Design and Delivery of Adult Learning Programs Fall 2015 Dr. Robin Hurst

Agenda Introductions Exercise in Program Design What we Know about Adults as Learners Overview of the course and syllabus What’s involved in designing a program? – Overview of the Caffarella model – Vella’s Design Steps Setting up your blog account – Reflector/Mirror

Paired Interviews as Introductions Give your name and where you work. Share a brief description of your job with the person seated next to you. Is the role of program planner and designer a formal part of your job description? Informal? We will rotate around the room and allow you to introduce the person you interviewed.

Exercise: The Purpose of Education and Training Programs Individually, think of training programs you have either planned or participated in over the past year. Answer: – What was the purpose of the training? (ex: development of individuals, prepare for future work opportunities, assist in achieving desired organizational results, adapt to change, or examine change related to societal and global issues, other? What were the highlights of this experience? What were some disappointments? In small groups, discuss your experiences. – Were there similarities? How were the experiences different? Select a spokesperson from your group to report out to the class. Record your responses on Flip chart paper 15 minutes

What Do We Know about Adults as Learners? 5 The learning climate, both physical and psychological, should be carefully developed The adult’s desire for self-direction is in conflict with instructor-directed learning Students should be involved in the planning of their own learning Teaching and learning is a mutual responsibility The learner should evaluate his/her own progress Adults are a rich resource of experience – they learn from listening to, analyzing, and questioning each others’ experiences The practical application of learning should be emphasized, with a problem- centered focus

Overview of the Course Attendance and Active Engagement – 10% Development of a Program Plan – 60% – Rationale for the program plan, including development of a short learning needs and resources assessment, and a description of program support (10%) – Program goals statement and list of program objectives (10%) – Instructional design, including achievement-based objectives (30%) – Evaluation strategy, including instruments or measures and the accountability planner (15%) – Final Program Plan (15% Final Reflection Paper – 10 %

Review of Syllabus  In groups, take a look at the required assignments on pp  List any questions, thoughts or comments you have.  Report out to the class  Review criteria for written papers and presentations (p. 9).  List any questions, thoughts or comments you have  Report out to the group  Review the Week-by-Week readings and assignments on pp  Record any comments you have on the work assignments due each week

The Interactive Model of Program Planning ContextEvaluation Learning Transfer Instruction Goals and Objectives Needs Assessment Support Scheduling Details Marketing Budgets Technology Adult Learning Cultural Differences Relationship building Power and Interest

Jane Vella’s Seven Design Steps Who? – Participants, leaders – how many? Why? – The situation calling for the learning event. When? – The time frame. Where? – The site. What? – Content What For? – Achievement-based objectives: Learners will have... How? – Learning tasks and materials

Setting Up Your Blog Account  Blackboard has a Blog function  Other sites:      Reflector/Mirror as Blog “buddies”

For Next Week  Read Merriam and Bierema chapter 3 posted to Bb.  Read Caffarella Chapters 1-3  Complete Exercises 2.1 and 2.2  Identify an idea for your own program design  Be prepared to discuss your idea in class for group feedback  Identify any assumptions you have about the program you are considering.

Questions?