Syllabus Design Paper

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 6^th, from 6:00pm to 9:00pm

            Day 2 – Saturday, November 7^th, from 9:00am to 4:00pm

            Day 3 – Sunday, November 8^th, from 9:00am to 4:00pm

            Workshop II:

            Days 1-5, Monday, November 9^th to Friday, November 13^th, open times to be determined by learner

            Workshop III:

            Day 1 – Friday, November 13^th, from 6:00pm to 9:00pm

            Day 2 – Saturday, November 14^th, from 1:00pm to 8:00pm

            Day 3 – Sunday, November 15^th, 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

• ·         Building a fire

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 6^th, 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 7^th, 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 8^th, 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 9^th, open times              Gear, and Packing for a Group, at-home activities

            Day 2 – Tuesday, November 10^th, open times            Automotive Preparation, at-home activities

            Day 3 – Wednesday, November 11^th, open times       Shelter, at-home activities

            Day 4 – Thursday, November 12^th, open times           Food, and Nourishment, at-home activities

            Day 5 – Friday, November 13^th, prior to 6:00pm        Presenting, and Sharing, at-home activities

            Workshop III:

            Day 1 – Friday, November 13^th, 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 14^th, 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 15^th, 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