Unit 5 Discussion 1 & 2

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Capella University *

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Health Science

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Oct 30, 2023

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Unit 5 Discussion 1 When concerning an individual’s culture, it is important to consider that it helps form perspectives from experiences and interactions in the environment (Wlodkowski, 2017). An individual will form their own reality and interpretations of the world by the experiences and interactions with others over a period of time, usually from childhood to adulthood. Since there are a variety of cultural backgrounds all over the world, then it is necessary for categorization based upon culture, racial diversity, historical complex, beliefs, and religious backgrounds according to Wlodkowski (2017). Culture can have a profound impact on how learning occurs, due to the different emphasis on what is considered important in education. Since cultural diversity usually focuses on aspects like gender, race, and age, cross-cultural comparisons may give important insight on what is considered to be critical in learning and what is not as an adult. Therefore, this may shape personality or expression of emotions in certain situations or environments (McCrae et al., 1999). Unfortunately, there is a lot of bias surrounding the disabled community, both on and off campus at universities. Since there are deeply rooted beliefs about disabled individuals from various cultures around the world, it is evident there is some discrimination or bias toward certain individuals due to society’s way of thinking (Wlodkowski, 2017). In order to prevent bias, or at least lessen it, many colleges have introduced diversity courses to educate others on students who have disabilities (Denson et al., 2021). These classes have been shown to improve students, staff, and faculty impressions, but cannot fully get rid of stereotypical beliefs which have been ingrained since the start. Thus, this may have an impact on a disabled individual’s learning if there are not the opportunities presented to them from childhood due to cultural beliefs. References Denson, N., Bowman, N. A., Ovenden, G., Culver, K. C., & Holmes, J. M. (2021). Do diversity courses improve college student outcomes? A meta-analysis. Journal of Diversity in Higher Education , 14 (4), 544–556. https://doi.org/10.1037/dhe0000189.supp McCrae, R. R., Costa, P. T., de Lima, M. P., Simões, A., Ostendorf, F., Angleitner, A., Marusic, I., . . . Piedmont, R. L. (1999). Age differences in personality across the adult life span: Parallels in five cultures. Developmental Psychology , 35 (2), 466–477. Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). San Francisco, CA: Jossey-Bass.

Unit 5 Discussion 2 As a professor at a university, the usage of technology is a critical part of my instruction as well as a must have for many of my disabled learners. During the pandemic of COVID-19, technology was a must for instruction. Without the usage of face-to-face video methods or online access, there was no possibility of instruction. With many of my disabled students, technology is a delivery mechanism and an instructional tool. Since learning new information in the classroom depends upon age, experience, learning style, and the delivery of material via teaching methods, it is an important factor to keep in mind that childhood learning is different than adulthood learning (Wang, 2010). When the learner is taught how to use a piece of technology, the retention of usage depends on the application of the newly learned skill as well as how the individual was taught, either by problem-solving, visual, auditory, or kinetic application (Wang, 2010). Since most of learning in a university setting takes place via instruction from the professor, technology is not only a delivery mechanism, but also an instructional tool since many faculty members use some form of technology to aid in their lectures or labs. Some material is readily available online and already has detailed instructions, so there is no need to wait for the professor to provide further clarification. Open access to such a system provides the learners with the chance to take responsibility for their own learning and master the aspect of technology, but in turn, provides isolation from other classmates and peers (Ginsburg, 1998). Therefore, it is difficult to complete team building exercises, as well as develop communication skills. References Ginsburg, L. (1998). Integrating technology into adult learning. Technology, basic skills, and adult education: Getting ready and moving forward , 37-45. Wang, V. X. (Ed.). (2010). Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches: Strategic Approaches . IGI Global.

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