a degree, in hopes a degree would be able to provide me with the education and skill set I needed to get in the door, thankfully it worked, and I got hired on for my first position and started my career slowly but surely. Most Businesses didn’t choose my hometown to put down business roots because our educational options were few and far between, we had one local college that mostly focused on environmental studies, with a couple of general arts programs. None of the graduates from these programs would be skilled enough to fit what manufacturing companies or skilled trades needed, the business that came into town would shut down because there were no skilled workers to take on the positions they needed to hire for and as a student it felt as though you had to predict the needs of employment years in advanced so you could educate yourself to solve issues that you felt might happen in the future.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass., pp. 1-22

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The issue of technology in adult education is top of my mind these days. Over the past year, I’ve had to learn how to use Brightspace as both a teacher and a student and am currently teaching myself how to create courses using Articulate 360 as part of my goal to expand my education development consulting. Merriam & Beirama (2013, p. 6) state technology is changing how adults learn and that using a learning platform and other technology is now the norm. My students don’t even bring pens or paper to school with them to class, something I had to get used to quickly! As well, my work outside the classroom is in the development of MOOCs, some of which are completely self-directed and asynchronous. In these situations we have to attempt to meet the needs of learners without any of the interaction one might experience in a traditional or blended learning environment.

The Knowledge Economy also resonates with me and my experience working in knowledge translation in healthcare education. Something we’ve heard a lot through the pandemic is this idea of not being able to keep up with information and the need for public health to deliver vital information in easy to understand language. Merriam & Bierama (2013, p. 4) mention this phenomenon in relation to information more broadly. This speaks to the need for adult educators who can synthesize and translate knowledge, and in my case health information, into plain language and why this field of healthcare is challenging and growing.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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When reading the first chapter of Merriam and Bierema (2014), a large emphasis on technology in adult learning is something I can connect my learning experiences to at this given time in my life. Without the opportunity of online education, I could not afford to return to school, both financially and conveniently. As previously mentioned, I am working 2 jobs while completing my degree in Adult Education. Thankfully, with the benefits that technology brings, I am able to complete my degree in the comfort of my own home, at a pace that is convenient within my schedule. As Merriam and Bierema (2014) indicate that technology is shaping the lives of modern day learners, and providing a new meaning to learning itself (p. 5). Although, this can increase access to education for some, others may consider this a disadvantage, due to lack of access to digital devices like laptops, or even Internet. Although the chapter further discusses there has been success with improving access to learning online (p. 9).

Secondly, when reading about globalization, I can relate as a big reason for furthering my education and learning is to gain access to higher level and paying jobs within the college. Merriam and Bierema (2014) explain that there is an increased demand for adult learning in many different areas, due to academic capitalism (p. 3). If you are in progress of or have obtained a completed degree, this will allow you to teach at higher levels within the college, as a Professor. Personally, this may come as a disadvantage, as the competition may be higher when searching for a full-time position as a Professor, as applicants may have more academic experience than myself. I hope that upon obtaining this degree, I can achieve my long-term goals within my teaching career.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass., pp. 1-22.

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Both globalization and technology were two points that really resonated with me from the reading by Merriam and Bierema (2014).

Globalization

When I told my parents that an undergraduate degree in biology would not get me a $40/hour job out the gate they initially didn’t believe me. Both my parents, without formal education, had moved their way up their respective companies through hard work and the informal knowledge they gained along the way. Today, we live in a different world, where as Merriam and Bierema (2014) put it “education itself is a commodity” (p. 3), and that companies can “shop” for the most qualified candidates worldwide (p. 2). This means that we have to be ever qualified to obtain the same jobs that decades ago did not require higher education - likely due to increased competition. This is also one of the reasons I have decided to enrich my knowledge through this additional degree.

Technology

On that same note, technology has changed and continues to change drastically over a shockingly short period of time. Merriam and Bierema (2014) points out that “technology is changing how adults learn” (p.6), which cant be closer to the truth. I began university about a decade ago with some instructors still using overheads and not allowing laptops into the classroom. Now I am taking an entire degree online, my currently teaching is recorded, with notes posted, and a variety of online resources for students to learn. In this period of time technology has definitely changed both how I learn but also how I teach.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass., Adult Learning in Today's World, pp. 1-22.

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The two ideas from Merriam and Bierema that I can relate to my learning history and present goals are technology and the knowledge society.  Merriam and Bierema  (2013, p. 5) refer to technology as a trend that influences what, why and how information is learned in the world of adult education. In my first time attending post-secondary studies all classes were to be attended in person, I only had one class that was online- psychology- and we were expected to learn online via prerecorded lectures and then go to tutorials to demonstrate our knowledge just like Merriam and Bierema (2013) mention in this chapter. When I started teaching in 2018 the format was similar, that all classes were taught in person. However, since March of 2020 we had to pivot to online learning. This meant that I now had to figure out how to provide information to my students using Skype in a way that was just as engaging as in person classes were. Admittedly, this took a lot of informal learning on my part watching youtube videos and making new presentations and assignments that could be completed inside the virtual classroom, especially for math and chemistry classes.
I can relate to the knowledge society when I reflect on my time being a young stay at home mom, while this does not have a direct affect on my formal education it is a time that I was non-formally educated. Going to places like early years centres or library programs allowed me to learn from other parents as well as professionals that were running the program. As stated in Merriam and Bierema (2013, p. 5), "Change is at such an accelerated pace that even some of the routine tasks of daily living require new learning." Recommendations, parenting practices and parenting styles are constantly changing and a lot of things that my parents did when I was a child are not considered to be best practices anymore. I learned more from being an ongoing part of these social circles and even social media platforms that I could have from simply reading a book or going to one parenting class.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass.

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When considering my learning journey in connection to the broad trends discussed by Merriam & Bierema (2013) I believe that technology is one of the trends that has impacted my learning history the most. When I first went to university, I attended in person as a 20-year-old (more than 20 years ago). Attending university at that time literally meant you went to classes, did your research at the library, and used the books available on the shelves. I graduated and found a job. 19 years later, I wanted to upgrade and possibly switch careers. Previously, this would have meant doing night school or quitting my job to go back to school. BUT… technology… Merriam & Bierema (2013) explain that traditional education systems use technology to design and deliver curricula (p. 5). They wrote this article six years before I went back to school and by that time, I was able to complete an entirely new degree online while still working full-time to pay for the education. Without technology, I would not have been able to do this.

A second trend that is relevant to my learning history is that of “the knowledge society” (Merriam & Bierema, 2013, p. 4). The authors cite Dumont & Instance (2010) in explaining that knowledge is one of the “driving forces for economic activity and the prosperity of individuals” (Merriam & Bierema, 2013, p. 4). One of the main reasons I went back to school was because I knew I needed to upgrade my qualifications if I wanted to make more money in my chosen field.

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