This document outlines the process and results of a team project to design an effective syllabus focusing on learning styles and environments. The team: 1) Researched learning theories and conducted literature reviews on learning styles and environments. 2) Analyzed a relevant case study to incorporate into their syllabus design. 3) Created a syllabus and obtained peer reviews from professors. Revisions were made based on feedback. 4) Presented their process, research findings, syllabus, and revisions in a blog and PowerPoint. They found communication and interest in the topic improved their experience.

1. Designing an Effective Syllabus, a Strategic Approach!
by
Alexandra Barrett and David Jones
---
Ball State University
Strategies for Teaching Adults
Dr. Bo Chang

2. How to support better outcomes with an approach focusing on
Learning Styles and Environment Preferences.

5. Concepts of Interest
• Learning Style Preference: 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
(Mackeracher, 2004)
• Learning Environment Preference: Just as
learners have preferences for styles or
methods used for learning; learners also
have preferences for particular learning
environments or settings (Mackeracher,
2004)

6. Two heads are often better than one…
Opt for strategic team partnerships!

10. Team Charter Phases
1. Research theories and usage of, learning styles and learning environments, within
scholarly journals
2. Perform in-depth literature reviews, and evaluate application of relevant source
material
3. Locate relevant case studies on which to pattern the syllabus design, and mold to suit
the topic
4. Design the course syllabus, using best practices
5. Submit syllabus for peer-review process, analyze feedback, and make necessary
changes

11. Project Planning
• Tasks
• Roles
• Milestones
• Timelines
• Due Dates
• Cushions, and Slack

14. Research Summary
• Buerck, et al (2003) purports that online vs. face-to-face learning environments pose unique challenges, in
relation to individual learning style preference(s).
• Dunn and Honigsfeld (2006) states if alternative strategies catering to different learning styles are not
employed, boredom and ineffective learning will be the result
• Evans, et al (2010) demonstrates that a learner’s style preference should be identified, and understood by both
the learner and the facilitator.
• Makovec and Radovan (2015) showed connection between physical learning environment, the perception of
this environment, and how these elements affect efficient learning

17. Case Study Analysis
• Case study that most closely matched the given project’s goals was chosen to pattern the syllabus design
• Clyde F. Herreid co-director of National Center for Case Study Teaching in Science at the
University of Buffalo
• Provides four elements for creating an effective training protocol
• Main features of the case-study were identified
• Features that could be adapted to the project objectives were integrated into the syllabus
• Applicable features from Herreir (2007) were illustrated in a visually appealing chart

18. Case Study Features
Final project required for participants…
Applicable, ‘yes’ Final projects required for each segment
Grade students solely on participation…
Applicable, partially ‘yes’ Minimum proficiency required for safety skills
Utilize ‘small groups’ for participant activities…
Applicable, ‘yes’ Some skills require individual participation
Administer quiz before course start date to establish baseline for skills, knowledge, etc….
Applicable, ‘yes’ Interim, in-progress quizzes also desirable
Students are not required to do outside preparation before course…
Applicable, ‘yes’ Preparation needed between sessions

19. Rationale Overview
Based on the literature reviews performed, and the case study reviewed, the syllabus design implements various aspects related to
learning styles and environments:
1. Training adult participants of various learning style and environment preferences the required skills of an effective scout
master
2. Mixing various instructional activities and settings into the teaching model, thus allowing the content to be optimally
received by all learners present
3. Assessing individuals knowledge of the subject matter, and current skill level applying such, prior to conducting the
training event
4. Encouraging open communication and collaboration amongst trainees and facilitator
5. Creating opportunities for both individual and group projects
6. Offering online and in-person content delivery choices with facilitator and trainee engagement throughout

20. Learning Style Integration
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
10) closing summaries and reflection activities

21. Maximizing the Learning Environment
• Offer trainings within both indoor and outdoor settings whenever possible.
• Engage learners through both in-person and virtual activities.
• When restricted to indoor spaces, augment with nature elements that relate to “biophilia” (plants, shells,
natural light, water gardens, etc.).
• Offer learners the option to work in the particular environment of their choice whenever feasible.
• Encourage learners to work in settings which they would not ordinarily gravitate towards in order to
provide more stretch or experience outside of their particular comfort zone.
• Offer activities to stimulate fresh perspectives or ways of minimizing negative effects from environmental
factors that can not be changed.

22. Syllabus Design Paper
http://learningstylesfall2015.blogspot.com/2015/
10/good-evening-classmates-david-and-i.html -
comment-form
Final product link

25. Syllabus Evaluations
• Have syllabus design paper evaluated by at least two full-time professors in the education
field
• Create a customized questionnaire to prompt detailed, and relevant analysis of key
design or content features
• Evaluate and incorporate suggestions with regards to changes to be made for the ultimate
syllabus design

27. Critique Summary
• Time frame of course clearly stated
• Content organized in an easy-to-follow
format
• Syllabus provides a good variety of content
to keep learners of all styles engaged and
connected
• Additional content in certain areas was
suggested
• Formatting appeared to be inconsistent in
places
• More references need to be cited in order to
further support the premis
Strength Weakness

30. Design Improvements
Based on the faculty evaluations of the syllabus, the following revisions were considered for the
given project:
• Procedures and methods for locating and/or creating potable drinking water were
incorporated into the instructional content
• First-aide diagnostic procedures were added
• Formatting was streamlined to ensure consistency and organizational flow
• Citations to supporting references were embedded into the overall composition

33. Project Benchmarks
• Learning concepts were researched extensively
• Scholarly journals pertaining to learning styles and the learning environment were located; mined research data was
used to compile the literature reviews
• Methodology gleaned from research materials was used to create our syllabus design
• Scholarly case study relevant to our purpose was selected and used as a reference for our syllabus design
• Syllabus design paper was composed
• Syllabus was evaluated by two tenured faculty members from Ivy Tech Community College
• Suggestions for change were noted and taken into consideration for further review

34. Key Highlights
• Creation of an imaginary scenario with related fictitious participants is thought to be
critical for making the design process feel more concrete and detailed.
• Enthusiasm for design process is fostered when the subject of the trainings and/or course is
something of personal or professional interest.
• Good communication and a genuine feeling of friendship is most helpful for ensuring a
pleasant and stimulating project experience.

35. Process Notes
• The Syllabus Demonstration was completed similar to a round robin event. Each member created a
working draft of the PowerPoint, and then passed their particular version to the next member. The
process continued until the final deliverable was completed.
• Clear agreement on the assignment requirements and process for meeting such should be focused upon
prior to creation of content.
• Learning to be shared
• Time management needs to incorporate personal schedules
• Work in virtual groups should include personal, not-text based communication avenues
• New learning derived related to significance of using a blog, creating dynamic “current” PowerPoint
presentations, effective use of individual strengths to promote unique deliverables

38. http://learningstylesfall2015.blogspot.com/