Archive for the ‘Master’s in Adult Learning’ Category

My Online Free Class and Twitter   Leave a comment

twitter-mdFollow me and I will follow you @MyModule1                                 









Come one Come all!!! My free gender, sex and sexuality class is going live   Leave a comment

My Gender, sex and sexuality class is going live 4/5/15. Check it out, register, complete the 60 minute class and receive a certificate.

class2015-03-24_1159    register2015-03-24_0335

Speakers_2015-03-23_1504  Poem2015-03-23_1458

Update on my creating a class unit   Leave a comment

I just created this storyboard for the first page of the class. Check out how I’m doing

Story_board_Rethinking_gender_sex_and_sexuality 2



Storyboard that. (2015). Retrieved from,


Module 1 of Gender, sex, and sexuality   Leave a comment

I am creating a module for a course called Rethinking Gender, sex, and sexuality. I just completed my first post. Would love some feedback on the video.

                                 click here       set_14_forward    Gender, sex, and sexuality Module 1



Making sense of different learning environments   Leave a comment

As I read the material it became clear that we all have different learning styles and there are conflicting views on whether learning styles matter in different learning environments or if learning activities can be equally effective for online and traditional classroom learners. Is it possible to learn more effectively in one environment compared to another based on how we learn? In my opinion, yes because I believe that a student’s learning styles can be enhanced or hindered by a learning environment as well as vary based on the environment. For instance, I am a visual, kinesthetic learner who appears to be more effective as a student in an online environment rather than face-to-face. It is seen as I reflect on past grades in distance learning courses where I strived and have achieved being an A student (so far) whereas, prior to online learning I struggled in a traditional classroom setting receiving B’s and C’s. Although Terrell (2003) remarked, “The researcher suggested that learners who succeeded did so regardless of their styles because they had the necessary skills for online learning plus the motivation to succeed” Today I have more freedom and confidence as I participate in what I learn and why. Although Neuhauser (2002) commented “…that equivalent learning activities can be equally effective for online and traditional classroom learners” (as cited in McCann, p. 21).

Neuhauser (2002) used the Keirsey Temperament Type instrument based on Carl Jung’s theory regarding psychological types. My four letters are ENFJ representing the idealist teacher and based on this tool Neuhauser commented, “…that learners who scored high on the NT and NF (intuition) styles would do well in online learning, while learners who scored high on the SP or SJ (sensing) styles would have difficulty (as cited in Santos, 2006, p. 81). I also believe that as we mature our styles can change as some of our learning styles become more predominant in how we learn depending on the environment. We have all been that student that had to learn to adapt to a new learning environment in order to succeed. According to Terrell (2005), “…student’s learning preferences may change over time in order to compensate and adapt to an online learning environment.” Hence, learning styles do make a difference and also matter in the online learning environment as well as in formal and informal learning environments.

Our learning is complex as Kolb & Fry (1975) described our learning modes as concrete experience, reflective observation, abstract conceptualization, and active experimentation. Our learning styles are grouped as assimilative style, accommodative, divergent and convergent (as cited in Richmond, & Cummings, 2005, para. p. 46-48). According to Kolb (1984), there are four learning environments that support the several learning styles and their associated modes. These include the affective which emphasizes concrete experiences, symbolic which involved in trying to solve problems for which there is usually a right answer, perceptual to identify and understand relationships among concepts, and behavioral learning environments that emphasizes actively applying knowledge or skills to a practical problem (as cited in Richmond, & Cummings, 2005, para. p. 48).

Learning styles can work across environments as noted in the website, “The seven styles of learning.” What wasn’t mentioned is that this is Howard Gardner’s theory. Howard Gardner and current technology is used in the classroom as a method to reach as many students as possible; teachers can combine each learning style with a different type of technology giving the student the opportunity to learn more effectively with less worry about missing needed details from long lectures. All eight intelligences listed by Howard Gardner can be used to design a technologically rich classroom environment that will reach every student (Reynolds, n.d.).


McCann, B. M. (2006). The Relationship Between Learning Styles, Learning Environments, and Student Success. Journal of Agricultural Education, 47 (3) 14-23). Retrieved from,

Reynolds, R. J. (n. d). Reaching different learning styles through technology. Retrieved from,

Richmond, A. S., & Cummings, R. (2005). Implementing Kolb’s learning styles into online distance education. International Journal of Technology in Teaching and Learning, 1 (1), 45-54. Retrieved from,

Santo, S. A. (2006). Relationships between Learning Styles and Online Learning: Myth or Reality? Performance Improvements Quarterly, 19 (3). Retrieved from

Terrell, S. R. (2005, Summer). Supporting Different Learning Styles in the Online Environment: Does it really matter anyway? Online Journal of Distance Learning Administration, 8 (2) Retrieved from,

Youtube video:


Reflective and transformative learning as they relate to my own learning   Leave a comment

Learning is a lifelong process from cradle to grave. There are two types of learning from my experiences. Non-reflective learning which includes my remembering an experience and repeating it or just doing what I am told to do. Whereas, my reflective learning takes place when I plan, monitor, and reflect upon my experiences (Merriam, Caffarella & Baumgartner, 2007, para. p. 164).

My transformative learning is connected to my experiences as Baumgartner (2001) noted, that the transformational learning process is intuitive, holistically resolving intrapsychic conflicts, and contextually based” (para. p. 17). It is through this learning that I am able to make meaning from my experiences. In my opinion, Mezirow’s (1991) theory of transformational learning promotes my authentic discourse which will help when I am an educator and by critically reflecting on my assumptions, restructuring the distortions in them and replacing them with more accurate and inclusive perspectives” (Boucouvalas & Lawrence, 2010 cited in Kasworm, Rose & Ross-Gordon, para. p. 41).

My transformational learning is complex as many theorists resonated with me such as Paulo, Friere, Mezirow, Daloz, and Boyd. I learn through symbols, emotions, conflicts, sensory input, hands on, holistically, and by interacting with others. My reflective learning is motivated and affected by internal and environmental factors. Mezirow’s theory is based on resolution of cognitive conflicts that leads to transformation, according to Clark, “…transformational learning, which can occur gradually or from a sudden, powerful experience, changes the way people see themselves and their world (Baumgartner, 2001, p. 16). Friere believed that critical consciousness refers to a process in which learners develop the ability to analyze, pose questions, and take action on the social, political, cultural, and economic contexts that influence and shape their lives” (Dirkx,1998, para. p.3). Friere also argued that education, through praxix, should foster freedom among learners by enabling them to reflect on their world and, thereby, change it (Dirkx, 1998, para, p. 2).

Reflective learning means self-revelation in the sense the more I know about myself the easier a connection can be made with a student. It means reflecting on my own perspectives, beliefs and values as Dirkx (1998) remarked, “Through critical reflection, however, we come to identify, asses and possibly reformulate key assumptions on which our perspective are constructed. (p. 4). As I critically reflect on my learning of how and why it is my reflective learning that will help me to plan and reflect upon my experiences as a fifty year old woman who is a student going for an MA in adult learning in the field of practice of contemporary social issues for adults in the LGBTIQQ community. It is in this field where I want to make positive social changes as a student and a teacher.

As I critically reflect on the here and now I realize I have been stockpiling my experiences over time and learning from them in order to be the person I am today with new goals to reach while satisfying a spiritual need to help others. What was the disorienting dilemma that led me on this journey? I was confused at 42 years old being told I was not employable due to my age, education, and 18 years in the field of accounting. I tried be sending out four different resumes, one with all my education and experience to the bare minimum, and yet no job. It was this combination of events that gave me the opportunity to critically reflect on who I want to be now and in the future. Taylor (2000b) commented, “…the triggering event or disorienting dilemma, which was originally conceptualized as a single, dramatic happening may actually be a “long cumulative process” (Baumgartner, 2001, p. 18).


Baumgartner. L. M. (2001). An Update on Transformational Learning. New directions for adult and continuing education, 89, 15-24) Retrieved from,

Dirkx, J. M. (1998). Transformative learning theory in practice of adult education: An overiew. Journal of lifelong learning, 7, 1-14. Retrieved from,

Kasworm, C., Rose, A. and Ross-Gordon, J.M. (2010). Handbook of Adult and Continuing Education. Thousand Oaks: Sage Publications, Inc.

Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (2007). Learning in Adulthood: A Comprehensive Guide (3rd Ed.). San Francisco, CA: Jossey-Bass.


My Evaluation of Learning Style Testing   Leave a comment

My feelings on the personality assessment instrument are ones of fascination. I am intrigued as to the connections being made of narrowing down an individual’s learning characteristics to their everyday life including work, family, and school. I found the score useful in my reflecting on what it means for me to continue on the path of becoming a teacher. I was enlightened by my personal learning about my weaknesses and strengths as well as seeing the possibilities as I move forward towards my goal. I even looked into becoming an administrator of the instrument.

We learn by interacting with our environment, communicating, and making sense out of their world, resulting in our learning about ourselves, yet it all begins in our brain. The brain is amazing as one is being tested during active events such as playing games, cards, physical tasks, thinking, working out math problems, analogies, communicate, recall items on list, and foresee ex. life 10 years from now as Nardi (2011) noted, “…the brain activity comes about 300 milliseconds before the person executes the action or behavior associated with the brain activity” (Nardi, 2011, para). It is interesting to note that through this testing it becomes apparent that motivation and interest will light up a brain by how people approach a task, particular neocortex regions “light up” when being used for an activity, dark regions indicate what’s not in use or activity has become automatic, and there are various holistic patterns and zigzag sequences (Nardi, 2011, para.). Hence, various regions do similar tasks for all of us (who are right handed), but people vary greatly in how much stimulus is needed to engage a region.

The video Discover your personality type was a well spent seven minutes. Within that time I listened, visually saw meanings and in turn, learned about my personality type letter by letter and its comparison. It was a step by step logical process in order to understand ones learning. It started with the basics of the Myers Briggs theory of personality and defined it as a way to describe differences in the way people think, make decisions, and approach the world around us while incorporating information about who you are and why you do the things you do (Discover your personality type, para.).

The criticism regarding this instrument is reported by Pittenger (1993), “Several studies, however, show that even when the test-retest interval is short (e.g., 5 weeks), as many as 50 percent of the people will be classified into a different type.” I can only speak for myself, but in taking the Meyers-Briggs instrument through the video I do not believe that my personality ESFP would change for instance in my description of a white cup. I would still view it with the same perspective as it was white and Styrofoam.

In my opinion this information is useful for me as an educator as I begin to teach a subject. This instrument has taught me that I must be authentic as I teach and to always be in search of new ways of capturing a student’s attention and keeping it.

Nardi, D. (2011). Authors@Google: Dario Nardi – Neuroscience of Personality. Retrieved from,

Pittenger, D. J. (1993). Measuring the MBTI .And Coming Up. Journal of Career Planning and Employment, 54(1), 48-52. Retrieved from,

(2011). Discover your personality type. Retrieved from,

Youtube video: