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WELCOME

THE DESIGN OF LEARNING MATERIALS WORKSHOP

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Workshop Learning Objectives

Given reference materials, you will be able to

Identify the key principles for designing effective learning
Structure your lesson/design plan

in accordance with best practices and standards of Instructional design as defined by a checklist

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Outline

1. Criteria for Effective Adult Learning (30 min.)

How can you make learning more effective and relevant for adult learners?

Exercise - Brainstorm, Poll

2. Structuring a Design Plan (1 hour)

Do you know where you are taking your learners? Do they know?

Exercise – Create the outline of your Design Plan

SESSION 2

Techniques for Increasing Interactivity

Facilitation Techniques

SESSION 3

Evaluation

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Why?

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1. How can you make learning more effective and relevant for adult learners? (Brainstorm)

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2. The Adult Learner - How do adults learn?

Capable of self-direction.
Bring experience to the learning situation.
Need to see the benefits of what they are learning. (Learning readiness transition into new roles, new career )
Experiential - the opportunity to apply what they are learning (real life situations and problems)
Motivation by internal factors more than external factors. (Transformational )

Issues

Time
Confidence
Neuroplasticity
Unproductive
More difficult to design

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5 min. HOW SET CRITERIA - research based

andragogy, the practice of teaching adults,

since 1980 when educator Malcolm Knowles introduced the concept of andragogy.

adults think, act, and process information differently than children, so too do they learn differently. In fact, there’s a lot of research out there about what makes a learning style effective for an adult. Here, we explore seven of the best adult learning theories, or adult learning styles, in play today.

What is Adult Learning Theory?

These include:insights on how to set up learning environments to get the best out of students. Adult learners come with knowledge and life experience and want to be able to apply those lessons in new environments. They learn better by applying lessons to real situations and having some say in how they plan their learning activities. They are also motivated by understanding that what they are learning is relevant.”

APPLICATION

Self-directed

Learning at one’s own pace in one’s own way

You know what you need to learn and set your own goals, track down materials, and create a plan to foster your own learning, then self-evaluate.

Transformational

Learning can change your perspective on the world and vice-versa

Whether from a teacher, a mentor or some other channel, new information can shift a person’s worldview and challenge their preconceived notions. In shifting the learner’s outlook, the information becomes both applied and retained.

Experiential

Focuses on developing life experience or “hands-on” learning

Participate physically in the learning environment (“getting your hands dirty”) and then reflecting on what worked and what didn’t.

Mentorship

Learning from an outside mentor (established figure) in a field

Mentors and mentees can learn from each other. (Mentees ask challenging questions, mentors challenge proteges’ understanding of the material.)

Orientation to (or of) learning

Adults need to reframe their emotions and assumptions around the experience and value of learning

Educators instruct their students on how to apply new lessons in the real world, which helps students retain information.

Motivation

Children are motivated by parents and laws requiring their education; adults often have internal motivation

Adults put in the time and effort to learn because they’ve typically internalized their motivation, whether it’s career success, the prestige of a degree or a better salary.

Readiness to learn

As a child matures, they reach a certain threshold of learning readiness (such as reading or basic math facts), but adults have already been through this development and need to rely on past experience or life changes to develop a renewed readiness

Renewing your readiness to learn as an adult often happens by way of a situational trigger. Perhaps you lose your job or want to switch careers, for example. Or perhaps your next promotion hinges on mastering a skill.

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You’ve got 15 minutes!!

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https://www.wikihow.com/Teach-Adults-with-Learning-Disabilities

Learning Styles (poll)

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Exercise – Learning Styles

Statement

I prefer reading to listening.
I like to apply what I am learning immediately.
I enjoy working on my own.
I like to discuss new ideas with others.
I work best following a plan.
I work best under pressure.
I adapt easily to changing situations.
I have difficulty remembering details.
I need to see the overall picture.
I respond intuitively to situations.
I prefer thinking to acting.
I like to have visual supports during learning.

Rate from 1- no agreement to 5 – strong agreement

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Exercise: What's your preferred teaching style?

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Facilitation vs. Instruction

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2. Structure �Do you know where you are going? Do your students?

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Learning Objective

Can you measure achievement? IMPACT

Real Need

Benefits, Value, Motivation

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2. How should you structure your learning material for success?

Measurable objectives and evaluation
Provide content in context (benefits and relevance, link)
Divide material into a logical sequence / frameworks
Ensure clarity of message
Digestible chunks
Limit to "need to know" items
Scaffold
Time to assimilate new info.
Allow learners to practice
Stimulation

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Exercise – Build a Design Plan (15 min.)

Course Introduction (LOOM)

Link
Objective
Outline
Motivation�

Body (Topic, Subtopics, application, exercises)
Final Assessment (measures if objective achieved)�Course Conclusion

Synthesize and Summarize
Follow up
Transfer to work, LINK

Questions?

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Objective

Need

Context

Digestible chunks

Practice

Scaffold

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1. Measurable Objectives and Assessment

Performance Statement
Conditions
Standard

How will it be assessed?

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What the heck do you want them to do? How well? Under what conditions?

Activity Write a measurable objective Performance Statement is the precise descript ion of a task to be performed at the end of the training period; Example At the end of the session, in terms of skills; using a verb which describes an observable, measurable action; addressed to the learners. Conditions cir cumstances under which the performance occurs; resources available/not available organizational conditions assistance/without assistance you will be able to write a memorandum. using a PC and reference notes alone with assistance Standard the criteria for assessing success; the quality/accuracy /quantity standards conformity to legislation, regulations, policy, procedures etc. according to the communication guidelines in bilingual format with no spelling errors

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2. Introduction (LOOM) �Link

Context
Link to job performance, previous skills, future skills
Needs Analysis – what are PRIORITY needs
What is Environment? Access to internet? Social? Housing?
Who is target population?

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Motivation

Benefits
Value
Impact
Captured interest?

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3. Outline of Topics and Subtopics

Content: Material in a framework? Need to have?
Previous skills?
Structure evident?
Digestible chunks
Scaffold
Examples?
Methodologies, Approach, Activities? Facilitation?
Divide learning over a period of time

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5. Planning Course Timing

Consider:

Ratio of activity to presentation
Length of presentation and activity span of listeners
Complexity of topic
Breaks (15 min. plus lunch)
Times add up

(one PPT slide = 2 to 5 min.)

What learning materials needed?

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4. Conclusion�

Synthesize and Summarize
Follow up
Transfer to work, LINK

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Assessment – True or False

The key to good facilitation and design is producing well designed PowerPoints and practicing your presentation over and over again.
Learning is defined as a change in behavior.
Adults bring experience to any learning situation.
Research has shown that students retain information better if they apply it.
LOOM stands for Learn Observe Outline and Make it happen.
Scaffolding means to support your learners throughout the course.
A measurable objective includes what the learner can do at the end of the session, how well they can do it and under what conditions.

False – In fact too many PowerPoints and lectures reduce the retention of material.

True
True

True

False – Link, Objective, Outline, Motivation
False – structure content based on what learners know and then introduce content in digestible chunks, master and continue
True

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Course Conclusion

What have you learned about effective facilitation and designing material ?
Follow up - complete design plan and discuss (Facilitate an introduction or conclusion)

Questions?
Feedback next session?

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Methods of Instruction

Lecture and reading
Demonstration/walkthrough
Q & As/ brainstorming /discussion
Practical exercises/problem solving/discovery/ role play/case studies/scenarios/simulations

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Factors for Selection

Nature of content to be learned
Current level of expertise
Time available
Training environment
Design Resources
Target Population
Variety of Learning Styles
Level of learner involvement

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Options to consider –show examples

Interactive PPTs – show example
http://breeze.bloomu.edu/powerpointtips/

Questions / Discussion forums
Application Activities / Exercises

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