Program Design

Program Design

Group 3

Ball State University

Table 1. Group members and comments

Group Members	Roles	Commented On
Alissa Howe	Wrote Program Design	Group 2 and 4
Emily Sheperd	Wrote Ideas from the Practical Program	Group 4
Laura Weyand	Wrote Ideas from Literature	Group 1 and 2
Eli Garcia	Wrote introduction and Reflection	Group 4

Introduction

Group 3 is going to design a workshop based on Problem-Based Learning (PBL) teaching concepts. The purpose of this workshop is to introduce PBL teaching strategies and demonstrate how they can be implemented in an educational setting to promote student centered activities based on andragogical learning concepts. Our target learners are adjunct professors who teach at the community college level.   The objectives are for the adjuncts to become familiar with the characteristics of PBL, provide them with an opportunity to analyze a current lesson plan in a group setting and make a plan to incorporate PBL strategies. In addition, the adjuncts will be given an opportunity to reflect on new information and share thoughts with other participants in the workshop.

Rationale

Ideas From Literature

Andragogy is widely considered “the art and science of helping adults learn” and focuses on how adults learn best. Merriam & Bierema (2013) suggest that “creating good learning experiences for adults is what andragogy is all about” (p. 44).   Although andragogy has European origins dating back to 1833, Malcolm Knowles is credited with generating the current concept of andragogy (Merriam, Caffarella & Baumgartner, 2007). Through his continued work on understanding adult learning Knowles shared four main assumptions of the adult learner. He considered these assumptions essential in the design of adult learner programs (Merriam et al., 2007).  Knowles later added two more assumptions. These assumptions have widely guided the practice and perspectives of adult learner characteristics and needs. The original four assumptions are the most researched and include: adults are self-directing, adults possess a rich life experience which can apply to learning, adults are ready to learn what directly applies to their life, and adults are more problem centered in their learning.  

In the spirit of helping adults learn and creating good learning experiences for adults our program will target adult adjunct professors at community colleges.  These adjunct professors will be teaching adult learners in their courses.  Our program will utilize Knowles's four original assumptions of andragogy to help prepare participants to teach their students through PBL. Our program will introduce PBL to participants and help them extend PBL to their practice.  These objectives will be covered in a one day training workshop. Based on the research about andragogy, the four key assumptions will be implemented in our training workshop. We will use Knowles' first four principles of andragogy to guide our program. They are explained more thoroughly in the following four paragraphs.

Following Knowles’s (1968) first assumption of andragogy which identifies adult learners as autonomous and self-directed in their learning, the program should respect the participants as self-directing adults and strive to understand their learning needs. Ozuah (2005) contends that “adults have a deep psychological need to be seen by others and treated by others as being capable of self-direction” (p. 84). Merriam & Bierema (2007) emphasize the implications of this assumption on educational programs. The learning environment should be welcoming, comfortable, and a space where open collaboration can take place. Adults need to feel that they are respected and comfortable contributing. In this manner they will influence the direction of learning. The training workshop will utilize ice breaker activities to uncover the specific needs of the adjuncts. This will also provide an opportunity to get to know other participants. Discussion will give participants an opportunity to share their ideas. Note taking opportunities during the presentation of PBL will also allow the adjuncts to be self-directed.

According to Knowles’s (1968) second assumption adult learners possess a wealth of experience. A training workshop should strive to utilize and value the life experiences of  the participants.  As adult learners, adjuncts will come to this training workshop with a variety of prior life experiences. Merriam & Bierema (2007) emphasize life experience is what makes us unique and defines who we are. They suggest that using life-experience within an adult learning context is imperative for instructors. According to Ozuah (2005) experiences are one of the richest resources for adult learners. Our program will include the experiences of the adjuncts through discussion of prior teaching practice. Trainers should participate as facilitators of discussion. The adjuncts will also have an opportunity to share and critique their lesson plans while incorporating elements of PBL in them.

In line with Knowles’s (1968) third assumption of andragogy, the training workshop should strive to provide learning that is relevant to the participant’s lives and professions. The adjuncts are presumably attending this workshop to fulfill the needs of their job. Instructors should provide opportunities for the adjuncts to reflect and present examples of how the skills learned apply to their current or future situation.

Following  Knowles's (1968) fourth assumption, the training program should avoid presenting only subjects or topics to participants. The program should allow adjuncts to interact in experiences which will help them develop skills they may immediately apply to their current positions. Following Knowles’s fourth assumption, adults are interested in learning what they can immediately apply to their lives. They respond to a problem-centered approach. “Problem-centered learning is preferred by adults because it is more engaging and lends itself to immediate application, which in turn solidifies the learning” (Merriam & Bierema, 2007, p.54).  Ozuah (2005) contents adults are most interested in learning what will help them perform tasks or solve problems that they come across in real life.

Ideas from the Practical Program

Nashua Community College (NCC) in Nashua, New Hampshire provides all adjunct professors a chance to complete the Adjunct Certification Training for their own betterment; as an additional incentive, adjunct faculty cannot receive a salary raise without completing five modules (three required and two elective), an orientation, and a reflection journal (NCC, 2010). The program’s goals are to “familiarize adjuncts with the College’s mission, policies, and procedures; provide adjuncts with andragogical tools and resources; provide training in the art of teaching; and create a vital connection between the adjunct and the College” (NCC, 2010, p. 1). In addition, the program utilizes Knowles’s assumptions of andragogy in their modules. As a quick reminder, Knowles’s (1968) four assumptions of andragogy are self-directing self-concept, use of experience, readiness to learn, and performance-centered orientation to learning.

        The ACT orientation is used as a way to welcome adjunct providers to the campus, give an overview of the modules for the year, and ensure professors know where to go for different campus resources (NCC, 2010). While this orientation allows the professors to better choose their self-directing path by giving an overview of the modules and allowing them to choose their electives, this is also accomplished in the introduction questions of Group 3’s workshop by allowing the adjuncts to say what they would like to learn and the instructor of the workshop shifting to meet those interests.

One of the required modules is “UbD: A Practical Approach to Instructional Design”. This module addresses what many refer to as the “coverage trap”, or how professors in an attempt to cover all the material instead share lots of information that is disconnected and not relevant to the students; facts are forgotten once the final exam is complete (NCC, 2010). To address this, the workshop teaches professors how to use Understanding by Design, an instructional planning tool, and has professors bring a current syllabus and lesson plan they can work on in the module to update to the Understanding by Design system (NCC, 2010). In a similar fashion, Group 3’s workshop will utilize a lecture section to teach professors about PBL, an instructional planning tool that helps educators shape theory into practical problems in a lecture section followed by a group work section to create lesson plans to address a specific group project. The lecture sections of the module and workshop exhibit the self-directing self-concept and the readiness to learn by allowing the professors to pull out the bits of the lecture that are of most use to them and creating an education environment that allows the learners to gain skills to succeed in their new roles. The lesson plan redesign of the module and the workshop allows the professors to put the theory into practical application, which lines up with Knowles’s (1968) assumption that learning should be immediately applicable to the learner’s life.

Finally, NCC (2010) requires participants to reflect in a journal; the journal asks the professors to reflect upon knowledge gained, how it relates to previous experiences, and their plans for incorporating the material into the teaching. Similarly, the final activity of Group 3’s workshop will ask professors to examine the same questions in regard to PBL and the lesson plan workup.

Program

This program will introduce adjunct professors of a college or university to PBL. This will enable them to implement PBL in their work with adult students. The program will be 90 minutes long and include an introduction, lecture, group work, and time for reflection and journaling. The objectives of this program are to become familiar with the characteristics of PBL, analyze a current lesson plan in a group setting and make a plan to incorporate PBL characteristics in future lesson plans, and finally, to reflect on new information and how it will be applied in their future adult education practices.

The first portion of the program will include an introduction activity. This activity will include introductions by the trainers and an overview of the agenda for the program. Adjuncts will share what they already know about PBL and what they are hoping to learn by attending the program. This ice breaker activity will allow the trainers to adjust the direction of the program in accordance to what the adjuncts hope to learn. This falls in line with Knowles’s (1968) assumption regarding self-direction. This introduction and ice breaker will take 20 minutes.

The second portion of the program will include a 20 minute Powerpoint lecture about the main components of PBL. PBL is an instructional planning tool that helps educators shape theory into practical problems. In addition, the adjuncts will be given a handout that highlights the general format of a PBL lesson plan. This section falls in line with Knowles’s (1968) assumption of self-direction self-concept and readiness to learn.

The third portion of the program will include group collaboration work. Adjuncts will work in groups of 2 or 3 to review some of their current lesson plans and make changes to include PBL ideas. This group work will take 30 minutes. This group activity lines up with Knowles’s (1968) assumption that learning should use previous experience and be immediately applicable to the learner’s life.

The fourth, and final, portion of the program will be a time for reflection and journaling. Adjuncts will reflect on what they have learned, how it relates to any previous experiences,  and decide how they will begin incorporating the ideas into their future work with adults. They will journal their responses and share out to the group if desired. There will be 20 minutes allowed for this final activity. This final activity falls into line with Knowles’s (1968) assumption about use of past experiences.

Reflection

Highlights

Adult learning is a unique process. One of the primary goals of adult education is to provide adult learners with engaging educational experiences in an effort to increase their desire to learn and meet their educational goals (Moore, 2010). Student centered environments require tasks within an andragogical setting which include problem centered activities, task oriented activities, group discussions, interviews and joint goal setting sessions (Chan, 2010). This knowledge, along with the discovery of the wealth of information and resources that are available to facilitators within the educational field and adult training is what will be most useful to the group moving forward.

Process

We started the project by selecting a topic we found interesting and were placed in a group based on our selections.  We were then required to develop a group plan which includes developing a work plan, a checklist and a presentation plan.  We had to develop our own driving questions, develop a calendar, and utilize a planning rubric to develop our project.  We are also responsible for providing feedback and receiving feedback and using it to make modifications and take actions to develop a program.

Table 2. Summary of the literature review

	The main themes/ideas in the literature: Knowles’ four assumptions	Application of the main ideas in practice
Assumption 1: Self-directing self-concept	Adults are aware of their current situation, how they learn, and what they need to be successful.	Harness purposeful educator-learner conversations so as to be aware of the needs of the learner and shape the resources to meet those needs.
Assumption 2: Use of experience	Learners have usable experience and knowledge that can help them better understand the subject. Their experience can also add value to the class and help other students better understand the subject.	Encourage discussion and collaboration between students that asks them to discuss how past experiences relate to the topic and can be used in the future.
Assumption 3: Readiness to learn	Adults are internally motivated to learn when the education better prepares them for certain roles and responsibilities.	Create projects that can be completed in numerous ways so students can shape the project to relate to the roles and responsibilities they are preparing for.
Assumption 4: Performance-centered orientation to learning	Learning should be practical and focused on solving problems	Utilize project-based learning that allows the learner to actively use the information and see the practicality of the lessons.

Table 3. Summary of program design

	Rational	Purpose	Learning Environment	Activities	Methods and Strategies
1	Knowles’s 1st Assumption: Self-directing self concept	To allow the adjuncts to lead the learning to what is applicable for them	Welcoming with instructor encouraging adjuncts to share	Ice breaker getting to know you	Ice breaker questions will ask what participants hope to get out of event, allowing the facilitator to adjust the lecture to meet those needs.
2	Knowles’s 2nd Assumption: Use of experience	To encourage adjuncts to use past experience to enrich their own and other’s learning	The seating arrangement should allow for easy discussion. Class size should not be too small or too large.	Review and update lesson plans & Reflection	Both activities ask the adjuncts to draw on past experiences and consider how they can update old practices to meet the PBL design.
3	Knowles’s 3rd Assumption: Readiness to learn	To present material that will ensure adjuncts can be successful in their new role	Concise powerpoint respectful of adjuncts’ time	Powerpoint lecture	A powerpoint that touches on the main concepts of PBL, and a handout outlining the design that adjuncts can use easily in their new role.
4	Knowles’s 4th Assumption: Performance-centered orientation to learning	To give opportunities for adjuncts to apply the material to their current work	Collaborative group work that addresses a need	Review and update lesson plans	The activity asks adjuncts to work with a partner to build a past lesson plan into a PBL lesson plan, allowing them to actively use the new knowledge.

References

Chan, Sang (2010). Application of andragogy in multi-disciplined teaching and learning. Journal of Education, 39(2). Retrieved from https://eric.ed.gov.

Knowles, M. S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350-352.

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Retrieved from https://ebookcentral.proquest.com

Merriam, S., Caffarella, R. & Baumgartner, L. (2007).  Learning in adulthood:  A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass Publishing.

Moore, Kyle (2010). The three part harmony of adult learning, critical thinking, and decision making. Journal of Education, 39(1). Retrieved from https://eric.ed.gov.

Nashua Community College. (2010). Adjunct certification training. Retrieved from http://www.nashuacc.edu/images/ACT_brochure_2010-11.pdf

Ozuah, P. O. (2005). First, there was pedagogy and then came andragogy. Einstein Journal Of  Biology & Medicine, 21(2), 83-87.