MY PIDP JOURNEY

RESET, REFOCUS, READJUST, RESTART AS MANY TIMES AS YOU NEED TO. GIVING UP IS NEVER AN OPTION !

[curiouslearner25]

Turning Decades of Media Sales Leadership into Teachable Moments...

A Reflection on developing a practical curriculum for today’s media professionals

PIDP 3210 - Curriculum Development 

Assignment #1  - Reflective Writing Part 2

For : Christopher Carroll, Vancouver Community College

Submitted by : Deepa Bhatia Dhingra I Student ID : 000507596

Date : January 22, 2025

With 57 years of age behind me and 37 years of solid media sales experience...

From grinding it out on the front lines to closing sales deals…

From leading sales teams in multiple national and international media houses in India, to moving into CXO role….

To stepping into Vancouver 2.5 years ago and then jumping into PIDP course one year 

ago …

And now to developing complete curriculum for TV advertising sales course.. 

The journey has been filled with a hell of a unlearning and learning. 

Here’s an honest reflection within ORID framework on the journey of translating my own sales experience to mapping the DACUM chart, creating a 10 weekend curriculum and then a lesson plan with discussions, role plays, reflection exercises and much more – a very grounding and humbling learning ground for me personally.

Objective : What is this about? What happened?

I drew on my (close to) 4 decades of extensive and hands-on media sales experience - from front end sales and deal making, customizing proposals for clients across various industries, leading sales teams in high pressure Indian media market, navigating ratings, programming, client relationships and the client spend shifts to digital and OTT, to now creating the DACUM. I facilitated sessions to identify skills, knowledge, duties, trends for TV ad sales professional today who are struggling in the digital first world. From there I build the 30-hour, 10 weekend programs with clear goals and objectives, practical assessments, ethical sales and reflections, all to ensure the learners find practical value in the program which they could transfer in their workplace and succeed. I articulated detailed lesson plans, incorporating multi-platform realities and aligned everything with adult education principles of PIDP. This was all done while managing my India office working till post-midnight, other personal commitments, career shift pressures and self-doubt pangs and adjusting to the Canadian way of life J

Reflective : How did it feel and what did it stir ?

It was a mix of highs and lows. The real highs came while drafting the lesson of handling client objections, reliving my actual client interactions with some good and some not so good/difficult and demanding clients. Highs also came while drafting the DACUM which mirrored my media sales leadership journey, leading teams of adult professionals who were with diverse backgrounds and needs. 

With the highs came the lows too with self-doubt – moments of “Who would I teach all this now at 57 in a new country?”. 37 years of real experience vs is this career shift meaningful and am I worthy and capable of it in a new professional educational system. Country moving/ relocation burnout also played a part - everything feels harder when you have to rebuild identity and networks. But being a born optimist and a fighter, I brushed aside these clouds of self-doubt with pride that I could convert my extensive experience of 

real-world sales with wins and losses, into something teachable for the next gen sales warriors.

Interpretive  : What does it mean to you? What insights did you get ? How has your thinking changed by reflecting on this?

The whole process affirmed how much my career had prepared me for, without ever releasing it. Preparing DACUM method gave me a clear roadmap and structure what I have known for years, that is, the experts doing any job/s are the best ones to define it for they understand the best - the real tasks, tools, challenges, risks etc. Through my experience, I have built an intuitive understanding of what makes a great TV ad sales professional, and I transferred the same in preparing the DACUM, the 10 week program and the lesson plan. 

This echoes Norton and Moser’s handbook on using it for precise industry validated curriculum (Norton and Moser 2008). The handbook basically backs up gut level expertise into structured, trustworthy training materials. 

Building active and hands-on sessions of role plays, client needs analysis aligns completely with Knowles’ andragogy that adults learn best when its relevant, experience based and problem centered (Knowles et al., 2015). -   I call it REP.

Developing the lesson plan also deepened my understanding of alignment between objectives, activities, and assessment - a core principle of effective curriculum design (Biggs & Tang, 2011).

The reflection pieces in Lesson Plan are built around David Kolb’s experience learning cycle which says real learning starts with a concrete experience, then moves to reflective observation (Kolb, 1984). This exercise of reflection, pausing, rebuilding and growing help learners improve with clear next steps, making it a practical and powerful tool. 

My final interpretation is that building a curriculum was not just a task/ assignment at hand but at its core is leadership in different form – it moves from directing teams to now facilitating growth. 

Decisional : How can this new or enhanced interpretation be applied to do things differently?

I will ensure reflection writing in ORID format after each of my instructional course to document what worked and what didn’t and improvisation scope for the learners so that I can evolve in my teaching naturally and design instruction with greater intentionality, empathy and alignment. In fact, writing this reflection allowed me to examine my own transition, from industry leader to instructor - and recognize learning as a transformative process shaped by experience, context, and reflection (Mezirow, 2000).

I will continue to use DACUM to make learning observable and assessable. I will ensure using my real life sales experiences (the difficult client negotiations, the mutual bargains, the icebergs in client need analysis, the multimedia platform proposals clubbing TV with digital) more frequently in the teaching programs. This would make the teaching sessions more relatable for the learners, and learning more authentic and practical, thereby keeping the learners stay interested and curious. 

PIDP course has lit a spark in me and keeping a growth mindset, I would stay connected with PIDP teachers and peers and keep myself updated on adult education to help me continuously evolve in my dual role of learner and instructor. 

I strongly believe that above deliberate actions would adapt my teaching to evolving learners, industries and technologies.

References (APA 7th Edition)

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education.

Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.

Norton, R. E., & Moser, J. (2008). DACUM handbook (3rd ed.). Center on Education and Training for Employment, The Ohio State University.

[curiouslearner25]

A REFLECTION !

Using Generative AI tools - A Pandora's Box ?

PIDP 3210 - Curriculum Development 

Assignment #1  - Reflective Writing Part 1 

For : Christopher Carroll, Vancouver Community College

Submitted by : Deepa Bhatia Dhingra I Student ID : 000507596

Date : December 20th, 2025

Objective : What is this quote or idea about? What caught your attention?

The issue regarding the rampant use of AI-powered chatbots in the field of education is of utmost importance and requires serious considerations. The key issue regarding the use of AI-powered chatbots, such as the Chat GPT, mentioned in the articles pertains to the fact that while this tool holds multiple benefits of assisting the students with explanations and quick responses but it is extremely detrimental to them when its used to complete their entire work.

What caught my attention was the speed with which AI moved from being interesting, different, helpful to becoming just another educational tool being widely adopted in the field of education, making them question not only how education should change but also what exactly education even is (Eduettu, 2023). Another glaring issue which really got me thinking was how the overuse of AI could reduce the cognitive engagement necessary in learning through examples such as how it could “hurt learning” via the use of chatbots (Quirks & Quarks, 2024). This double edged sword of technology  makes AI a true“Pandora’s box” for educators.

Reflective : Why did you choose this quote or idea? How do you identify with it?

I  chose this idea because of its relevance to my role as a learner in this course and my goal to be an effective curriculum developer.  Coming from a professional background of 36 years within corporate sector, I have seen technology reshaping workflows and also been a witness to the struggle of balancing technological developments and protecting core competence.

I have personally experienced how generative AI enhances productivity, clear complex concepts and help save on time when you are balancing multiple chores. At the same time, I see myself and people around me getting tempted to getting quick answers through AI and off load cognitive work thereby negatively impacting actual constructive knowledge building. Educators thus are having anxieties about how misuse of technology could hamper the intrinsic goal of cultivating knowledge.

This reflection resonated with my belief in adult education principles that emphasize self-direction, critical reflection, and meaningful engagement, which are at risk if AI is used uncritically (Knowles et al., 2015).

Interpretive  : What does it mean to you? What insights did you get from the quote or idea? How has your thinking changed by reflecting on this quote or idea?

One of the key aspects of interpretation for me is that integrating AI into education can’t be left to chance, for its over dependency can seriously impact critical thinking competencies. It can be a support to learning but not a substitute to learning.

My thinking has shifted from seeing AI as something to “manage or restrict” to something that must be explicitly addressed through curriculum design, digital literacy instruction, and ethical guidelines (Eduettu, 2023). We have to move beyond the previous forms of assessment and develop models that require higher order thinking skills (justifying reasoning)  that cannot  be fully automated by AI.

I am also growing in my thought process as I realize now that AI is coming alongside in change rarther than being an agent of disruption. A win win scenario is in place when we can effectively mix teaching with tech while also exploring ways to promote knowledge.

Decisional : How can this new or enhanced interpretation be applied to your professional practice?

As a teacher working on curriculum development, the plan is to implement this interpretation through :

Redesigning the assessments incorporating : a) projects with clear rubrics, thereby emphasizing critical thinking and justification and b) presentations and reflective writing/videos to share their reasoning. These two components would ensure that the students have ownership of the learning process.

To implement AI as a support, rather than a substitute within the curriculum. Activity suggestions could help students use AI for research, but verification of the same by students would be a balancing factor.

Teaching students to identify reliable sources , use tools critically, and finally how to question AI outputs, reinforcing critical thinking rather than replacing it (Quirks & Quarks, 2024).

I would also try ethical AI use myself , showcasing how AI tools can support brainstorming or scaffolding.

This reflection illustrates that technology per se is not good or bad. As educators it is our core responsibility to use technology and educational pedagogy simultaneously and remain optimistically cautious about the value AI offers. Curriculum development must remain flexible, adaptive, learner centred and ethical, in the wake of technologies that keep changing the education landscape.

 References

Eduettu. (2023). ChatGPT in education: Benefits, risks, and best practices. https://www.eduettu.com/post/chatgpt-in-education-benefits-risks-and-best-practices

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

Quirks & Quarks. (2024). Bob’s blog: Do chatbots hurt learning? Canadian Broadcasting Corporation. https://www.cbc.ca/radio/quirks/bobs-blog-chatbots-hurt-learning-9.6987998

[curiouslearner25]

WE FEEL THEREFORE WE LEARN !

PIDP 3100 Assignment #1B  - Reflective Writing Part 2

For : Karen Brooke, Vancouver Community College

Submitted by : Deepa Bhatia Dhingra

Date : July 19th 2025

 This reflection is based on a powerful quote from Dr. Jill Bolte Taylor, featured in Merriam & Bierema’s Adult Learning: Linking Theory and Practice: “We may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think” (Merriam & Bierema, 2020, p. 147).

Objective: What is the quote or idea about? What caught your attention?

Dr. Jill Bolte Taylor's quote turns the universal assumption that human behaviour is controlled largely by intellect and reason upside down. It presents instead a believable twist - a revolutionary idea that emotions are the very foundation upon which thinking takes place. It brings into perspective that while we position ourselves as rational beings, it is the emotions that guide and decide most of our thinking.

This quote closely aligns with neuroscientific research, particularly that of Antonio Damasio (1994), who in his research had found that individuals whose emotional centres in the brain were damaged were unable to even make a simple decision, even though they had fully functional intellectual abilities. This scientific insight reinforces the truth of the quote that emotion is essential to cognition.

What caught my attention was how this idea turns the traditional "think first" tale on its head. The adult learning model is primarily based on reason, analysis, and outcome over emotional experience and interpersonal connection. This quote indicates that feelings are the foundation of human decision and learning and at the core of how we learn, process, and remember information. It reminds me that as educators, we do not always need to teach facts; rather, we must lead students to find meaning through emotional engagement.

Reflective: Why did you choose this quote or idea ? How do you identify with it ?

I selected this quote because it reflects something I have long sensed : emotions significantly shape learning, engagement, and memory, especially in my own work with clients and adult professionals whom I train. It resonates with my emotional nature as a learner and as an educator.

This year when I enrolled for a formal learning setting through the PIDP program after a gap of 35 years of working, I was hit by self-doubt. Was I capable of learning new technology? Manage time for the course in personal and work life? Frustration kept me holding back at first, but as soon as I started getting a handle on things and worked on my early assignments, my curiosity, interest, and drive motivated me to continue. In addition, my family’s and instructor’s motivation and encouragement pushed me to overcome my struggle and discomfort and helped me learn concepts more effectively and with greater clarity. This mirrors how desirable difficulties foster deeper learning through emotional engagement. The struggle wasn’t just intellectual, it was emotional. 

In many professional settings too, when I reflect on training professionals, I realized that they often remember emotional learning moments far more clearly and deeply than those based purely on content. In a business communication training program, an adult learner shared a personal sales pitch experience of a failed client pitch and the how emotionally impacting it was on his confidence. This case study was discussed openly in the class, reflecting on empathy, tone, and body language. Many months later, when we revisited the subject, it was interesting to see that the learners forgot the textbook definitions but they clearly remembered that sales pitch, the emotions it evoked, and the practical lessons it carried.

This quote also resonates with Mezirow’s Transformative Learning Theory (1991), which teaches us that adult learners learn more profoundly when they are introduced to a “disorienting dilemma” that disrupts their current worldview. These dilemmas are not purely intellectual; they’re emotional. 

Interpretive  : What does it mean to you? What insights did you get from the quote or idea? How has your thinking changed by reflecting on this quote or idea?

To me, this quote is a reminder to give emotional intelligence its due. It helps me to accept that emotions are the foundation of my thinking and embracing my emotional nature as a learner can lead to more meaningful and lasting growth. It aligns with SDL’s emphasis on personal responsibility and lifelong learning. 

This also aligns with the work of Goleman (1995), who introduced the concept of “Emotional Intelligence”. It is the ability to understand and manage one’s emotions in ways that enhance thinking, relationships, and learning. 

As a learner, I gained insight that emotional engagement, like curiosity, struggle or frustration mirrors desirable difficulties and are critical drivers of memory and meaning-making. Accepting them and turning these challenges into opportunities helps richer understanding and retention. Real life example : It’s my realisation now that it was my enthusiasm that led me to take yoga classes, rather than a duty. It was my emotional need to stay relevant that took me to do short term AI courses. 

I realized that as educators :

We must acknowledge that many adult learners could carry emotional weight like job pressure, family responsibilities, past learning trauma and we can’t overlook these in our teaching. 

We must design instruction that acknowledges and works with learners' emotional states, not against them. Learnings should be able to connect with them and should not be only for comprehension.

We must keep the students motivated for learning which can be sparked through emotional resonance.

We must help develop the learners’ emotional intelligence (EQ) through self-awareness, which would help them in employability too. EQ is one of the most sought-after interpersonal skills in the workplace. According to CareerBuilder (2016), emotional intelligence is often valued more than technical skills during hiring. 

In a nutshell, emotions are central to learning and they shape how we make choices.

Decisional : How can this new or enhanced interpretation be applied to your professional practice?

As a sales management instructor, I would now consciously make learning emotionally relevant and reflective. Selling is an inherently emotionally field which includes interpersonal relationships, rejection, influence, and empathy. Realizing this, I will now utilize scenario-based learning and real-life sales cases in my instruction to invoke emotional resonance amongst my learners so that they have an outlet for their feelings, before they get into thinking and analysis.

I will also ask the students to assess not only their performance but also their emotional responses when role-playing or role-simulating a client.  I will ask them to reflect on situations where they were feeling powerful, perplexed, or anxious in the environment of a sales setting, and examine how their emotions affected their behaviour and decisions.  Eg. Identifying stress signals and using self-regulation to stay composed during high-stakes interactions. This has the function of authenticating emotional responses and providing psychological safety, a key construct of effective adult learning (Dirkx, 2001).

Summarizing this reflective exercise, this quotation led me to the realisation that, in my personal case as a learner,  emotions often lead and thought follows.  It also deeply resonates with the ethos of self-regulated learning, where meaningful learning moments almost always involve emotional investment.  This makes learning emotionally based as well as cognitive. As an educator, I need to now create learning experiences that engage the heart, prompt reflection and enable learners to build their own meaning-making.

CC BY 4.0 http://creativecommons.org/licenses/by/4.0

REFERENCES

CareerBuilder. (2016, October 24). Does emotional intelligence matter when hiring? CareerBuilder Small Business Resources. https://resources.careerbuilder.com/small-business/does-emotional-intelligence-matter-when-hiring

Damasio, A. R. (1994). Descartes’ error: Emotion, reason, and the human brain. Putnam Publishing.

Dirkx, J. M. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. New Directions for Adult and Continuing Education, 2001(89), 63–72. https://doi.org/10.1002/ace.9

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice (1st ed.). Jossey-Bass.

[curiouslearner25]

My chance encounter with the word "Hippocampus"

Today while doing some research on cognitive science and memory I came across the term "Hippocampus" . The name and the role was interesting enough for me to do some finding and then write this :)

The hippocampi (two of them) is a small, curved structure in the brain located deep within the temporal lobe which plays a critical role in learning and memory. It helps convert short-term memories into long-term memories. It is involved in giving us a sense of direction and helps us map and remember environments and locations. It is vital for processing and retrieving learned information and hence plays a key role in associative learning with linking concepts together.

Now to the fun part, which will help me remember this for sure :

London taxi drivers, who memorize complex city layouts, have been shown to have larger hippocampi than average—highlighting its role in spatial learning.

Some more fun facts :

The word hippocampus comes from Greek: “hippos” (horse) + “kampos” (sea monster), because it looks like a seahorse in shape! Interesting yeah !

It is your inner GPS which helps you navigate your surroundings. When you remember how to get home or find your way around a mall, you're using your hippocampus. In fact, the 2000 Nobel Prize in Physiology was awarded for research showing how "place cells" in the hippocampus help map space!

It turns short-term memories into long-term ones. Without it, we all would live entirely in the moment, like the character in the film Memento

The hippocampus tends to shrink as we age, which is linked to memory decline. But studies show that aerobic exercise like walking or dancing can help grow or maintain hippocampal volume (Erickson et al., 2011)

Music and Emotion Memory . The hippocampus connects with the amygdala, the emotion center. That’s why hearing a song from your past can instantly bring back vivid memories and emotions

The hippocampus is one of the few places in the adult brain where new neurons can grow—a process called neurogenesis. So yes, your brain can still grow with learning...

Most hippocampus research started with rodents running through mazes. Mice with damaged hippocampi can’t remember how to escape—even after repeated tries

I am happy learning about some thing new each day and making my brain grow :) You all must try too :)

#SDL

[curiouslearner25]

From Classrooms to Case Studies: Exploring Adult Education with Evelyne

PIDP 3100 , Week 6 , Blog Post 3

For : Karen Brooke, Vancouver Community College

Submitted by : Deepa Bhatia Dhingra 

Date : 13th July 2025

This blog is intended to describe aspects of Trends in Adult Education as discussed with my PIDP learning partner Evelyne Copeland. 

Evelyne, Ph.D. in Biochemistry and Executive MBA, shared insights based upon her seven years of instruction in Biology and Business to young adults in the College of the North Atlantic / Memorial University transfer program at two NL campuses.

She mentioned about some of the challenges confronted by adult educators in the aftermath of Covid, like lack of motivation to academic success in their first year of PSE after high school. Due to secondary level education shortcomings and memory disturbance, students can become insufficiently ready for PSE, specifically in STEM studies. Such subtle teaching concerns are adding to frustration among learners and teachers. Another hindrance Evelyne discussed is the increasing dependence on AI. Positively it increases the research and writing skills of students but negatively, excessive dependence on AI is skipping the learning process. Teachers are having a tough time assessing genuine formative learning with this excessive use of AI. This is resulting in teachers having to develop more substantive assignments that cannot be completed by AI tools alone.

To combat the same, the teachers need to find engaging and synergistic teaching methods and course constructs which allow to address the challenges mentioned above. They need to move towards more applied and experiential learning to enhance student engagement and foster deep learning.

Some of the teaching strategies used by Evelyne are :

Concept Maps : They help students map and interconnect ideas visually, breaking down challenging material to understand and recall. This reduces cognitive load and supports working memory.

Scaffolded Assignments : Here assignments are broken down into smaller steps, with early guidance. This too helps students build confidence and learn more in-depth understanding of the concepts.

In her stream of teaching Life Sciences, Evelyne also applies Scenario-Based Learning . In this, real life situations are employed to lead students to apply theory to practice. Instead of reading or quizzing, students "enter" real-life cases, make decisions, and observe results just like in real life. This experiential learning fosters critical thinking, improves memory, offers immediate feedback and allows learners to learn from mistakes in a risk free environment. Learners love the choices and personalized paths it offers.

One of the challenges she mentioned while teaching Life Sciences is the heavy reading load, in which one of the popular concept of Micro-learning is not effective. Instead, she uses enquiry based learning wherein learners explore everyday situations, create hypotheses, formulate experiments, collect and analyse data, reflect on them and present findings. She took an example of a lesson where students are taught about proteins, enzymes, and DNA by creating interactive decision-based simulations. This help students make real time decisions, they see cause effect in biological processes, and it encourages them to understand how enzymes interact with DNA during replication and protein synthesis. Adding quizzes help her condenses content and keep students engaged. 

We also discussed the growing use of VR as an increasing trend which creates immersive environments that simulate real or imagined worlds. Such interactive experience significantly enhances learning and engagement.

While teaching Business, Evelyne uses example of Google company as case studies where students study significant management functions like planning, organising, leading, controlling and decision making. This renders the learning concept interesting, practical and tangible. 

She also put emphasis on the use of formative assessment along the way which should be  done fairly and fast to provide timely feedback to them.

We finally wrapped up the discussion with the ongoing concerns of adult educators - like limited time, students’ readiness, and difficulty assessing open-ended work in enquiry-based biology classes. Balancing curriculum demands with student-led exploration also demands new skills, approaches and fresh resources most of which are expensive, time consuming and obsolete in no time.

I had a great time speaking with Evelyne via Google Meet and left with a better sense of adult education trends today – how they influence the experience of learners and teachers alike, both positively and negatively.

[curiouslearner25]

Trends in Adult Education : The Rise of Micro-learning

PIDP 3100 , Week 4 , Blog Post 2

For : Karen Brooke, Vancouver Community College

Submitted by : Deepa Bhatia Dhingra

Date : 30th June 2025

As we navigate through 2025, we are witnessing the realm of adult education transforming at an unprecedented pace. With the rapid advancements in technology, shifting workforce demands, and a global emphasis on lifelong learning, these trends are shaping a learning landscape which is more accessible and personalised.

I recently came across this insightful article from Educat Academy that highlights emerging trends in adult learning. Here's the link: 

undefined - Erasmus+ KA1 Cyprus

Discover the latest trends in adult education, including online courses, personalized learning, and skill-based training. Stay ahead in your

This article highlights some of the transformative trends in adult education :

Online Learning is the new normal which gives learners the freedom to learn at their own pace from any location

Micro-learning implies big impact in small time

Skill based, practical learning 

Lifelong Learning for professional and personal growth 

Gamified Learning which makes it more engaging and fun 

VR and AR making learning immersive and memorable

Community Learning

Mobile Learning making it easy to learn on the go

Data-Driven Insights helping educators understand how learners behave and what they need, so that teaching can be made more effective and personalized

Why Micro-learning Stands Out to Me :

Image/Infographic credit to Bersin and Associates

Of the above trends, I personally find “micro-learning” leading the way as one of the most potent adult learning trends. Micro-learning is the technique of presenting training material in little nuggets of compressed bits of learning pieces, often in online formats. These are formatted in 5- to 15-minute chunks, to learn specific job relevant skills. It’s a powerful shift toward short, focused, and flexible learning experiences that fit the lives of busy adults and also addresses their attention span. Also it is inexpensive, relevant to their industry/marketplace, focused on the goals of the employees as well as the organization, and can be delivered with minimal interruption to productivity (Staff, 2018).

How Microlearning is Shaping the Way One Teaches :

As microlearning becomes more popular, it’s changing how we think about instruction :

Bite-sized is better: Moving away from long lectures and designing short, focused lessons that deliver real value and fast.

Practical over theoretical: Modules to be designed at solving real world problems or building job-ready skills

Multimedia matters: To keep learners engaged, usage of short videos, quick quizzes, and interactive content  could make learning feel active and fun.

Aligning with industry needs, instructors to work with subject matter experts to incorporate the latest trends and workplace demands.

Flexibility with asynchronous delivery so learners can access content anytime.

Shifting from in-person to on-demand learning, thereby increasing accessibility.

Preparing for the Microlearning Wave :

Preparing for this exciting trend means upgrading not just what one teaches, but how one teaches it.

Building Digital Creation Skills using E-learning tools like Articulate 360 and Moodle and basic video and audio tools like Canva, Audacity, and CapCut

Staying industry aware by engaging in community forums and online groups to spot trends and evolving skills

Integrating data analytics to show learner progress and improve outcomes

Upskilling in Instructional Design to create clear, goal-driven content that delivers value in minutes

Creating flexible and reusable content library of different learning assets that can be reused across courses

My reflections :

Relevance is the heart of adult learning.

As an individual who is upskilling to stay relevant in professional and personal life, I quite relate to this trend when it addresses flexibility and access, responding to adult learners with work and family commitments. Mention of industry-led curriculums and project-based learning resonates most strongly with the path of skills-led learning toward which I am attempting to respond within my practice.

It gives valuable insights for adult instructors to create content which is flexible, skill‑focused, and tech‑powered, thereby equipping learners to stay relevant and engaged. Preparing for micro-learning is an ongoing journey, one that excites me. It challenges me personally to be more creative, more responsive, and make a shift towards practical, engaging, and accessible learning !

REFERENCE

Staff, K. (2018, February 16). Challenges with Adult Learning - Using Microlearning to Effectively Educate. KTA-Tator. https://kta.com/using-microlearning-educate/

Feel free to like, reblog, or share your own thoughts on this!

‌

[curiouslearner25]

PIDP 3100 Assignment #1  - Reflective Writing Part 1

PIDP 3100 Assignment #1  - Reflective Writing Part 1

For : Karen Brooke, Vancouver Community College

Submitted by : Deepa Bhatia Dhingra

Date : June 22, 2025

This reflection is based on a powerful quote from Carl Rogers, featured in Merriam & Bierema’s Adult Learning: Linking Theory and Practice: “An educated person is one who has learned how to learn…how to adapt and change” (Merriam & Bierema, 2014, p.31).

Objective : What is this quote or idea about? What caught your attention?

This quote reshapes the idea of what it truly means to be educated. For me, it goes far beyond degrees or formal qualifications - it’s about developing the mindset and ability to keep learning, especially when the world around us keeps evolving.

It caught my attention because, in today’s world where information is abundant, it’s not just about accessing knowledge, but knowing how to make sense of it, apply it, and grow from it. Having come across a phrase of "emptying your cup” (Meda R, 2024), it’s all about learning, unlearning, and relearning and keeping a room for fresh thinking - that’s exactly what this quote reminded me of.

Reflective : Why did you choose this quote or idea? How do you identify with it?

I chose this quote because it mirrors what I’ve seen and experienced throughout my life. Having spent more than 35 years in media sales in India, I’ve worked with people from all walks of life. Time and again, I saw that those who really thrived weren’t always the ones with the highest degrees—they were the ones who were naturally curious, agile, open to feedback, and always eager to learn something new.

Since moving to Vancouver, that observation has only deepened. Whether I’m speaking with peers or watching young professionals navigate their paths, I’ve noticed that the ones who succeed are those who embrace change and have a growth mindset. It’s really inspiring to see such intrinsic motivation and a self-directed approach to learning. This fits so well with what adult learning theory tells us—especially how adults are more motivated to learn when it’s tied to real-life needs and experiences (Naji, 2022).

Personally, I treat every conversation as a learning opportunity - whether it’s with a student, a family member, or a stranger in a coffee shop. And I’ve made it a habit to explore new technologies and teaching methods. Kolb’s experiential learning theory  (Mcleod, 2025) also resonates with me - learning really does happen through reflecting on experience.

Interpretive  : What does it mean to you? What insights did you get from the quote or idea? How has your thinking changed by reflecting on this quote or idea?

This quote has given me a fresh lens on my role as an educator. It’s reminded me that teaching isn’t just about delivering content or transmission - it’s about creating the space for transformation. It’s a lifelong evolving mindset, a journey I must embark on for life. I keep going back to Dewey’s words: “Education is not preparation for life; education is life itself” (Education Is Life Itself | Engage2learn, n.d.). That hits home for me.

It’s changed how I think about impact. I now believe that one of the most meaningful things we can do as educators is to help students build the confidence to explore, to fail, and to try again. If we can encourage curiosity, resilience, adaptability and self-reinvention, we’re doing more than teaching—we’re instilling skills that would enable individuals to navigate life's transitions and challenges more effectively

Decisional : How can this new or enhanced interpretation be applied to your professional practice?

This reflection has made me want to be more intentional in how I support adult learners. Here’s how I plan to bring that into my practice:

Making time for reflection : This assignment itself reminded me how powerful reflection can be and I am glad I am doing it. In my previous sales roles, we’d often debrief after meetings and campaign pitches - I see now how valuable that was for growth. I want to give my students that same opportunity to pause, think, and learn from their experiences.

Focusing on the process, not just the outcome: I want to design projects that allow learners to explore, experiment, and make mistakes. I’ve started working on a framework I call “AIDE” (Artificial Intelligence for Deepened Engagement) that encourages real-world problem-solving using AI, while staying grounded in human curiosity and autonomy.

Encouraging self-directed learning : I’ve always believed in empowering people to chart their own paths. I’ll support students to identify their needs, find their own resources, and set personal learning goals. That kind of independence is incredibly motivating.

Creating a safe and encouraging environment : Adults learn best when they don’t feel judged. I want to create spaces where risk-taking is welcome, mistakes are seen as learning steps, and feedback is supportive. I remember one of my bosses telling me that if you need impact, create fearless battle grounds. Like Richardson too points out, a sense of psychological safety can make all the difference (Richardson, 2023).

Walking the talk : I’ll continue learning and upskilling myself - not just to stay current and relevant, but to model what lifelong learning looks like. I want my students to see that growth doesn’t stop, no matter your age or experience.

At the heart of it, this quote has become a touchstone for how I approach education. It’s a call to nurture knowledge managers who are curious, courageous, and ready to keep evolving - no matter where life takes them.

 

References

Education is Life Itself | engage2learn. (n.d.). Engage2learn.org. https://engage2learn.org/blog/2019/01/25/education-is-life-itself

Mcleod, S. (2025). Kolb’s Learning Styles and Experiential Learning Cycle. Simply Psychology. https://www.simplypsychology.org/learning-kolb.html

Meda, R. (2024, May 23). The Lifelong Benefits of Learning, Unlearning, and Relearning. MEDA Foundation. https://meda.foundation/the-lifelong-benefits-of-learning-unlearning-and-relearning/

Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice. Jossey-Bass. https://download.e-bookshelf.de/download/0003/9722/52/L-G-0003972252-0002483324.pdf

Naji, C. (2022, October 4). The Fundamental Principles of Adult Learning. Eduflow Blog. https://www.eduflow.com/blog/adult-learning-principles

Richardson, J. (2023). Psychological Safety in Adult Learning Environments. Adult Education Quarterly.

[curiouslearner25]

Trends in the Media and Entertainment Industry

For: Karen Brooke, Vancouver Community College Submitted by: Deepa Bhatia Dhingra

The Media and Entertainment industry is experiencing unprecedented transformation, driven by rapid technological advancements, shifting consumer behaviours, and changing cultural dynamics.

Key Emerging Trends

1. AI - Driven Content Creation Artificial Intelligence is revolutionizing how content is conceptualized and produced. From ideation to execution, creators now use AI tools to automate and enhance their workflows, making content more efficient and targeted (Copy.ai, n.d.).

2. Hyper-Personalized Streaming Streaming platforms and social media channels leverage AI algorithms to tailor content to individual users, moving away from linear programming and increasing engagement and retention (Amplyfi, 2023).

3. Immersive Media Experiences Interactive media technologies such as VR, AR, and MR are simulating real-world experiences, transforming storytelling and user interaction across industries including entertainment, education, and marketing (Number Analytics, n.d.).

4. Short-Form, Snackable Content Short videos that are quick, engaging, and highly relatable have emerged as a dominant content format, particularly for younger audiences who favour immediacy and impact (Forbes Agency Council, 2024).

5. Interactive Storytelling Audience participation is redefining narratives. Interactive videos now offer users decision points, allowing them to shape the story’s direction, which enhances emotional investment and retention (Clixie, 2024).

6. Growth of the Creator Economy The balance of power is shifting toward individual creators on platforms like TikTok and YouTube. By 2027, the creator economy is projected to near half a trillion dollars (Goldman Sachs, 2023).

7. Ethical and Cultural Awareness With increasing demand for accuracy, inclusion, and context in storytelling, the industry is moving toward more ethical and socially aware content production (University of Wisconsin-Madison, n.d.).

8. Sustainable Production Practices Companies are adopting environmentally conscious production methods to reduce carbon emissions while cutting costs and improving brand accountability (LinkedIn, 2024).

 

Implications for Educators

To keep pace with these trends, instructors must evolve their pedagogical strategies:

Practice-Based Learning: Emphasizing real-world simulations and experiential projects to develop practical competencies.

Curriculum Relevance: Incorporating up-to-date industry trends and technologies to ensure applicable learning outcomes.

Fostering Interdisciplinary Thinking: Integrating media, data science, ethics, psychology, and technology within learning frameworks.

Digital Ethics and Literacy: Equipping learners to identify misinformation, understand AI biases, and assess ethical content production.

Promoting Creator Autonomy: Teaching students how to build personal brands, monetize their content, and protect intellectual property.

Personal Preparation Strategy

In response to this transformation, I am undertaking the following actions:

Agile Learning: Embracing agile learning methodologies that emphasize adaptability, collaboration, and personalized learning experiences (Khan et al., 2023).

Tech Integration: Learning skills like basics of AI tools, AR/VR, video editing, podcasting, and short-form video. Getting familiar and updated with new tools relevant in media and entertainment - game development platforms like Unity and Unreal Engine; CapCut, the video editing app used for creating short-form videos for platforms like TikTok and Instagram Reels; DaVinci Resolve - a professional-level video editing and color correction software, used in film and television production. 

Innovative Instructional Models: Increasing student engagement and learning outcomes by adopting flipped classrooms, project-based learning, and digital-first teaching models

Gamification and Scenario-Based Learning: Designing assignments that use branching scenarios and interactivity to boost problem-solving (Near-Life, 2024).

Continuous Learning and Networking: Following industry experts and engaging in online communities to stay current on trends and tools.

By embedding these strategies into my teaching practice, I aim to prepare learners to thrive in a media landscape that is increasingly driven by technology, creativity, and ethical accountability.

References

Amplyfi. (2023). How AI-driven content curation and creation are reshaping streaming, gaming and social platforms.

Clixie. (2024). The evolution of storytelling: How interactive videos are shaping the future. https://www.clixie.ai/blog/the-evolution-of-storytelling-how-interactive-videos-are-shaping-the-future

Copy.ai. (n.d.). AI content creation. https://www.copy.ai/blog/ai-content-creation

Forbes Agency Council. (2024, March 19). Short-form video content: Capturing attention in the digital age. https://www.forbes.com/councils/forbesagencycouncil/2024/03/19/short-form-video-content-capturing-attention-in-the-digital-age/

Goldman Sachs. (2023). The creator economy could approach half a trillion dollars by 2027. https://www.goldmansachs.com/insights/articles/the-creator-economy-could-approach-half-a-trillion-dollars-by-2027

Khan, I. A., Chugh, R., & AlHabaibeh, A. (2023). Agile learning in education: Adapting to the changing needs of students. ResearchGate. https://www.researchgate.net/publication/373397778_Agile_Learning_in_Education_Adapting_to_the_Changing_Needs_of_Students

LinkedIn. (2024). Sustainability in video production 2024. https://www.linkedin.com/pulse/sustainability-video-production-2024-storyvord-fpiwc/

Near-Life. (2024). Branching scenarios: What, why, and how. https://near-life.tech/branching-scenarios-what-why-how/

Number Analytics. (n.d.). The immersive media revolution. https://www.numberanalytics.com/blog/immersive-media-revolution

University of Wisconsin-Madison. (n.d.). Digital media ethics. https://ethics.journalism.wisc.edu/resources/digital-media-ethics

[curiouslearner25]

My Journey: From New Delhi to Vancouver, A Life in Media and Beyond

Deepa Bhatia

Born and raised in the vibrant chaos of New Delhi, India, I am a media and entertainment professional with a passion for building brands and embracing new challenges. Two years ago, I embarked on a bold new chapter in Vancouver, Canada, where I continue to evolve as a professional, learner, and individual.

Armed with a Master’s degree in History and a Post Graduate Diploma in Advertising and Public Relations, I dove into the dynamic world of media over three and a half decades ago. My career began at India’s largest media conglomerate, The Times of India Group, where I spent 15 years honing my craft as an advertising sales executive. My knack for understanding products, engaging in meaningful conversations, and driving sales with conviction propelled me up the corporate ladder to Chief Manager of Advertising Sales. The thrill of closing deals and the scent of success became my driving force.

Seeking new horizons, I transitioned into television, taking on leadership roles at TIMES NOW, India’s leading English news channel, as General Manager of Sales, and later as Head of Sales at 9X Media, a music channel network. At 9X, I embraced the challenge of delivering returns on investors’ capital, sharpening my strategic acumen. My four years with Walt Disney India added a global perspective, enriching my leadership skills and exposing me to world-class media practices.

Yet, a hunger for reinvention gnawed at me. Faced with the choice to stay on a familiar path or leap into the unknown, I chose the latter. I became a media-preneur, founding my own consultancy to guide media brands in crafting business strategies, launching assets, and building sustainable growth. My work now focuses on monetizing media ventures and empowering teams with effective leadership, a role that fuels my passion for problem-solving and innovation.

This journey has been anchored by the unwavering support of my husband, Ashwani, a seasoned advertising professional and digital marketer, and our son, Aaryan, a recent UBC Sauder graduate. Their encouragement has been my bedrock, especially during the daunting yet transformative move from India to Vancouver. This transition stirred a whirlwind of emotions, from navigating cultural shifts to embracing new perspectives. It has deepened my emotional intelligence, fostering resilience, self-awareness, and empathy—qualities that continue to shape my personal and professional growth.

Now, I stand at the threshold of another reinvention. Enrolling in the Provincial Instructor Diploma Program (PIDP) marks a return to my educational roots, 35 years after I last sat in a classroom. My goal is to become a skilled educator, teaching the art of effective sales while continuing to learn and solve problems. This pursuit is not just about career growth but about finding a larger purpose—one that keeps my curiosity alive and drives me to embrace steady progress.

From the bustling streets of New Delhi to the serene landscapes of Vancouver, my life has been a testament to curiosity and resilience. I am a lifelong learner, unafraid to start over, take one step at a time, and live boldly...

...for as Eleanor Roosevelt said, “Life must be lived, and curiosity kept alive.” :)