Synthesis statement
Everyone is a learner and everyone is a teacher. Given that, there are a mindboggling multitude of learning opportunities and environments. In my experience with CCE/AHE I think the project that best reflects my interaction with new areas for development of curriculum was in the Global Perspectives in Education class where I worked on a proposal for a mobile phone education curriculum for refugees in Low-Income Housing Institute programs in Seattle. The most interesting aspect of this project was the population. Some common characteristics were that they probably often did have access to mobile phones already, they were using phones to communicate domestically and internationally, they were typically low-income and marginally or not employed, they were learning the English language, and they may be sending remittances to family in their countries of origin. Given this complex set of needs and individual backgrounds one of the foundational components in designing the curriculum was to make the learners full participants in the teaching process. No doubt they had valuable information to share with one another based on learning through experience. For example, who would know the dynamics of placing calls to family in Iran better than someone else who might be making similar calls abroad, whether it be through prepaid phone cards or special phone plans? The refugees are typically people who have left their home countries because of some form of oppression, so, it made sense, to borrow the words of Friere (1995), to seek a solution that did not seek to "'integrate' them into the structure of oppression, but to transform that structure so that they can become 'beings for themselves'" (p. 141). The workshop facilitators might be able to bring certain expertise to facilitating the curriculum, but the expertise and social support of the participants would be essential to ensure success and accommodate the diverse needs.
My work in the mobile phone curriculum development also demonstrated how there are a variety of ways in which adult learners interact with content and access information in order to learn. I had a few assumptions challenged by the research I did. For example, assuming that low-income people are less likely to have mobile phones is not necessarily true. In some cases a mobile phone is even more useful than any other form of communication because it is not place-bound to a home that might be temporary. I was also surprised to learn that, at least among migrants from Latin America, there is a strong preference for texting to native English speakers over voice calls. If they have low-level English skills texting allows them the time they need to understand the messages and compose a reply. Having assumptions like these challenged, and being open to challenging my assumptions, is critical in being able to connect with learners, understand their needs, and allow them to co-create learning experiences. Only in doing this can we promote learning experiences that move in a direction towards bell hooks’ “engaged pedagogy” where the community takes ownership of the learning (Merriam & Bierma, 2014, pp. 231-232).
Learners have a variety of contextual influences on their learning, largely impacted by specific needs. Appreciating how different learning tools can complement and make possible learning experiences, whether it be via a pencil and paper, a book, a virtual classroom, or even a mobile phone, is an important part of being engaged educator, especially within a global context. I find that this especially holds true in my work as a distance librarian where I primarily work with nontraditional students and take advantage of whatever technology meets the students context and needs. In doing this it makes sense for me to be mindful of Knowles’ assumptions about adult learners, specifically the need for relevancy and that the adult learner is a resource for teaching (Merriam, Caffarella, & Baumgartner, 2012).
My work in the mobile phone curriculum development also demonstrated how there are a variety of ways in which adult learners interact with content and access information in order to learn. I had a few assumptions challenged by the research I did. For example, assuming that low-income people are less likely to have mobile phones is not necessarily true. In some cases a mobile phone is even more useful than any other form of communication because it is not place-bound to a home that might be temporary. I was also surprised to learn that, at least among migrants from Latin America, there is a strong preference for texting to native English speakers over voice calls. If they have low-level English skills texting allows them the time they need to understand the messages and compose a reply. Having assumptions like these challenged, and being open to challenging my assumptions, is critical in being able to connect with learners, understand their needs, and allow them to co-create learning experiences. Only in doing this can we promote learning experiences that move in a direction towards bell hooks’ “engaged pedagogy” where the community takes ownership of the learning (Merriam & Bierma, 2014, pp. 231-232).
Learners have a variety of contextual influences on their learning, largely impacted by specific needs. Appreciating how different learning tools can complement and make possible learning experiences, whether it be via a pencil and paper, a book, a virtual classroom, or even a mobile phone, is an important part of being engaged educator, especially within a global context. I find that this especially holds true in my work as a distance librarian where I primarily work with nontraditional students and take advantage of whatever technology meets the students context and needs. In doing this it makes sense for me to be mindful of Knowles’ assumptions about adult learners, specifically the need for relevancy and that the adult learner is a resource for teaching (Merriam, Caffarella, & Baumgartner, 2012).
Artifact
LIHI Mobile Curriculum Proposal (use the arrows to navigate the presentation content left-right and up-down)
References
Friere, P. (1995). Pedagogy of the oppressed. In S. Merriam (Ed.), Selected writings on philosophy and adult education (2nd ed., pp. 137–146). Malabar, FL: Krieger.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice (1st ed. [ebook edition]). Hoboken, NJ: Wiley.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2013). Learning in adulthood: A comprehensive guide (3rd ed. [ebook edition]). Hoboken, NJ: Wiley.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice (1st ed. [ebook edition]). Hoboken, NJ: Wiley.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2013). Learning in adulthood: A comprehensive guide (3rd ed. [ebook edition]). Hoboken, NJ: Wiley.