This is a Walden University course (8104), A3 Course Project: Learning Tasks, Sections 1 and 2. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

1. 1
A3: Course Project: Learning Tasks, Sections 1 and 2 (Draft)
Orlanda Haynes
Walden University
Author Note
This paper was prepared for Richard W. Riley School of Education and Leadership
EDUC 8104-6 Facilitating Adult Learning
Ed. D Student
Spring 2016

2. 2
A3: Course Project: Learning Tasks, Sections 1 and 2 (Draft)
The purpose of this paper is to create a draft of two learning tasks that are (1) appropriate for
two different size groups and (2) based on two components of my program proposal—one program
outcome and learning objective (completed in EDUC 8103 ). Learning tasks consists of four primary
components; so the remaining components practice and feedback and assessment tool will be done in
Module 8—end of course
(https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_14665032_1&con
tent_id=_33972247_1). This discussion uses headings from Module 3 instructions (some editing
applied).
Section 1: Introduction
Purpose of the learning tasks
Students who participated in the program proposal’s needs assessment (EDUC 8103) as
well as educators and administrators of the institution, Solano County Library Foundation
(SCLF), will have an opportunity to enroll in the self-directed learning (SDL), also known as
independent learning, pilot course. Since program participants have little or no SDL experience,
the course will not only provide the knowledge and skills necessary for successful independent
study but also it will serve as a basic SDL framework for SCLF’s educators and administrators.
Alignment of the program outcomes and learning objectives
As outlined in the program proposal (EDUC 8103), the learning outcome is,” . . . To
provide [an] effective adult literacy program that [can] serve as [a] vehicles for the growth and
development of the communities it serves” (p. 4). The results of the need assessment showed
that adult learners preferred SDL platforms vs face-to-face structures (current). The learning

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objective, therefore, is to provide hands-on experience to those who scored favorably as having
appropriate skills and attitudes for SDL. By the end of the course, participants should
 understand basic concepts and principles of SDL, as well as how to apply them in their
daily lives;
 be able to identify signs of SDL readiness, including being autonomous, organized, and
self-disciplined;
 be able to apply self-evaluation and self-reflection strategies to their current and future
course work; and
 understand and be able to apply concepts and principles of learning contracts.
Required prerequisites
All participants must be either current or prior students, educators, or administrators of
SCLF with no previous SDL experience.
Target population
Learning tasks or activities will be comprised of current or prior students, educators, and
administrators of SCLF.
Size of the group (small, medium, large, or extra-large)
These learning frameworks employ small and large size groups.
Time frame for completing tasks
Learning tasks will be scheduled over an eight weeks period.
Section 2: Learning Activity
Instructional methods
For the small group, facilitators will use a discussion‐based teaching framework. The aim
of the learning tasks is to introduce participants to primary concepts and principles of SDL.

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Research suggests that small group learning is ideally suited for specific learning objectives
(Brookfield, 1990; Brookfield & Preskill, 1999; Galbraith, 2004). In contrast, facilitators will
employ the “development of positive attitudes (K-W-L) strategy” for the large size group.
Specific skills and attitudes such as readiness to learn are primary constructs of SDL. Research
suggests that motivational strategies are effective methods that enhance adults’ intrinsic
motivation to learn (Brookfield, 1990; Wlodkowski, 2004, as cited in Galbraith, 2004).
Learning accommodations or differentiations related to learning styles, diversity, or
disabilities
According to Hall, Vue, Strangman, and Meyer (2004), “To differentiate instruction is to
recognize students’ varying background knowledge, readiness, language, preferences in learning
and interests; and to react responsively “(Introduction/Definition). All participants will receive
questionnaires that include topics related to disabilities and accommodations and language
preferences; therefore, the learning environments will be structured according to their needs.
Because of required prerequisites, other learning factors are of equal values.
Required learning resources and materials
For the small size groups, the following resources will be required:
 Basic technology skills including computer and software programs (i.e., Microsoft Word,
PowerPoint, online conference tools) and The Internet;
 A computer or laptop and Internet access;
 A curriculum design that uses questions to explore the primary concepts and principles of
SDL;
 Learning contracts; and
 A facilitator.

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Each group will be assigned a set of questions that must be addressed, using peer-reviewed
sources, summarized, and synthesized. This discussion-based teaching approach will allow
for questioning, listening, responding, explaining, summarizing, and synthesizing.
For the large size groups, the following resources will be required:
 Basic technology skills including computer and software programs (i.e., Microsoft Word,
PowerPoint, online conference tools) and The Internet;
 A computer or laptop and Internet access;
 A facilitator;
 A curriculum framework that allows for pre-and-post assessments of what learners know
about the subject matter; what they want to know; and, afterward, what they have learned
about the course’s subject matter or topic (K-W-L Strategy); and
 Learning contracts (Wlodkowski, 2004, as cited in Galbraith, 2004).
Instructor notes indicating any specific directions related to learning resources, the
instructional method and/or learning accommodations
Since the aim of the course is to introduce students, educators, and administrators to
concepts and principles of SDL, the entire course will be taught via an Internet-based platform or
virtual classrooms. Students will have access to several online libraries including SCLF. The
course includes textbooks and related materials. Also, students will be assigned email addresses
for the duration of the course. All participants will receive questionnaires three weeks before the
course start date, which must be returned 14 days before the course begins. Students should
direct all questions or concerns to student support (instruction included in the questionnaires).
Although the course has structured timeframes, students will have standard distance education
schedules as far as submission of assignments (100% online).

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References
Brookfield, S. D. (1990). The skillful teacher. San Francisco: Jossey Bass.
Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching. Buckingham: S.R.H.E.
& Open University Press
Galbraith, Michael W. (2004). Adult Learning Methods: A Guide for Effective Instruction (3rd
ed). Malabar, FL: Krieger Publishing Company
Hall, T., Vue, G., Strangman, N., & Meyer, A. (2004). Differentiated instruction and
implications for UDL implementation. Wakefield, MA: National Center on Accessing the
General Curriculum. (Links updated 2014). Retrieved from
http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-
udl.html#.Vwm5RGgrLIU
King, C. (2011). Fostering self-directed learning through guided tasks and learner reflection.
Studies in Self-Access Learning Journal, 2(4), 257-267. Retrieved from
http://sisaljournal.org/archives/dec11/king