Good day classmates!
Here is our Syllabus Design paper. All the various kinks have been ironed out, and we are so excited to have finally completed the project! Hope you enjoy reading about our imaginary scenario, fictitious learners, and so on and so forth.
Ciao!
Alexia
P.S. Some of the spacing may still be a little off; but most of it should be pretty close to our actual Word document.
I (Alexandra) commented on the following Syllabus Design papers: Learning Cycles, Emotions and Learning, Physical Learning, and Soul-filled Learning. All just excellent! I learned a tremendous amount from each paper. Thank you to all! Alexia
Syllabus
Design Paper
“Boys and Girls Scouts of
America:
Wilderness Survival and
Camping Skills,
Scout Leader Training”
Alexandra
Barrett, and David Jones
Ball
State University
Strategies
for Teaching Adults (EDAC635)
October
22, 2015
Introduction
During the fall semester of the 2015/2016 school year,
two graduate students came together in order to form a team, while taking the
Strategies for Teaching Adults course.
The above-mentioned course was being facilitated by Dr. Bo Chang, as offered
through the graduate studies programs at Ball State University. The two students involved – Alexandra Barrett
and David Jones – were to embark on the process of creating a Syllabus fitting
to a subject of their choice. Although,
the team would have free reign, with respect to choice of subject matter for
the syllabus; the related assignment(s) stipulated that the syllabus design,
evaluation, and so forth, was to elucidate the team’s understanding of a
particular topic or theory related to adult learning strategy. The resulting Syllabus was to incorporate
application of the theory as a framing point to house the chosen subject.
The particular topic or theory, that David and Alexandra
chose, was that of Learning Styles and Learning Environment(s). With that in mind, the team continued forth to
research various aspects or themes related to the above-mentioned
theories. The research was then captured
within two Literature Reviews – one for each team member. Subsequent to the Literature Review phase,
the team continued forth by procuring case studies that would indicate best
practices for integrating Learning Styles, and Learning Environments within
actual settings or circumstances.
Lastly, the actual subject(s) for which the Syllabus was being designed
needed to be chosen.
David and Alexandra agreed upon an imaginary situation
wherein a fictitious problem had been designated which needed resolution
through the use of education and/or skills training. Camping skills and wilderness survival training
would ultimately come to be the subject chosen for the project. In order to make the project as concrete and
life like as possible, additional measures were taken to create an imaginary
client. Lastly, in order to fully
integrate various learning styles, fictitious participants were also created,
who were detailed with various learning style preferences or learning style
challenges, and as well, learning environment preferences.
Imaginary
Scenario
David
Jones and Alexandra Barrett, are the owners of a camping and wilderness store
for outdoors enthusiasts. Recently, the
pair has been approached by many organizations looking for structured training
in wilderness survival and basic training related to camping skills. After providing a number of successful
training programs for small, local organizations; David and Alexandra, were
given an opportunity to develop a very exciting training program, for a
national organization.
During
the summer of 2015, the Girls and Boy Scouts of America asked the Wilderness
Survival, and Camping Trips, Inc. co-founders if they would be interested in
creating a training program for their scout leaders. The training program was initially to be
given to various local scout leaders, whom for one reason or another, had been
deemed lacking of skills, knowledge and/or expertise, as would be necessary to
facilitate camping, and/or wilderness survival outings. The first training would be conducted in the
suburban areas surrounding Detroit, Michigan.
Prior
to accepting the offer to create a training program for the scout leaders, an
assessment of the problems related to the above-mentioned learning gaps had to
be made. As well, clear learning
objectives, as stated by the client themselves were needing further
clarification. David and Alexandra, were
told by the organization; that several scout parents had expressed concern that
a number of "mistakes" or near-accidents had occurred during previous
scouting trips. As well, the leader's skills for numerous camping activities
seemed to be weak, based on what the scouts themselves had indicated to their
parents. Basic camping skills, and wilderness
survival training were indicated as overarching subjects with respect to the
leaders learning needs.
Additionally,
the parents, and the girls and boys themselves, had indicated a lack in actual
skills training being provided during the earlier trips. As many of the
girls/boys were participating in such trips for acquisition of scouting badges
this was of particular relevance. The troop leaders had also felt that
they were handing out badges without being fully confident that the kids had
mastered the related skills. Further
probing, would uncover a need to facilitate learning experiences for the
leaders in order to educate them on ways in which to teach children the various
skills. It became apparent that
differences in learning styles and preferences for learning – as pertains to
the children – needed to be addressed as well.
Skills for creating differentiated learning would also be needed.
Fictitious Participant Description
The Girls and Boys Scouts of
America organization, determined that the pilot for the training sessions should
involve five specific troops, who had experienced problem situations during
previous camping outings. Each of the
five troops were to send one person for each of the following scout roles: Troop
Leader, Assistant Troop Leader, and Alternate Troop Leader. Additionally, each troop could send up to
three parent volunteers of their choosing.
A total of twenty-five participants were enrolled for the pilot training
session.
A
pre-session questionnaire was sent to each of the training’s participants two
weeks prior to the training.
Instructions were given to complete the questionnaire and to return said
to the training facilitators for evaluation.
The responses from the various participants would then be evaluated and
learning activities would be gauged to accommodate details as provided from the
analysis of the questionnaire responses.
Points
of relevance gathered from the questionnaire included, but were not limited to
things such as 1) demographics related to gender, age, and culture; and 2) experience
level, current skills, and previous training pertaining to wilderness survival
or camping skills. Learning challenges
and strengths (i.e. physical, mental, emotional, etc.) were also inquired upon
within the context of the questionnaire(s).
As well, the questionnaire was set forth, to capture personal goals and
learning objectives, for the given participants. Similarly, hobbies and/or topics of interest,
for each participant were inquired upon; in order to incorporate such within
the training, when feasible. Lastly,
information pertaining to learning environment preferences was gathered in
hopes of providing instructional settings that would promote optimal learning.
Of
particular relevance to the design process for the training workshops and/or
syllabus the following detail was noted: 1) the group of participants contained
three female troops and two male troops, each sending five members; 2) the ages
ranged from twenty-two all the way to seventy-eight years; and 3) one troop was
predominantly Latin, whose members spoke English as a Second Language. Additionally, it was recorded that there was
significant variance in degree of experience level(s), and skills mastery
within the participants queried. Very
few participants had previous formalized training in the subject(s) of
wilderness survival or camping skills. Although,
little information was provided with respect to possible strengths with respect
to “learning,” or teaching skills; a number of participants had mentioned
having strengths pertaining to topics such as outdoor cooking, fishing, hiking,
bird watching and horseback riding. Of
the participant’s queried, a few challenges were mentioned with respect to
hearing concerns, balance issues, and mobility or lifting constraints. Lastly, one participant expressed concern
over his/her inability to read with ease due to a nondisclosed learning
challenge.
Rationale
Based
on Literature Review(s)
Background Data,
and Organizational Context
The Girls and Boys
Scouts of America organization, has stated that there had been some interest
expressed by the troop leaders, towards gaining a better understanding of how
to create and/or implement, more effective skills training for their respective
scouts. It was noted, that during past
scouting trips, the troop leaders felt compelled to award merit badges to the
scouts, related to mastery of badge-related skills. However, the troop leaders were concerned by
the fact that they were not wholeheartedly confident; that they had done their
jobs as educators, to ensure that the scouts had actually mastered the skills,
related to the kids acquiring such badges.
A series of interviews were conducted with the various
scout leaders using predominantly open-ended questions. During the evaluation process of the
interview responses, it was determined that the scout leaders were typically
limiting their teaching methods to one or two learning style preferences. Based on this discovery, a distinct unit was
added to the training workshop, for the purpose of training troop leaders and
other associated parent volunteers on how to develop and implement a strategy
for incorporating more variety in teaching methods used, which would encompass
a wider range of learning style preferences.
Essentially this particular unit was created to train the troop leaders
to be more successful educators for their K-12 scouting children.
Along these same lines, the scout leader training
workshop itself, would also incorporate a wide variety of learning methods
and/or style preferences in order to serve, as a living model of such
practices. An overview of definitions
for such things as “learning style preference” and “learning environment preference”
has been included for better comprehension and application of the related
theories in real-life context. Examples
of how to use an adaptive strategy, towards improving outcomes regardless of
concrete barriers or limitations, have also been provided.
Learning
style preference. A “learning
style preference” is 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. Given
that our training workshop participants are coming from a wide range of
backgrounds, we will be offering activities that cater to numerous different
learning style preferences. Similarly,
the various kids participating in scouting would also presumably exhibit different
learning style preferences. Therefore,
teaching the skills necessary to the scout leaders, to create and use different
learning style preferences within their own trainings, would also be
incorporated.
Many
factors or aspects of an activity contribute in one fashion or another to make
up a particular learning style. Such
factors or aspects might include, but are not limited to, such things as how
the content is delivered (visual, audio, or written); how the learner is
directed to demonstrate his/her understanding of the content; how the content
is manipulated to further the learner’s understanding; and/or where the content
is being delivered, and so forth and so on.
Based on findings related to the literature review(s) a focal points
will include providing learning style inventories and/or assessments during the
commencement session, in order to identify and evaluate such for each
individual learner. Additionally,
attention will be paid, prior to commencement of the workshops, to create differentiated
learning activities; and as well to design adaptive strategies for cases
wherein the activity has related constraining factors. Lastly, efforts will be made to integrate
learning environment preferences within the fabric of learning style
preferences, in order to enhance and support each set of preferences for the
particular learner(s).
An
example of how leaning style preferences could be incorporated within a
training would be in reference to circumstances wherein a participant has a
strong preference for visual learning over content based learning. If the skill were for example, how to create
a map for locating and identifying all poisonous plant material within a given
outdoor setting; one would typically use a video to illustrate the step-by-step
instructions versus a written content-based outline of instructions. Similarly, a visual learner might benefit
from a hands-on, in-person demonstration of how to do such a task.
Learning
environment preference. The term
“learning environment preference” is similar to learning style preference. Just as learners have preferences for styles
or methods used for learning; learners also have preferences for particular
learning environments or settings. Once
again, people are said to be typically wired for, or are inherently more
comfortable, in a particular learning environment(s) over another. Environments, with respect to the field of
education, refers to a very wide array of factors (physical, emotional,
cultural, and so forth). However, for
the purposes of this particular training workshop we will be focusing mostly on
physical environmental factors.
Factors
related to the physical learning environment fall within distinct categories or
domains. Firstly, learning can occur
indoors or outdoors. Secondly, within
those to domains – indoors or outdoors – lies sub-domains or categories that
exert either positive or negative influence on the learner. Whether or not these influences are perceived
as positive or negative is largely personal, but can be off-set by the
facilitator’s capacity to adapt or modify such to match the learner’s
preference. The findings discovered
within the literature reviews, regarding learning environment preferences, were
somewhat similar to those findings related to learning style preferences. Identification and evaluation of environment
preferences should be determined as early as possible within a given
educational experience; in order to incorporate such early on to prevent loss
of learning. However, many factors
associated with the physical environment and/or preferences of such, are often
concrete or inflexible. In such cases,
adaptive strategies can be used to minimize the negative effects of a less
preferred environments. Lastly, when
learners are given a choice of learning environments, most will intuitively,
and subconsciously, choose environments that naturally support or offer
activities that contain their particular learning style preferences.
For
example, some learners inherently feel better when participating in activities outdoors
– these learners feel a need to experience greenery associated with nature,
sunshine on their skin, and circulation of natural air. Typically the learner who has this preference
for outdoor environment, may develop numerous negative side-effects if confined
to interior spaces for any significant period of time. If this were the case, a facilitator could use
an adaptive strategy, if the learning required being indoors. Such a strategy would lend itself to
modifying the indoor space by doing such things as augmenting the space with
interior plants or contained wildlife; allowing the students to sit near
windows where sun was available; and/or opening windows to bring in fresh air
from the outdoors.
Summary
Based
on Case Studies
Historically, students are unprepared for learning. Be it
mentally, physically, spiritually, or simply in the lack of exposure to the
material to be learned, a certain degree of unpreparedness will always linger.
In this assignment, we have been tasked to educate adult scout leaders on the
proper practices, skills, and procedures necessary to properly conduct
wilderness outings, and merit badge training for the scouts. To this end, it is
an irrefutable fact that in order for the scout-masters to be able to
adequately educate scouts, they themselves must be proficient in the arts of
scouting. Recognizing that the present
training methods employed have been less than successful, we are seeking to
create a new case-based approach to learning that will engage, instruct, and
reinforce the necessary material for a scout leader to demonstrate mastery.
Understanding that learning is a cyclical process, we will be working with
Kolb’s Learning Circle in a matter of sorts, in conjunction with an approach
set forth by the research of Clyde F. Herreid, who is the co-director of the
National Center for Case-Study Teaching in Science at the University of
Buffalo.
The background of this study is the understanding that
students are always in some state of unpreparedness. Understanding that each
adult learner present will have their own unique learning style, the author
proposes four solutions that may be instituted into the training syllabi to
counteract the state of unpreparedness that exists within all students. These
features, in concert with Kolb’s Learning Circle, will guide us in creating a
training course that is truly revolutionary in terms of student engagement, and
knowledge retention amongst participants.
Miscellaneous
Notes
Organizational
Design for Content. A hybrid
organizational pattern was chosen for the content delivery. The various units or core subjects are
delivered in clusters by topic or category.
However, the order in which the units are to be focused upon is framed
using a sequential design. The sequence
is chronological to mirror the order in which a typical scouting leader would
participate in preparation for and commencement of a wilderness camping trip
(i.e. personal packing, troop/group packing, auto preparation, shelter set-up,
and so forth).
Table or Seating
Arrangement. For all indoors based
training the preliminary seating arrangement chosen is the “round” seating
arrangement; an arrangement chosen for its association with very informal, and
highly interactive participation.
Additionally, the previously mentioned arrangement is considered highly
flexible for changing configurations as necessary. For all outdoors based training, in which
seating is required, the preliminary seating arrangement chosen is the
“cluster” arrangement; an arrangement chosen for its properties conducive to
group or project-based activities. As
well, other more free-form or standing arrangements will be constructed as
needed for the particular activities requiring such.
Syllabus
Course
Title
“Boys and Girls
Scouts of America: Wilderness Survival, and Camping Skills, Scout Leader
Training”
Contact
Information
Wilderness
Survival, and Camping Skills, Inc.
Alexandra
Barrett and David Jones, Lead Trainers
2211
Greenway Lane
New
Town, Michigan, 35555
(773) 224-4567; (312) 978-1234
Location
Workshop I:
Day
1 – Scouts of America, Headquarters, 987 Fuzzy Street, Bloomfield Hills,
Michigan, 56342
Days
2-3 – Scouts of America, Parker Campgrounds, 22 Blue Bird Street, Troy,
Michigan, 56344
Workshop II:
Bridge
week – Home-based activities, and online participation
Workshop III:
Day 1
-- Scouts of America, Headquarters, 987 Fuzzy Street, Bloomfield Hills,
Michigan, 56342
Days 2-3 – Scouts of America, Parker Campgrounds, 22 Blue
Bird Street, Troy, Michigan, 56344
Dates,
and Times
Workshop I:
Day
1 – Friday, November 6th, from 6:00pm to 9:00pm
Day 2
– Saturday, November 7th, from 9:00am to 4:00pm
Day 3
– Sunday, November 8th, from 9:00am to 4:00pm
Workshop II:
Days
1-5, Monday, November 9th to Friday, November 13th, open
times to be determined by learner
Workshop III:
Day 1
– Friday, November 13th, from 6:00pm to 9:00pm
Day 2
– Saturday, November 14th, from 1:00pm to 8:00pm
Day 3
– Sunday, November 15th, from 9:00am to 6:00pm
Learning
Objectives
At the completion of this training workshop(s), the training
participants should be able to meet the below-mentioned objectives; as relates
to wildness survival and camping knowledge, skills, and expertise. Each objective will be considered adequately
met, using a three-prong system of components: 1) the observable behavior of
such as the “performance” based on learning derived from within the training,
2) within a given circumstance as to how the performance will be evaluated or
the “condition” for such, and 3) the level of expertise or skills required for
the participant to be considered as having accomplished the objective or the
“criteria” for accomplishment. Each
objective is enumerated with respect to general wildness survival or camping
skills categories. As such full compliments of objectives, within their
respective categories, are to be accomplished or met as complete units.
Personal Gear, and What to Bring as a
Camper
- ·
Understand
and employ the proper clothing vital to a safe camp outing
- ·
Explain
the gear required for camping activities
- ·
Identify
clothing needed to survive inclement weather survival situations
- ·
Explain
the need for bug repellent, and demonstrate its use
- ·
Identify
different types of foot attire needed for various camping activities
Packing for Group Outings
- ·
Construct
group pack for shelter needs
- ·
Develop
group pack for first aid, and emergency situations
- ·
Build
group pack for food, nourishment needs
- ·
Assemble
group pack for crafting activities
- ·
Create
group pack for fishing activities
- ·
Construct
group pack for extras of clothing, shoes, toiletries, and so forth
- ·
Assemble
group pack for hiking, and mapping activities
- ·
Build
group pack for bird watching, and other nature activities
Travel Safety, Automotive
Preparation
- ·
Create
car safety checklist with respect to travelers
- ·
Assemble
kit(s) for car safety for travelers
- ·
Develop
automotive preparation checklist for mechanical needs
- ·
Build
kit(s) for automotive maintenance or road emergencies
- ·
Explain
steps for checking fluid levels, tire pressure, and so forth
- ·
Demonstrate
how to change a tire, check fluid levels, fill tires, etc.
Shelter
- ·
Erect
emergency camp shelter from brush, leaves, and twigs
- ·
Demonstrate
safe and proper tent erection techniques
- ·
Assemble
tent and related anchors to the camp grounds within a reasonable amount of time
- ·
Explain
different types of shelter appropriate for various conditions
- ·
Identify
methods for keeping food and other belongs safe from animals, bugs, etc.
- ·
Elucidate
precautions to take for protecting humans while in soft shelters from animal
attack
Food, and Nourishment
o
Explain
how to locate firewood
o
Demonstrate
the use and construction of the Dakota Fire Hole, and Tee-Pee fire building techniques
o
Demonstrate
the safe use of a camp axe for wood splitting activities
o
Explain
the methods to employ to minimize the risk of wildfires, and demonstrate safe
fire handling practices
- ·
Understand
food safety as it relates to preparing food in a campsite setting
- ·
Prepare
meals for the scout troop using campfire cooking techniques
- ·
Express
knowledge of the basic food groups, and the importance of balanced nutrition
for children
- ·
Identify
plants and herbs suitable for consumption in a survival situation
- ·
Demonstrate
how to build, and use a tin can stove
- ·
Create
a minimum of three camping appropriate recipes for each of the four basic food
groups
Scouting, Camping, and other Wilderness
Activities
- ·
Understand
and carryout cane-pole fishing techniques
- ·
Demonstrate
ability to bait hooks
- ·
Elucidate
which type of bait is appropriate for a given situation or type of fish
- ·
Prepare
and carry out all aspects of mapping a campsite
- ·
Demonstrate
ability to use a compass and to incorporate such into mapping activities
First
Aid, and Emergency Situations
- ·
Demonstrate
understanding of poisonous plants, spiders, and snakes
- ·
Identify
which plants are safe for consumption in a survival situation
- ·
Identify
plants and roots that can be used for medicinal purposes
- ·
Perform
first aid for cuts, scrapes, abrasions, and construct splints for stabilizing
broken limbs
- ·
Identify
and locate herbs useful for first aid purposes
Learning Style Preferences, and Strategic
Teaching
- ·
Provide
definition, and related types of Learning Style Preference
- ·
Explain
the definition of the term Learning Environment Preference, and related aspects
of such
- ·
Administer,
and evaluate learning inventories and
assessments for Style and Environment Preferences
- ·
Create
differentiated instruction and/or activities to accommodate various preferences
for Style or Environment
- ·
Utilize
an adaptive instructional strategy to manage differences related to preference
when constraints are present
- ·
Explain
differences in seating or room design and how each impacts learner preferences
and/or instructional goals
- ·
Describe
adaptive ways in which to teach material to children with special challenges or
needs
- ·
Create
activities that solidify skills, knowledge acquisition using the see, hear, do,
and teach method
- ·
Provide
examples of situations wherein role-play, case studies, and simulations are
effective
- ·
Explain
the proper use of instructional games, learning tournaments, and in-basket
activities
- ·
Present
a short, engaging lecturette, with effective, appropriate visual aids
- ·
Create
meaningful reflection learning activities that are appropriate to a variety of
age groups
Learning
Materials, and Workshop Equipment
What we or your parent organization will
provide:
1)
Participant training manuals for
each category or unit covered within the training
2)
Various assessments surveys and
inventories
3)
Custom-designed games, role plays,
case studies, and simulations
4)
Wilderness survival and camping
skills equipment for participants to complete activities, including
but not limited to the following: tents, small boats w/life jackets, oars and
so forth, fishing
poles w/bait, various cooking stoves w/lighting tools, first aid supplies or equipment,
essentials
for building a fire such as wood, charcoals, lighting materials, and so forth
5) Personalized learning style
assessments, created for K-12 kids, and related instructions, bound as booklets for both individuals
and group or troop’s master binder
6) Equipment for facilitating learning
including but not limited to flip chart w/markers, overhead projector
w/screen, laptop computer, document camera, voice amplification system w/remote rechargeable
batteries, poster size paper w/colored pencils, stickers, etc.
7) Wilderness safety, and camping
skills checklist(s)
8) Food, and miscellaneous consumables for
practice cooking/food preparation sessions
9) All essential facility items and/or
furnishings needed during training workshop such as tables, chairs,
role-playing props, break table w/beverages and snacks, and so forth
10) Troop or group copies of key Girl and/or
Boy Scout books and/or manuals related to wilderness survival and camping skills
education
What participants should bring:
1) Personal camping bag w/ relevant
clothing, shoe attire, toiletries, medicines, and so forth
2) Personal sleeping duffle w/ relevant
sleeping bag, pillow, pad, and so forth
3) Individual learning tools such as
pencils, note paper, tape recorder, camera, special learning devices
(hearing aids, eye glasses, language translation equipment), and so forth
4) Individual meals, food, or water, as
needed for workshop days wherein meals have been designated
5) Personal cushion(s), and chair for
workshops conducted outdoors
What each group or participating troop
should bring for their respective troops:
1) Appropriate equipment for camping
related cooking and food preparation
2) Document folders or master binder used to
assemble record of participant assessments, and certificates of completion; troop
camping and wilderness hand-outs, K-12 learning assessments
3) Equipment related to mapping activities
such as 2-3 compasses, paper w/colored pencils and highlighters, and so forth
4) Group or troop first aid kit(s)
5) Automotive
maintenance kit(s)
Learning
Methods, Activities, and Design Strategy
A
design strategy incorporating several different learning methods, will address the
need to encompass numerous different learning style preferences. The various types of learners, will be given
ample opportunity to absorb and learn the material as given through multiple
forms of delivery; a see, hear, do, and teach model will be used wherever
feasible to promote a full spectrum absorption of learning material. Whenever possible two or three choices of
activities will be offered to the participants in order to allow for individual
customization of learning opportunities.
The activities will utilize the following methods for
achieving the learning objectives: 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; and 10)
closing summaries and reflection activities.
However, learners will always be given at least one take home
alternative version of a given activity to accommodate unspoken stressors or
anxieties which might be associated with a given activity. The above-mentioned methods or types of
activities will be fully explained using a number of different representations
so that each learner will have the most optimal chance of understanding the
activity to a level wherein they could replicate such activity within their own
trainings.
The physical learning environment or setting for the
trainings will be both indoors and outdoors.
Learners will be given as many opportunities to work in the particular
environment of their choice whenever feasible.
That being said, learners will be encouraged to try to work in settings
which they would not ordinarily gravitate towards in order to provide learners
more stretch or experience outside of their particular comfort zone. Exercises to stimulate fresh perspectives or
ways of looking at environmental factors will also be offered.
Category
Headings or Subject Areas
Personal gear and
what to bring for individuals, packing for group outings, travel safety and
automotive preparation, providing shelter, food and nourishment, wilderness
activities, first aid and emergency situations, learning style preferences, and
strategic teaching.
Participant
Evaluation, and Success Criterion
The participants
are evaluated using three distinct assessments: 1) trainer assessment, 2) peer
assessment, and 3) participant self-assessment.
Each of the three assessments are identical in format and content;
addressing the particular knowledge, skills or expertise for the various
objectives within a given category or unit.
A 5-point Liken scale is used to determine satisfactory accomplishment
of each learning objective. The exact
criterion is somewhat similar for each question.
Below you will find an example of a typical question
related to fishing skills. The question
in this case was pertaining to how well the participant is able to demonstrate
skills with securing bait to fishing poles.
Additionally, in the latter mentioned scenario, the participant is also
required to demonstrate his/her mastery by teaching the skill to another
participant.
“Answer the
following questions stating to what level you think the objective has been
satisfied within the following range of choices: 1) not at all satisfied, 2)
somewhat satisfied, 3) adequately satisfied, 4) predominantly satisfied, or 5)
completely satisfied at the highest level possible”.
In order for the success criterion to be met, for each
objective, an average score of ‘3’ must be achieved. The three assessments -- trainer, peer, and
participant self-assessment – are tabulated to form the average for the
particular objective. Furthermore, for
each category or unit, the participant must achieve at minimum an overall
average of ‘3’ or higher, based on the above-mentioned Liken scale.
The above-mentioned system for evaluating the
participant’s successful completion of the training program was agreed upon as
a requirement by the client organization.
However, it was also noted that some participants, due to learning
challenges should be given special accommodation. In such cases, all participants are to be
given both pre and post assessments for each category or unit. If a participant has been designated as
needing special accommodation, an improvement rating will be used instead of
the “mastery” rating system. Improvement
would then be considered any increase in mastery between the pre and post
activity assessments.
Class
Schedule
(Session Topics, and Unit Times)
Workshop I:
Day 1 – Friday, November 6th,
from 6:00pm to 9:00pm
6:00pm
to 7:00pm Ice-breakers, and opening
activities
7:00pm
to 8:00pm Learner Assessment and
Evaluation
8:00pm to 9:00pm Case Studies, and Group Discussions
Day 2 – Saturday, November 7th,
from 9:00am to 4:00pm
9:00am
to 12:00pm Personal Gear, and Packing for a Group Outing
12:00pm
to 1:00 pm Travel Safety, Automotive Preparation
1:00pm
to 4:00pm Shelter, part one
Day 3 – Sunday, November 8th,
from 9:00am to 4:00pm
9:00am
to 12:00pm Shelter, part two
12:00pm
to 1:00 pm Lunch Break
1:00pm
to 4:00pm Food, and Nourishment, part one
Workshop II:
Day 1 – Monday, November 9th, open
times Gear, and Packing for a Group, at-home activities
Day 2 – Tuesday, November 10th, open
times Automotive Preparation, at-home activities
Day 3 – Wednesday, November 11th, open
times Shelter, at-home activities
Day 4 – Thursday, November 12th, open
times Food, and Nourishment, at-home activities
Day 5 – Friday, November 13th, prior
to 6:00pm Presenting, and Sharing, at-home activities
Workshop III:
Day 1 – Friday, November 13th,
from 6:00pm to 9:00pm
6:00pm
to 7:00pm Reconnection games, and
sharing
7:00pm
to 8:00pm Role-playing exercises,
and discussions
8:00pm
to 9:00pm Group work, and presenting
Day 2 – Saturday, November 14th,
from 1:00pm to 8:00pm
1:00pm
to 4:00pm Food, and Nourishment, part two
4:00pm
to 5:00pm Dinner Break
5:00pm
to 8:00pm Wilderness Activities, part one
Day 3 – Sunday, November 15th,
from 9:00am to 6:00pm
9:00am
to 12:00pm Wilderness Activities, part two
12:00pm
to 1:00 pm Lunch Break
1:00pm
to 4:00pm First Aid, and Emergency Situations
4:00pm
to 5:00pm Dinner Break
5:00pm
to 6:00pm Awards Ceremony and Party
Attendance
Policies
Participants must attend all workshop sessions in person,
as described above. As well, Workshop II
requires online, virtual attendance for a minimum of one hour per day. Furthermore, each troop leader must provide proof
of online participation for his/her troop members with respect to Workshop
II. Proof of online or virtual
participation, should be recorded by the troop leader, in the form of which or
what work content each troop’s members contributed for inclusion in the final
group or troop presentation, with respect to their project findings.
Reflection
Highlights
The syllabus
design project was a fascinating, albeit time-consuming assignment. The amount of learning realized from
partaking in the process was immeasurable.
It was determined that reading about such concepts as curriculum
development, syllabus design, or learning objectives is very different than
actually participating in the creation of such.
The sheer amount of work involved for the various steps for developing
the assignment was astounding; and we didn’t even fully develop an actual
training! I believe the Karen Lawson’s
estimation of how many hours are needed to develop one hour of a training are
likely to be correct. That being said
though, what fun and energizing work!
Process
The syllabus design process was initiated by fully
analyzing the assignment requirements, re-reading the various theories or
methods as found within the course textbooks, and then fully researching the
chosen topic. Subsequent to the initial
process step, a subject was chosen for which to apply the topic as a
theoretical framework. Next, an
imaginary scenario with related client organization was developed; after which
fictitious training participants were created.
The above-mentioned imaginary or fictitious scenarios and/or characters
were created with details that would allow for greatest depth of illustration
of the topic or theoretical framework, as relates to the training subject.
The main tip for future students would be with respect to
time management and roles and task assignments.
Focusing early on defining the above-mentioned details and following a
project management plan would be highly advisable. Lastly, using creativity and imagination to
design a premise or fictitious client with related participants was critical to
our initiating the project with enthusiasm, and a sense of genuine fun.
Tables
Table
1.1 Findings from Literature Review (Alexandra Barrett)
Topics or Ideas
|
Main Themes
|
Practical Implications
|
(1) Learning
Style Preference
|
Individuals
function optimally when they are able to use their particular style
preference for learning. Learners have
innate, preferred learning styles that impact their learning outcomes. Learners whose style preference is not
addressed typically experience poor learning outcomes.
|
We
will want to create a thorough examination of the various learning style
theories, and related types. From
there we will need to choose which model or theory best fits the given project. Lastly, we will want to create materials to
accompany this phase of the syllabus.
|
(2) Style
Preference Analysis
|
A
learner’s style preference should be identified, and understood by both the
learner and the facilitator.
|
Best
practices would indicate a need to conduct a systematic analysis and
evaluation in order to identify and understand the learner’s preferred
learning styles. We will need to include a learning style analysis/evaluation
component within our syllabus.
|
(3) Learning
Environment Preference
|
A
learner will typically have a preferred learning environment that correlates
with their particular style preferences.
|
Learners
tend to choose settings or physical environments that best support their
preferences in learning styles.
Certain learning environments lend themselves better to activities
that support one or more learning styles for content/subject delivery. We
will need to think about what environment would best suit multiple learning
style preferences and their correlating preferences for learning
environments.
|
(4) Online
Learning Environments
|
Online
vs. Face-to-face learning environments pose different challenges, in relation
to individual learning style preference(s).
|
Online
learning environments widen the number of users with access to advancing
their knowledge/education/learning/etc.
Our
project should contain a component with an online delivery mechanism.
|
(5) Subject or
Content
Factors
|
Subject,
and content need to be considered when designing optimal learning
environments with respect to learning styles.
|
Regardless
of learning style and/or environment preferences; the content or subject type
of learning does not always lend itself to a particular style or environment.
The goal of our project is to teach a group of educators about preferred
learning styles and how to support such through options related to optimal
learning environments.
|
Table
1.2 Findings from Literature Review (David Jones)
Main Themes from Literature Review
|
Application of Main Themes in
Practice
|
(1) Adult
learning, and how it is Impacted by the Environment
|
Understand
the environmental variables facing your students
|
(2) The
Attitudes Towards Learning and the Perception of the Learning Environment
|
Understand
the perception of learning that your students employ, and work to move them
in a positive direction
|
(3) Teaching
to the Unique Learning Styles of Adults
|
Gain an
in-depth understanding of the different adult learning styles
|
(4) Shifting
the Focus of Content Delivery from Content Based to a Learning Centered Model
|
Make
learning the focus of instruction, rather than telling the students what they
should know
|
(5) Using
Freudian Concepts to Improve the Scholarship of Teaching
|
Dare to
question the norms, and come up with your own methods of facilitation
|
Table
2. Findings from Case Studies
Case Study or Data Source
|
Theme or Concept
|
Implications
|
The Boy Scouts Said It Best: Some Advice on
Case-Study Teaching and Student Preparation
|
Come to the course with on open and free mind; aka
“No outside preparation required”
|
Instead of traditional classroom teaching methods,
the learning content will be developed into ‘living case-studies’ which serve
to engage all learning styles
|
The Boy Scouts Said It Best: Some Advice on
Case-Study Teaching and Student Preparation
|
Create and deploy a pre-assessment quiz before any
instruction takes place
|
This will allow the training activities to be
organic, and serve as an indicator for the depth of instruction needed across
topics covered
|
The Boy Scouts Said It Best: Some Advice on
Case-Study Teaching and Student Preparation
|
Use small groups
|
This will put participants outside of their comfort
zone, and force them to work as a team to realize their goal
|
The Boy Scouts Said It Best: Some Advice on
Case-Study Teaching and Student Preparation
|
Grade on participation
|
This will encourage participants of all skills
levels and abilities to actively engage in the training events; maximizing
morale, and bolstering confidence
|
Table
3. Overview of Syllabus Design Paper
Focal Point
|
Summary
|
Subject
of workshop
|
Wilderness
skills, and training for group camping trips
|
Theory
or topical framework
|
Learning
Styles, and Learning Environment(s)
|
Learners
focused upon
|
Girl
Scout and Boy Scout Troop Leaders
|
Purpose(s)
or general goal
|
Improve
learner’s skills, and expertise with regards to camping and wilderness
activities pertaining to group trips for children K-12
|
Objective(s)
|
Objectives
for basic level mastery within the following subject categories:
o
Personal
Gear, and What to Pack for Individuals
o
Packing,
and What to Bring for Group Outings
o
Travel
Safety, and Automotive Preparation
o
Shelter
o
Food,
and Nourishment
o
First
Aid, and Emergency Situations
o
Learning
Style Preferences, and Strategic Teaching
|
Rationale
drawn from Literature Review(s)
|
Learning
preference inventories and assessments are best administered prior to
learning sessions in order for both learners and facilitators to identify and
evaluate such.
Learning
style preference and learning environment preference go hand in hand, and as
such need to be used in tandem to foster most optimal learning outcomes.
Differentiated
learning strategy and adaptive learning strategy can provide a means to
encompass various preferences within the same educational setting/conditions.
|
Rationale
drawn from Case Studies
|
Use
of living case studies; employ pre-assessment quizzes; incorporate group
activities; grade upon completion of tasks
|
Highlights
from design process
|
Creative
use of imaginary premise or participants instills a sense of real-life to the
project creation, and also makes the process more engaging and fun
|
Processes
used for syllabus design paper
|
Focus
on full understanding of various theories and methods as described within
textbooks, and agreement of such amongst group members
|
References
Akkoyunlu, B., & Soylu, M. Y. (2008). A Study of
Student’s Perceptions in a Blended Learning Environment
Based on Different Learning Styles. Educational Technology & Society, 11
(1), 183-193.
Blevins, S. (2014). Understanding learning styles.
Medsurg Nursing, 23(1), 59-60. Retrieved from http://search.proquest.com.proxy.bsu.edu/docview/1506150646?accountid=8483
Buerck, J.,
Malmstrom, T., Peppers, E. (2003). Learning Environments and Learning Styles:
Non-traditional Student
Enrollment and Success in an Internet-based Versus a Lecture- based Computer Science Course. Learning Environments Research. Volume 6, Issue 2, pp 137-155
Dolmans, D. M., & Wolfhagen, I. P. (2004, August).
The relationship between learning style and learning
environment. Medical Education. pp. 800-801.
doi:10.1111/j.1365-2929.2004.01941.x.
Evans, C., Cools, E., & Charlesworth, Z. M.
(2010). Learning in higher education - how cognitive
and learning styles matter. Teaching In Higher Education, 15(4),
467-478. doi:10.1080/13562517.2010.493353
Feldman, J., Monteserin, A., Amandi, A. (2014).
Automatic detection of learning styles: state of the art. doi: 10.1007/s10462-014-9422-6
Gerber, L., Rayneri, L., Wiley, L.
(2006). The Relationship Between Classroom Environment and the Learning Style Preferences of Gifted
Middle School Students and the Impact on Levels of Performance. Gifted
Child Quarterly Spring 2006 vol.
50 no. 2 104-118 doi: 10.1177/001698620605000203
Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles
and Learning Spaces: Enhancing Experiential Learning in Higher Education.
Academy Of Management Learning & Education, 4(2), 193-212. doi:10.5465/AMLE.2005.17268566
Tzu-Chi, Y., Gwo-Jen, H., & Jen-Hwa Yang, S.
(2013). Development of an Adaptive Learning System
with Multiple Perspectives
based on Students' Learning Styles and Cognitive Styles. Journal of
Educational Technology &
Society, 16(4), 185-200
