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- 1. Designing an Effective Syllabus, a Strategic Approach! by Alexandra Barrett and David Jones --- Ball State University Strategies for Teaching Adults Dr. Bo Chang
- 2. How to support better outcomes with an approach focusing on Learning Styles and Environment Preferences.
- 5. Concepts of Interest • Learning Style Preference: Most easily understood as being the way in which a person is uniquely wired to learn; which when utilized properly will produce the highest level of learning success (Mackeracher, 2004) • Learning Environment Preference: Just as learners have preferences for styles or methods used for learning; learners also have preferences for particular learning environments or settings (Mackeracher, 2004)
- 6. Two heads are often better than one… Opt for strategic team partnerships!
- 10. Team Charter Phases 1. Research theories and usage of, learning styles and learning environments, within scholarly journals 2. Perform in-depth literature reviews, and evaluate application of relevant source material 3. Locate relevant case studies on which to pattern the syllabus design, and mold to suit the topic 4. Design the course syllabus, using best practices 5. Submit syllabus for peer-review process, analyze feedback, and make necessary changes
- 11. Project Planning • Tasks • Roles • Milestones • Timelines • Due Dates • Cushions, and Slack
- 14. Research Summary • Buerck, et al (2003) purports that online vs. face-to-face learning environments pose unique challenges, in relation to individual learning style preference(s). • Dunn and Honigsfeld (2006) states if alternative strategies catering to different learning styles are not employed, boredom and ineffective learning will be the result • Evans, et al (2010) demonstrates that a learner’s style preference should be identified, and understood by both the learner and the facilitator. • Makovec and Radovan (2015) showed connection between physical learning environment, the perception of this environment, and how these elements affect efficient learning
- 17. Case Study Analysis • Case study that most closely matched the given project’s goals was chosen to pattern the syllabus design • Clyde F. Herreid co-director of National Center for Case Study Teaching in Science at the University of Buffalo • Provides four elements for creating an effective training protocol • Main features of the case-study were identified • Features that could be adapted to the project objectives were integrated into the syllabus • Applicable features from Herreir (2007) were illustrated in a visually appealing chart
- 18. Case Study Features Final project required for participants… Applicable, ‘yes’ Final projects required for each segment Grade students solely on participation… Applicable, partially ‘yes’ Minimum proficiency required for safety skills Utilize ‘small groups’ for participant activities… Applicable, ‘yes’ Some skills require individual participation Administer quiz before course start date to establish baseline for skills, knowledge, etc…. Applicable, ‘yes’ Interim, in-progress quizzes also desirable Students are not required to do outside preparation before course… Applicable, ‘yes’ Preparation needed between sessions
- 19. Rationale Overview Based on the literature reviews performed, and the case study reviewed, the syllabus design implements various aspects related to learning styles and environments: 1. Training adult participants of various learning style and environment preferences the required skills of an effective scout master 2. Mixing various instructional activities and settings into the teaching model, thus allowing the content to be optimally received by all learners present 3. Assessing individuals knowledge of the subject matter, and current skill level applying such, prior to conducting the training event 4. Encouraging open communication and collaboration amongst trainees and facilitator 5. Creating opportunities for both individual and group projects 6. Offering online and in-person content delivery choices with facilitator and trainee engagement throughout
- 20. Learning Style Integration 1) opening exercises and ice-breaker activities 2) short topical lecturettes, Prezi-based presentations, and guided discussions 3) video and digital viewing activities 4) role-plays, case studies, and simulation exercises 5) learning tournaments, instructional games and in-basket activities 6) peer lessons and/or teaching exercises 7) observation and feedback looping activities 8) group or team-based projects and presentations; 9) individual and self-study projects or presentations 10) closing summaries and reflection activities
- 21. Maximizing the Learning Environment • Offer trainings within both indoor and outdoor settings whenever possible. • Engage learners through both in-person and virtual activities. • When restricted to indoor spaces, augment with nature elements that relate to “biophilia” (plants, shells, natural light, water gardens, etc.). • Offer learners the option to work in the particular environment of their choice whenever feasible. • Encourage learners to work in settings which they would not ordinarily gravitate towards in order to provide more stretch or experience outside of their particular comfort zone. • Offer activities to stimulate fresh perspectives or ways of minimizing negative effects from environmental factors that can not be changed.
- 22. Syllabus Design Paper http://learningstylesfall2015.blogspot.com/2015/ 10/good-evening-classmates-david-and-i.html - comment-form Final product link
- 25. Syllabus Evaluations • Have syllabus design paper evaluated by at least two full-time professors in the education field • Create a customized questionnaire to prompt detailed, and relevant analysis of key design or content features • Evaluate and incorporate suggestions with regards to changes to be made for the ultimate syllabus design
- 27. Critique Summary • Time frame of course clearly stated • Content organized in an easy-to-follow format • Syllabus provides a good variety of content to keep learners of all styles engaged and connected • Additional content in certain areas was suggested • Formatting appeared to be inconsistent in places • More references need to be cited in order to further support the premis Strength Weakness
- 30. Design Improvements Based on the faculty evaluations of the syllabus, the following revisions were considered for the given project: • Procedures and methods for locating and/or creating potable drinking water were incorporated into the instructional content • First-aide diagnostic procedures were added • Formatting was streamlined to ensure consistency and organizational flow • Citations to supporting references were embedded into the overall composition
- 33. Project Benchmarks • Learning concepts were researched extensively • Scholarly journals pertaining to learning styles and the learning environment were located; mined research data was used to compile the literature reviews • Methodology gleaned from research materials was used to create our syllabus design • Scholarly case study relevant to our purpose was selected and used as a reference for our syllabus design • Syllabus design paper was composed • Syllabus was evaluated by two tenured faculty members from Ivy Tech Community College • Suggestions for change were noted and taken into consideration for further review
- 34. Key Highlights • Creation of an imaginary scenario with related fictitious participants is thought to be critical for making the design process feel more concrete and detailed. • Enthusiasm for design process is fostered when the subject of the trainings and/or course is something of personal or professional interest. • Good communication and a genuine feeling of friendship is most helpful for ensuring a pleasant and stimulating project experience.
- 35. Process Notes • The Syllabus Demonstration was completed similar to a round robin event. Each member created a working draft of the PowerPoint, and then passed their particular version to the next member. The process continued until the final deliverable was completed. • Clear agreement on the assignment requirements and process for meeting such should be focused upon prior to creation of content. • Learning to be shared • Time management needs to incorporate personal schedules • Work in virtual groups should include personal, not-text based communication avenues • New learning derived related to significance of using a blog, creating dynamic “current” PowerPoint presentations, effective use of individual strengths to promote unique deliverables
Editor's Notes
- #2: Welcome to the Learning Styles and Environments presentation! The following presentation was created by Alexandra Barrett and David Jones; two graduate students attending Master’s degree programs at Ball State University. The project focused upon hereto in was created in conjunction with Ball State’s, Strategies for Teaching Adults course, as facilitated by Dr. Bo Chang.
- #3: How to use education concepts and theories related to learning style preferences and learning preferences associated with environment to design an effective syllabus.
- #4: Section I. Initiating: Idea development, education concepts and learning theories, and team formation.
- #5: Brainstorm to develop ideas for concepts or theories relevant to subjects of personal or professional interest…
- #6: Conduct a basic overview of education concepts and theories related to teaching adult learners. Select two to three topics of interest. Think about what types of subject matter might be impacted by the topics or concepts you find of interest.
- #7: Find like-minded people to form a working team for better project outcomes.
- #8: Keep an open mind, and at all times have a sense of humor. Not all team members are as they appear. Sometimes you may not be aware of what is going on in other people’s lives… especially true for virtual teams!
- #9: Section II. Planning: team charters, project planning strategy, tasks, roles, timelines and due dates, blog set up for project documentation.
- #10: Decide on a target. Set goals. Create task list. Assign roles. Develop a timeline with milestones, and/or due dates. Formulate a working, flexible project planning document.
- #11: Create a team charter dividing the total project into logical smaller components. A typical syllabus design project may include five to six components. Depending on the number of team members, the team charter could be further divided to ensure full inclusion of all participants.
- #12: Have a game plan, with timelines that include cushion for mishaps, unexpected emergencies, and/or unforeseen timing issues.
- #13: Section III. Researching: data collection, scholarly resources, literature reviews, and research analysis.
- #14: Ideas are not enough to support creation of a syllabus, it is imperative to connect personal theories or ideas for appropriateness through the use of scholarly research materials.
- #15: Summarize research findings associated with the literature review process within the syllabus design itself. Use tables and other graphics to visually display the content in a way that is efficient, easy, and enjoyable for the reader. Where possible highlight unique or fresh perspectives in current, relevant scholarly research.
- #16: Section IV. Designing: literature review summary, case studies, rationale, syllabus body and merging concepts.
- #17: Include components standard for best practices as relates to syllabus design. Be creative, and customize the design to feature the subject matter and/or the learning concepts relevant to the training project.
- #18: Select case studies to further support the applicability of the chosen concepts for the given subject matter and/or type of training.
- #19: Summarize the key features derived from the case studies in a visually appealing and easy to understand manner. Tables, charts and other graphics are most desirable to break up heavy content sections.
- #20: Integrate the analysis of the literature reviews and the case studies with respect to the syllabus design ‘body’ or content. Elucidate the critical points of connection within a narrative rationale statement and/or within a graphic representation.
- #21: Integrate the concept of “Learning Style Preferences” within the syllabus design by offering a variety of different types of learning activities. Get to know your learners, and adapt the choices of activities accordingly. Check in periodically throughout the learning experience to make sure that the chosen activities are effectively support the learner’s mastery of the subject.
- #22: Build on the learning experience by addressing preferences related to the learning environment. Include as much variety in settings for activities as possible. Mitigate issues related to “biophelia” (the negative effect on the human body/spirit/mind of underexposure to natural environment). Teach learners ways in which they can problem-solve to mitigate negative effects of poor learning environments.
- #23: Create a link for the final product or syllabus design paper.
- #24: Section V. Evaluating: sharing with appropriate education professionals, evaluating feedback, incorporating suggestions for continuous improvement.
- #25: Once the syllabus design is complete, select appropriate education professionals to conduct an evaluation of the design and/or content. Evaluate the merits of the feedback. Incorporate suggestions as appropriate to the syllabus design. Repeat the cycle as necessary towards continuous improvement.
- #26: Carefully select education professionals to conduct an assessment of the syllabus design. Prepare a customized questionnaire for the evaluators, in order to ensure collection of relevant and/or pinpointed suggestions. Assess the merits of the evaluator’s suggestions. Incorporate applicable suggestions. Repeat evaluation cycle as needed.
- #27: Try not to take criticism personally… maintain a sense of humor! If you don’t agree with an evaluator’s suggestion… don’t incorporate it! If you are unclear about the validity of a particular suggestion… get a second opinion
- #28: Summarize amongst the team, the various strengths and weaknesses as identified through the evaluation process. Brainstorm efficient ways to modify the current syllabus design.
- #29: Section VI. Improving: problems as solutions, cyclical process improvement strategy, using opposites.
- #30: Turn weaknesses or problems into strengths or solutions. Things that seem like potential barriers will often lead to innovative design ideas.
- #32: Section VII. Reflecting: project benchmarks, key highlights, and process notes.
- #33: Take time to reflect on the project experience. Step away from the work, focus on other things, return to process with a refreshed outlook. Reflect on the experience both personally and professionally. View the project both objectively and subjectively.
- #34: Launch the reflection phase of the project by enumerating benchmarks from the initiating to adjourning phases.
- #35: Continue the reflection process by enumerating the highlights from the overall project. This aspect of reflection should be completed at the adjournment of each major project phase. The slide details the highlights from this particular project and or project phase.
- #36: In order to learn and grow from current project, make sure to analyze the overall process related to the work. Conduct analysis at the completion of each major deliverable, in order to prevent repeating mistakes within future deliverables. Detail lessons learned for future projects, and/or other learners.
- #37: Adjourn the project, and complete the reflection phase. Don’t forget to appreciate and enjoy the completion of a job well done!
- #39: Please feel free to pose questions or comments to the Learning Style Preference blog.
- #40: Thank you for viewing the Learning Styles and Environment presentation! Hope you gained some vital information. Enjoy your day!