A Decade of Social Media and Adult Learning

This week, we explored an increasingly relevant and complex issue in education: the evolving relationship between online learning technologies and student privacy. As outlined in Vanessa P. Dennen’s (2015) insightful article Technology Transience and Learner Data , today’s digital learning environment is anything but static. New tools, platforms, and features emerge constantly, each bringing fresh possibilities for learning and communication, but also new challenges in terms of privacy, security, and ethical data use. One of the key takeaways for me was the concept of technology transience—the idea that digital tools in education are continuously changing. This transience means that both instructors and students leave behind a growing amount of digital data as they interact in online learning environments. Some of this data is knowingly shared—like forum posts or uploaded assignments—but a significant portion remains hidden, such as back-end data logs that track every click and page ...

 Hi everyone! Today I brought something new. Are you a qualitative researcher? Have you ever thought about the process you take when coding, engaging with your participants, or thinking about the ways and level of agreement you may agree or not agree with your participants' perspectives? Well, today I would like to bring mine. As a Brazilian doctoral student studying in the United States, my research interest in how Brazilian graduate students experience and negotiate Latino identity within American higher education is deeply rooted in my experiences. I, also, have navigated institutional categorizations that define me as “Latino,” even when that label did not fully align with my cultural or personal sense of self. Like my participants, I applied for the LAC scholarship and went through similar internal questioning—do I identify as Latino, or am I being identified as such for institutional convenience? These shared experiences position me as an “insider” who can access nuanced pers...

  Hi everyone! Today, let's talk about Pinterest!   Is anyone here a user of Pinterest? Or have you ever consulted it to have some ideas? Well, when I want to buy something or create art, I consult Pinterest to get an idea of how to do it by myself. I would say that Pinterest has quietly become one of the most effective visual planning tools for learners pursuing project-based goals. Whether it’s a teacher preparing a thematic unit, an artist exploring new mediums, or someone navigating a career pivot, Pinterest offers an intuitive space to collect ideas, organize resources, and visualize project outcomes. This aligns naturally with the microlearning trends we have been exploring. If we stop to think, adults often bring clear intentions into learning, particularly when it is tied to real-world outcomes. Pinterest, in turn, accommodates this by offering a curated visual experience, allowing users to “pin” tutorials, articles, videos, and infographics into easily accessible ...

  As all of you are aware, this week in class, we explored the growing trend of microlearning—a learning strategy that delivers content in short, focused bursts designed to meet learners' needs in real time. I believe microlearning aligns well with today’s fast-paced digital environment, where attention spans are limited and time is a precious resource. From my perspective, it is clear how powerful this approach can be, especially when it comes to engaging adult learners who are balancing work, family responsibilities, and personal development. Well, in thinking about how microlearning shows up beyond formal educational spaces, one platform stands out to me: Instagram . With tools like Infographics, Reels, carousels, and Stories, Instagram has evolved into an unexpected hub for educational content. For adult learners, this kind of visual and mobile learning environment offers flexibility. Whether it’s a one-minute Reel explaining a career skill, an infographic summary of research...

  This week’s topic on badges and microlearning really resonated with my interest in adult learning. I found it particularly valuable to explore how these tools support engagement and skill development among adult learners, who often balance education with work and family responsibilities. I would state that badges provide a way to recognize incremental achievements, offering external validation for skills that might not traditionally be acknowledged in formal learning environments. This recognition can be especially motivating for adult learners who value tangible outcomes and evidence of progress as they work toward their personal or professional goals. Similarly, the term “microlearning” is well-suited to adult learners because it offers flexible, bite-sized content that can be accessed at their convenience. This aligns with adult learning principles, particularly self-directed learning and the need for immediate application of knowledge in real-world contexts. Studies show ...

Hi everyone! I hope you are having a great week!   Last week, I shared my first experience using Reddit, reflecting on its complexities and potential as a space for engagement. Building on that initial exploration, I have been thinking more critically about how Reddit functions as a site for adult learning. One of the most compelling aspects of Reddit is its decentralized, user-generated content model. Subreddits like r/AskAcademia offer a fascinating space where early-career scholars, seasoned professors, and curious outsiders engage in conversations about the realities of academic life. From advice on navigating PhD programs to honest discussions about mental health in academia, this subreddit functions as a peer-to-peer learning community. For me, lurking and participating in these threads has revealed how adults can learn through shared experiences, informal mentorship, and collective problem-solving. A feature of Reddit that contributes to adult learning is the AMA (As...