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2024 MSU Ed Tech Summit

The Science of Good PD Design

bit.ly/MSUEdTechGoodPD

June 3, 2024

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education.msu.edu/maet

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Agenda .

Share intros, norms, goals, & resources.

Explore Worst. PD. ever. Create patterns.

Explore adult learning science.

Create purposeful design.

Share reflections, connections, & questions.

5 min

20 min

25 min

5 min

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Introductions

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Facilitator Team

Liz Owens Boltz

Director of MA Programs

Brittany Dillman

Director of Graduate Certificate Programs

Candace Robertson

Asst. Director of Student Experience & Outreach

MAET

Educational Technology

MALXD

Learning Experience Design

2 Master’s Degrees. Online. Hybrid. Overseas. 6 Graduate Certificates.

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Community Engagement Framework

We all bring expertise
We are co-learners
We discuss
We question
We brainstorm
More?

Us

You

Teachers

Image Credit: Canva

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Our Shared Goals

Identify examples of ineffective PD strategies and models and why they don’t work.
Develop a deeper understanding of adult learning theories and aligned practices. Refreshing knowledge and building on knowledge.
Describe key elements of the neuroscience of adult learning.
Employ design thinking to consider the possibilities for professional learning in their community.
Build an outline for a future PD learning experience that is informed by research-based knowledge of adult learning and learning design.
What else do we need to add?

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Name
Pronouns
Favorite PD session ever

Intros

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Worst. PD. Ever.

Image Credit: @holliekitchens on GIPHY

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As a learner, what’s the worst PD you’ve experienced?

Strategy or activity?
Format?
Content?
Specific examples?

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As a designer/facilitator, what was your biggest flop?

Strategy?
Activity?
Format?
Specific examples?

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Share

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Research Says

How it was facilitated
Duration/microlearning
Intensity
Technologies
Who decides, creates, and leads
Relationships with other participants
Emotional overwhelm
Teacher status/power/low salary
More work
Lack of motivation/not interested in topic

Spartans Say

Liz left purple then Brittany right green

Articles from 2023 that report on teacher experiences of PD:

Allehyani, S. H. (2023). Facing Forward: Obstacles and Implications for Kindergarten Teachers' Professional Development. International Journal of Modern Education Studies, 7(2).
Kihwele, R. & Kıhwele, J. (2023). Teachers' Feelings About the Status of the Teaching Profession and Associated Factors in Tanzania . Journal of Teacher Education and Educators, 12 (2) , 171-192 . https://dergipark.org.tr/en/pub/jtee/issue/79750/1206460
Mavuru, L. (2023). Developing preservice science teachers’ pedagogical content knowledge through reflection on lesson planning. https://hdl.handle.net/10210/504114
Ramulumo, M., & Mohapi, S. (2023). Utilizing Blended Learning to Mitigate the Challenges Brought by Natural Disasters in South African Schools. Research in Social Sciences and Technology, 8(4), 76-93.
Waldia, N., Sonawane, S., Mali, M., & Jadhav, V. (2023). Microlearning strategies for teacher professional development in the era of fourth industrial revolution in India. Journal of e-Learning and Knowledge Society, 19(3), 74-81.

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Spartans Say

The presenter’s attitude - top down approach, non-collaborative and not respectful of other’s expertise	non-collaborative and not respectful
presenters reading verbatim from text-only slides	redundant! boring! slow! completely non-interactive!
It was a lecture based on something that had nothing to do with the title and description of the session.	Non-informative, misleading, boring, lecture
The presenters did not recognize the expert level of their audience.	Ignorance, redundancy, we knew more than the presenters.
The whole session was about the problems we face with a breakout to talk about them but nothing to do about it	It was not actionable and I didn't get answers or potential solutions
The content and the presentation style	didactic, lecture, not well prepared, boring, belittling
Labeled as Interactive, but it was not	Did not deliver what was promised
Drawing from various bad PDs on DEI or teaching	Participants coming in with wildly different knowledge bases; excessively long; lecture format
lecture oriented	not engaging or personalized... did not promote a community learning space
Presentation was old	Outdated
length (too long), not connected to "real life", talk at me, didn't acknowledge experience in the room, outdated materials and examples, lack of basic inclusive practices / actual bigoted facilitators

Liz left purple then Brittany right green

Articles from 2023 that report on teacher experiences of PD:

Allehyani, S. H. (2023). Facing Forward: Obstacles and Implications for Kindergarten Teachers' Professional Development. International Journal of Modern Education Studies, 7(2).
Kihwele, R. & Kıhwele, J. (2023). Teachers' Feelings About the Status of the Teaching Profession and Associated Factors in Tanzania . Journal of Teacher Education and Educators, 12 (2) , 171-192 . https://dergipark.org.tr/en/pub/jtee/issue/79750/1206460
Mavuru, L. (2023). Developing preservice science teachers’ pedagogical content knowledge through reflection on lesson planning. https://hdl.handle.net/10210/504114
Ramulumo, M., & Mohapi, S. (2023). Utilizing Blended Learning to Mitigate the Challenges Brought by Natural Disasters in South African Schools. Research in Social Sciences and Technology, 8(4), 76-93.
Waldia, N., Sonawane, S., Mali, M., & Jadhav, V. (2023). Microlearning strategies for teacher professional development in the era of fourth industrial revolution in India. Journal of e-Learning and Knowledge Society, 19(3), 74-81.

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Our Shared Goals

Identify examples of ineffective PD strategies and models and why they don’t work.
Develop a deeper understanding of adult learning theories and aligned practices. Refreshing knowledge and building on knowledge.
Describe key elements of the neuroscience of adult learning.
Employ design thinking to consider the possibilities for professional learning in their community.
Build an outline for a future PD learning experience that is informed by research-based knowledge of adult learning and learning design.

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Adult Learning

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Connect

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Adult learning

can be messy.

Adult learning

can be messy.

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Adult

Learning

Challenges

Time
Competing interests
Finances
Confidence
Experience
Our data from Worst. PD. Ever.

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Adult

Learning

The Good Stuff

Key principles

Self-direction
Transformative
Experience
Mentorship
Mental orientation
Motivation
Readiness to learn

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Andragogy

Knowles

Self-

concept

Experience

Readiness to learn

Problem-

centered orientation

Motivation

Need to know

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Experiential Learning

Kolb & Fry

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Transformative

Learning

Mezirow

To Foster

Trusting & supportive relationships
Critical self-reflection opportunities
Use direct and active experience
Readiness for transformative experience
Discussion

To Enact

Identify dilemma or crisis and what we don’t know or have incorrectly known
Establish personal relevance.
Critically think through reflection to examine their beliefs and attitudes.

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Neuroscience

of

Adult Learning

Neuro-

plasticity

the ability of neural networks to change and adapt in response to new experiences and situations.

Growth Mindset

our beliefs about our capabilities can shape and influence the ways we learn in different domains.

(Dweck)

Neuro-

andragogy

based on cognitive processes in the brain & on psychophysical functioning of an adult.

(Wilson)

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Teaching

vs.

Facilitating

Wise

	Teach	Facilitate
Focus	Lesson content	Learning process
Expertise	Teacher > Student	Participant = Facilitator
Responsibility for Learning	Teacher	Participant
Determines content	Teacher	Participant + Facilitator
Obtain information	Teacher → Student	Facilitator guides
Evaluation	Teacher grades students	Participants use information in life
Problems	Hypothetical	Real-world
Relativity	Right/wrong answers	Situational answers

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Teaching

vs.

Facilitating

Wise

	Teach	Facilitate
Focus	Lesson content	Learning process
Expertise	Teacher > Student	Participant = Facilitator
Responsibility for Learning	Teacher	Participant
Determines content	Teacher	Participant + Facilitator
Obtain information	Teacher → Student	Facilitator guides
Evaluation	Teacher grades students	Participants use information in life
Problems	Hypothetical	Real-world
Relativity	Right/wrong answers	Situational answers

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Teaching

vs.

Facilitating

Wise

	Teach	Facilitate
Focus	Lesson content	Learning process
Expertise	Teacher > Student	Participant = Facilitator
Responsibility for Learning	Teacher	Participant
Determines content	Teacher	Participant + Facilitator
Obtain information	Teacher → Student	Facilitator guides
Evaluation	Teacher grades students	Participants use information in life
Problems	Hypothetical	Real-world
Relativity	Right/wrong answers	Situational answers

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Adult

Learning

Check in

What are you wondering?
What do you need to ask?
What notes do you need to jot in your Design Guide?

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Our Shared Goals

Identify examples of ineffective PD strategies and models and why they don’t work.
Develop a deeper understanding of adult learning theories and aligned practices. Refreshing knowledge and building on knowledge.
Describe key elements of the neuroscience of adult learning.
Employ design thinking to consider the possibilities for professional learning in their community.
Build an outline for a future PD learning experience that is informed by research-based knowledge of adult learning and learning design.

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Purposefully Designed

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Professional Development.

Purposefully Designed.

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Design

Your mission: Build an outline for a future PD learning experience that is informed by research-based knowledge of adult learning and learning design.

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What is Design Thinking?

Empathize

Define

Ideate

Prototype

Test

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Liz

Today, we will use Design Thinking from the Stanford Institute (an IDEO affiliate) to guide us as we build our outlines. So let’s explain each phase: Empathize, Define, Ideate, Prototype, Test.

Thumbs up if you need us to go into more detail

Empathize: Work to fully understand the experience of the user for whom you are designing. Do this through observation, interaction, and immersing yourself in their experiences.
Define: Process and synthesize the findings from your empathy work in order to form a user point of view that you will address with your design.
Ideate: Explore a wide variety of possible solutions through generating a large quantity of diverse possible solutions, allowing you to step beyond the obvious and explore a range of ideas.
Prototype: Transform your ideas into a physical form so that you can experience and interact with them and, in the process, learn and develop more empathy.
Test: Try out high-resolution products and use observations and feedback to refine prototypes, learn more about the user, and refine your original point of view.

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Design Time

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Our Shared Goals

Identify examples of ineffective PD strategies and models and why they don’t work.
Develop a deeper understanding of adult learning theories and aligned practices. Refreshing knowledge and building on knowledge.
Describe key elements of the neuroscience of adult learning.
Employ design thinking to consider the possibilities for professional learning in their community.
Build an outline for a future PD learning experience that is informed by research-based knowledge of adult learning and learning design.

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Synthesize

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Pull back the curtain

Our planning

It’s about your learning
3rd iteration
Shared goals
Revisiting goals/meeting
Variety of activities/tasks
Accessibility

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Rewind and Remind

Intros

Worst. PD. Ever.

Adult Learning

PD

Synthesis

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Mapping this session to adult learning theories

	Andragogy	Experiential Learning	Transformative Learning	Neuroscience	Teach v Facilitate
Intros	Experience	Concrete experience	Trusting and supporting relationships	Create new pathways with new people	Value everyone's experiences
Worst PD Ever	Need to know	Reflective observation	Identify dilema	Mindsets	Helps determine content
Adult Learning	Orientation	Concrete experience	Establish personal relevance	Create new pathways (new knowledge)	Teaching to establish foundational knowledge
PD PD	Self-directed learner	Active experimentation	Direct and active experience	Neuro- andragogy	Real-world problems
Synthesis	Readiness	Reflective observation	Critically think	Strengthen pathways	Relativity

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Mapping this session to adult learning theories

	Andragogy	Experiential Learning	Transformative Learning	Neuroscience	Teach v Facilitate
Intros	Experience	Concrete experience	Trusting and supporting relationships	Create new pathways with new people	Value everyone's experiences
Worst PD Ever	Need to know	Reflective observation	Identify dilema	Mindsets	Helps determine content
Adult Learning	Orientation	Concrete experience	Establish personal relevance	Create new pathways (new knowledge)	Teaching to establish foundational knowledge
PD PD	Self-directed learner	Active experimentation	Direct and active experience	Neuro- andragogy	Real-world problems
Synthesis	Readiness	Reflective observation	Critically think	Strengthen pathways	Relativity

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Mapping this session to adult learning theories

	Andragogy	Experiential Learning	Transformative Learning	Neuroscience	Teach v Facilitate
Intros	Experience	Concrete experience	Trusting and supporting relationships	Create new pathways with new people	Value everyone's experiences
Worst PD Ever	Need to know	Reflective observation	Identify dilema	Mindsets	Helps determine content
Adult Learning	Orientation	Concrete experience	Establish personal relevance	Create new pathways (new knowledge)	Teaching to establish foundational knowledge
PD PD	Self-directed learner	Active experimentation	Direct and active experience	Neuro- andragogy	Real-world problems
Synthesis	Readiness	Reflective observation	Critically think	Strengthen pathways	Relativity

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Self- Reflect

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Resources

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Resources & Research

Resources

Research

Chen, S., Goodwill, A. (2023). Neuroplasticity and adult learning. In: Evans, K., Lee, W., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham.
Cozolino, L., & Sprokay, S. (2006). Neuroscience and adult learning. New Directions for Adult & Continuing Education, 2006(110), 11.
Beard, C. (2023). Experiential learning design: Theoretical foundations and effective principles. Routledge, Taylor & Francis Group.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice (First edition.). Jossey-Bass, A Wiley Brand.
Wise, D. (2017). Teaching or Facilitating Learning? Selecting the Optimal Approach for Your Educational Objectives and Audience. The Journal of Extension, 55(3), Article 6.

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Thank you for learning with us!

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Be in touch!

MAET

M.A. in

Educational Technology

askmaet@msu.edu

bit.ly/MSUmaet

MALXD

M.A. in

Learning Experience Design

MALXDadvisor@msu.edu

bit.ly/MALXD

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