Two takeaways to highlight:

1. Reflection, analyzing one's own thinking and critical examination of one's learning experience, and choice and the ability to self-organize my learning around interests, were key activities for me in this course. Discussion forums and the collaborative learning activity provided the social dimension. This is why as an adult learner, I view learning as primarily an internal cognitive process regulated and steered by the individual; yet shaped by other influences, whether that is an instructor, a group, or society. The individual establishes and maintains their own goals and interests and strives to make meaning of their experiences.
2. When I first started the course, my personal experience of the variety of the participant and provider roles in adult education was limited. After the readings and course interactions, I came to realize that our singular experience cannot always be trusted as designers of instruction. This is why I think that the theoretical and practical path of how one designs instruction is not only in response to learning goals to be achieved, i.e, to develop learner autonomy or learner citizenship, but is also influenced by one's context, i.e., definitions, outlook or worldview.

What I gained from this learning was the opportunity to ... Have a better understanding of where I sit on the adult education theory continuum. My perspective is primarily, 'humanistic' but I also recognize that knowledge construction, learning and meaning making, is both personal and social.