EDUC 8103-6: A6: Program Proposal Section 3: Transfer of Learning
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This document proposes a program to enhance Ed.D students' skills in program structures and transfer of learning specifically for adult education. It emphasizes adult learning theories like andragogy and metacognition, aims to address the unique needs of non-traditional students, and outlines a curriculum that includes assessments, self-regulation strategies, and a mixed-method framework. Additionally, it identifies necessary resources and explains the program format and timeframe for implementation.
![A6: PROGRAM PROPOSAL (Draft) 2
The purpose of this assignment is to build or enhance Ed.D students’ skills in the area of
programs’ structures as they apply to transference of learning and program structures. Literature
is presented using headings from Module 6.
A6: Program Proposal Section 3: Transfer of Learning
Identify What Knowledge, Skills, Attitudes, and Beliefs Will Transfer From the Learning
Environment to Real-Life.
In 1959, Malcolm Knowles summarized the first major adult learning theory
“andragogy.” He presented six assumptions about how adults learn: (1) need to know, (2)
learners’ self-concept, (3) role of the learners’ experiences, (4) students readiness to learn, (5)
students’ orientation to learning ( a self-directed approach), and (6) students’ motivation to learn
(Knowles, 1980; Smith, 2002). Flavell (1979) research showed that most adults use
metacognition strategies in conjunction with other adult learning methods; that knowledge is
constructed, behaviors are reinforced, and skills are acquired; and that mastery of metacognition
principles improves self-directed and self-regulated learning skills. Likewise, in 1997, the
American Psychological Association reported that . . . . “Learning . . . involves the generation of
knowledge, or cognitive skills and learning strategies. . . . [Most nontraditional] learners are
active, goal-directed, [and] self-regulating (Cognitive and Metacognitive Factors, para. 1).
As research suggests, adult learning and development needs are vastly different from
those of children; therefore, the program curriculum will follow best practice for the education of
adults. Students will acquire a broader, deeper knowledge base of adult teaching and learning
methods, including concepts and principles of andragogy, metacognition awareness, and
strategies, self-directed and self-regulating learning, as well as alternative assessments. This
approach will educate and expand students’ awareness of adults’ learning and development](https://image.slidesharecdn.com/programproposal2-190221040745/85/EDUC-8103-6-A6-Program-Proposal-Section-3-Transfer-of-Learning-2-320.jpg)
![A6: PROGRAM PROPOSAL (Draft) 3
needs—thereby enabling them to form attitudes and beliefs based on verifiable research findings.
In doing so, students will not only have the ability to self-regulate their learning and
development but also to apply metacognition strategies and self-directed learning principles.
Moreover, students will understand the values of maintaining positive motivational and
orientation to learning attitudes; they will also acquire a wealth of information regarding distance
education requirements. All of which will transfer from the learning environment to the real-life.
Identify the Key People Who Will Ensure the Transfer of Learning
The program director [s], the faculty, and the students are responsible for the learning process
and the outcomes (American Psychological Association, 1997; Cafferella, & Daffron, 2013; Knowles,
1980).
Identify Possible Transfer of Learning Strategies and Techniques
The program will use concepts and principles of andragogy, metacognition, self-directed
and self-regulating learning, as well as alternative assessments. These models suggest activities
that should occur before, during, and after transference of learning such as
systematically designing the curriculum to allow for pre-and-post exams (standardized
and alternative assessments);
feedback;
self-management;
application of learning strategies (e.g., acquiring, modifying, monitoring, storing, and
using information); and
reflections—evaluation of academic progress as well as journal writings (American
Psychological Association, 1997; Flavell, 1979; Knowles, 1980).
Establish a Process for Monitoring During and After the Implementation](https://image.slidesharecdn.com/programproposal2-190221040745/85/EDUC-8103-6-A6-Program-Proposal-Section-3-Transfer-of-Learning-3-320.jpg)
![A6: PROGRAM PROPOSAL (Draft) 6
include, but are not limited to, a program budget sufficient to hire education administrators and staff
(director [s] and facilitators), to cover the costs of curriculum development, research administration,
and renting of learning sites, or the administration thereof.
In brief, this draft fulfills Module 6 Assignment by assisting Ed.D students with building or
enhancing their knowledge and skills of program proposals as far as transference of learning and
program structures. In doing so, topics such as: what knowledge, skills, attitudes, and beliefs will
transfer from the learning environment to real-life; identifying key people who will ensure the transfer
of learning; identifying possible transfer of learning strategies and techniques; establishing processes
for monitoring during and after the implementation; and justifying resources, to name a few, are
discussed.](https://image.slidesharecdn.com/programproposal2-190221040745/85/EDUC-8103-6-A6-Program-Proposal-Section-3-Transfer-of-Learning-6-320.jpg)
EDUC 8103-6: A6: Program Proposal Section 3: Transfer of Learning
- 1. Running head: A6: PROGRAM PROPOSAL (Draft) 1 A6: Program Proposal, Section 3—Transfer of Learning & Section 4—Program Structure Orlanda Haynes Walden University Author Note This paper was prepared for Richard W. Riley School of Education and Leadership EDUC 8103-6 Design and Assessing Lrng Exp Ed. D Student Fall 2015
- 2. A6: PROGRAM PROPOSAL (Draft) 2 The purpose of this assignment is to build or enhance Ed.D students’ skills in the area of programs’ structures as they apply to transference of learning and program structures. Literature is presented using headings from Module 6. A6: Program Proposal Section 3: Transfer of Learning Identify What Knowledge, Skills, Attitudes, and Beliefs Will Transfer From the Learning Environment to Real-Life. In 1959, Malcolm Knowles summarized the first major adult learning theory “andragogy.” He presented six assumptions about how adults learn: (1) need to know, (2) learners’ self-concept, (3) role of the learners’ experiences, (4) students readiness to learn, (5) students’ orientation to learning ( a self-directed approach), and (6) students’ motivation to learn (Knowles, 1980; Smith, 2002). Flavell (1979) research showed that most adults use metacognition strategies in conjunction with other adult learning methods; that knowledge is constructed, behaviors are reinforced, and skills are acquired; and that mastery of metacognition principles improves self-directed and self-regulated learning skills. Likewise, in 1997, the American Psychological Association reported that . . . . “Learning . . . involves the generation of knowledge, or cognitive skills and learning strategies. . . . [Most nontraditional] learners are active, goal-directed, [and] self-regulating (Cognitive and Metacognitive Factors, para. 1). As research suggests, adult learning and development needs are vastly different from those of children; therefore, the program curriculum will follow best practice for the education of adults. Students will acquire a broader, deeper knowledge base of adult teaching and learning methods, including concepts and principles of andragogy, metacognition awareness, and strategies, self-directed and self-regulating learning, as well as alternative assessments. This approach will educate and expand students’ awareness of adults’ learning and development
- 3. A6: PROGRAM PROPOSAL (Draft) 3 needs—thereby enabling them to form attitudes and beliefs based on verifiable research findings. In doing so, students will not only have the ability to self-regulate their learning and development but also to apply metacognition strategies and self-directed learning principles. Moreover, students will understand the values of maintaining positive motivational and orientation to learning attitudes; they will also acquire a wealth of information regarding distance education requirements. All of which will transfer from the learning environment to the real-life. Identify the Key People Who Will Ensure the Transfer of Learning The program director [s], the faculty, and the students are responsible for the learning process and the outcomes (American Psychological Association, 1997; Cafferella, & Daffron, 2013; Knowles, 1980). Identify Possible Transfer of Learning Strategies and Techniques The program will use concepts and principles of andragogy, metacognition, self-directed and self-regulating learning, as well as alternative assessments. These models suggest activities that should occur before, during, and after transference of learning such as systematically designing the curriculum to allow for pre-and-post exams (standardized and alternative assessments); feedback; self-management; application of learning strategies (e.g., acquiring, modifying, monitoring, storing, and using information); and reflections—evaluation of academic progress as well as journal writings (American Psychological Association, 1997; Flavell, 1979; Knowles, 1980). Establish a Process for Monitoring During and After the Implementation
- 4. A6: PROGRAM PROPOSAL (Draft) 4 To ensure that program faculty can effectively oversee the administration of all activities (e.g., make changes, enhancements, or conduct assessments), both formative and summative evaluation measures will be integrated into the curriculum (Lodico, Spaulding, & Voegtle, 2010, pp. 378-384). A6: Program Proposal Section 4: Program Structure Define the purpose of the program in a way to justify the structure The primary goal of the Solano County Library Foundation is to support adult literacy programs and lifelong learning needs of communities it serves. Although non-traditional students account for over 80% of Solano County public library adult literacy programs, the organization does not offer its students the convenience of online learning, nor curriculum that represents best practice for the teaching and learning of adults (entirely pedagogical). Therefore, the program, in part, serves as a best practice framework for the education of adults, a strengths and needs assessment (designed to understand problems and their extent, gather relevant information about the target population, and to identify what gaps exist or do not exist), a roadmap or insights and guidance as to what needs the target population identifies as primary and if those needs lack support by current programs and services, and if such needs align with the Solano County Public Library Foundation’s mission (Cafferella, & Daffron, 2013). Describe the program format (individual, small-group, large group, distance learning, community) The Solano County, California, Public Library Foundation operates an adult literacy tutoring programs. Face-to-face sessions are held weekly; schedules and locations are unique to each student.
- 5. A6: PROGRAM PROPOSAL (Draft) 5 The program serves a diverse, nontraditional student body of approximately 5600 students as of June 2015. The program, therefore, is designed to explore and understand human perceptions, to determine if relationships exist between two or more variables, to identify students’ needs, to determine if gaps exist in current programs and service, and for generalization purposes. As such, a mixed-method framework will be used. It’s a common framework for gathering information about complex topics and broad subject matters (Lodico, Spaulding, & Voegtle, 2010, pp. 284-305). The program format will include some aspects of both distance and face-to-face learning. Groups will consist of 20 or more students. All current and former students (within the last 12 months) will receive surveys. However, the actual program format will depend, largely, on the number of participants. Explain the Program Timeframe (specific dates or length of time) Tentatively, the program commencement date is two weeks before the end of the winter session (November 25, 2016). Duration of the program is 16 weeks. Justify Resources (people, fiscal, space) As mentioned in A3: Program Proposal (p. 4), this proposal aligns with primary aspects of the Solano County Public Library Foundation’s mission that include providing effective adult literacy programs that serve as vehicles for the growth and development of the communities it serves. In essence, the program proposal highlights the relevancy of a strengths and needs assessment, which is designed to understand problems and their extent, gather relevant information about the target population, and to identify what gaps exist or do not exist (programs and services). The outcome, therefore, will provide insights as to what needs the target population identifies as primary; if those needs lack support by current programs and services; and, if such needs align with the Solano County Public Library Foundation’s mission (Cafferella, & Daffron, 2013). To this end, resources needed
- 6. A6: PROGRAM PROPOSAL (Draft) 6 include, but are not limited to, a program budget sufficient to hire education administrators and staff (director [s] and facilitators), to cover the costs of curriculum development, research administration, and renting of learning sites, or the administration thereof. In brief, this draft fulfills Module 6 Assignment by assisting Ed.D students with building or enhancing their knowledge and skills of program proposals as far as transference of learning and program structures. In doing so, topics such as: what knowledge, skills, attitudes, and beliefs will transfer from the learning environment to real-life; identifying key people who will ensure the transfer of learning; identifying possible transfer of learning strategies and techniques; establishing processes for monitoring during and after the implementation; and justifying resources, to name a few, are discussed.
- 7. A6: PROGRAM PROPOSAL (Draft) 7 References American Psychological Association (1997). Learner—centered psychological principles: A framework for school reform and the redesign. Retrieved on November 26, 2014, from http://www.apa.org/ed/governance/bea/learner-centered.pdf Cafferella, R., & Daffron, S.R. (2013). Planning programs for adult learners: A practical guide. San Francisco, CA: Jossey-Bass. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, (34)10. Retrieved from http://www4.ncsu.edu/~jlnietfe/Metacog_Articles_files/Flavell%20(1979).pdf Knowles, Malcolm (1980). The modern practice of adult education: From pedagogy to Andragogy. Wilton, Connecticut: Association Press. Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory to practice (Laureate Education, Inc., custom ed.). San Francisco: John Wiley &Sons. Smith, M. K. (1999) 'The cognitive orientation to learning. The Encyclopedia of Informal Education. Retrieved from: www.infed.org/biblio/learning-cognitive.