> Exploring Adult Learning Theory: Transformative Learning

Transformative Learning is the third aspect of the adult learning theory concepts. The term was coined by Jack Mezirow, whose research and studies assumed that adults do not simply make application of old ways of learning to new situations - instead they "discover a need to acquire new perspectives in order to gain a more complete understanding of changing events."

Mezirow designed a 10-phase process for how transformational learning happens, beginning with an initial problem or dilemma that sparks self-interest, exploration, and a new plan of integrating the confidence and knowledge that was gained.

> Transformative Learning within a Curriculum

• Explore Assumptions & Biases: Launch open, safe discussions to gain prior knowledge and open dialogue about assumptions and biases of content-related topics. Using the SLOs to guide the design and framing of those discussions, instructors can begin the transformative learning process through 
• Use Evidence:  Adult learners come to us with assumptions and biases about the world around them, and so instructors who facilitate a transformative approach bring forward evidence to align with and challenge those assumptions. They also provide students to discover their own evidence to build arguments.
• Reflection: In addition, providing space for structured and unstructured reflection of ideas and evidence supports students' thinking about their assumptions. 

> Transformative Learning using VidGrid

Many students are becoming more comfortable in front of the camera, especially as video conferencing tools have become another way to communicate. Instructors have seen just how powerful engagement can be using Canvas-embedded video tools like Zoom and VidGrid. To learn more, watch our recorded session on the VidGrid Faculty Panel Discussion: Innovative Uses and Strategies.

If you have yet to explore VidGrid, the video recording tool offers instructors and students quick access to ADA-compliant video and screen-recording capabilities.  Faculty have shared their experiences with video reflections (throughout the course, or as an end-of-course formative assessment) and say just how much students enjoy recording and watching their peers' ideas come to life. Some prompts ideas include:

• This week we are focusing on aspects of transformation, and highlighting moments of our lives where new insights and ideas were created out of old ones. Record a two-minute video sharing a brief story on how your old way of thinking (and doing) was transformed to a better way of living and learning. 
• Review last week's SLOs and share which one you learned the most about. Also, include a personal or professional connection you made with the content we covered.
• This week's research will allow you to explore diverse perspectives on (insert topic). As part of your engagement in this discussion, record a short video on which TWO resources were most helpful in your new learning.