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The academy recommendations report 9.2022.pptx
- 1. Recommendations Report for the Academy Office of Strategy and Innovation
- 2. 1. What structures and formats work best? 2. How do we provide useful skill building opportunities? 3. What considerations are there for in-person vs. online formats? 4. What strategies have other successful platforms used? What are the questions guiding academy research? Background
- 3. • Opportunities for critical reflection and externalization of learning • Ability to access their own experiences and share with others • Need a purpose behind their learning that drives motivation • Specified goals and outcomes • Problem-centered vs. content-oriented • What they learn must be directly applicable to day-to-day life and tasks Adult learning styles What structures and formats work best? Six preferred learning styles for adults-Adapt your message for a better response. - (managingamericans.com) The Adult Learning Theory - Andragogy - of Malcolm Knowles - eLearning Industry
- 4. • Be intentional about synchronously meeting • Collaborate, build on ideas, create something collectively, work through problems, ask questions • Design beginning moments • Use empathy to guide the class agenda • Meet them where they are Capturing and maintaining learner’s attention What considerations are there for in-person vs. online formats? Online Learning: Designing for Engagement and Collaboration – IDEO U
- 5. • Notes from research on online course satisfaction in graduate school and impacts of social interaction • Social presence • Learning in informal settings • Benefits/drawbacks of inviting learners to partake in supplemental connection/networking activities Importance of social integration How do we provide useful skill building opportunities? Advanced Research in Adult Learning and Professional Development : Tools, Trends, and Methodologies (unc.edu)
- 6. • Udemy – Self-paced learning • Skillshare – Discussion forum for student-led feedback • Coursera – Instagram • edX – Tech support and tutors • Codecademy – Peer-led community chapters • Udacity – Video lectures with embedded test questions Example environments What strategies have other successful platforms used? IDEO U Learning Experience Coursera (@coursera) • Instagram photos and videos Codecademy Community | Codecademy Executive Education | edX Udacity - Online Learning 27 Best Online Learning Platforms (updated 2022) | Learnworlds Blog
- 7. Recommendations for the Academy
- 8. • Content needs to be directly relevant to work and professional development and encourage continuous learning • Classes should be interactive and inclusive of others’ questions, feedback, opinions, and special needs. • Provide a clear, defined purpose to group activities and collaboration What are we teaching and why? How are we structuring each class and lesson? Content & Structure
- 9. • Depth vs. breadth: better to take a deep dive into one subject than try to span multiple topics superficially. • Practice repetition • Externalize learning • Time for questions throughout and after class How are we pacing the course and classes? Pacing Two Women Sharing A Desk At An Adult Education Class Stock Photo - Download Image Now - iStock (istockphoto.com)
- 10. • For in-person: make the space accessible, set up so people can move around and work in groups, have it close to a space to meet after class • For online: design beginning moments, provide opportunities to meet outside of class (both online and in-person) How are we choosing our learning environments and making them inclusive spaces? Environment Premium Photo | People sitting in a circle counseling (freepik.com)
- 11. • Create clear value proposition to advertise the course • Provide examples of skill application and further learning How do we choose and define course outcomes? Outcomes Google Data Analytics Professional Certificate | Coursera
- 12. • Encourage socialization both within and outside of class contexts in different community spaces in Raleigh • Encourage and facilitate class networking How do we work with COR and the broader Raleigh community? Community Office of Strategy and Innovation - Innovation Focus Group 13.HEIC - All Documents (sharepoint.com)
- 14. Six preferred learning styles for adults-Adapt your message for a better response. - (managingamericans.com) The Adult Learning Theory - Andragogy - of Malcolm Knowles - eLearning Industry 5 Professional Development Opportunities Your Employees Want (umassglobal.edu) Online Learning: Designing for Engagement and Collaboration – IDEO U Advanced Research in Adult Learning and Professional Development : Tools, Trends, and Methodologies (unc.edu) IDEO U Learning Experience The 12 Best Online Learning Platforms for Adults - Partners in Fire 27 Best Online Learning Platforms (updated 2022) | Learnworlds Blog Google Data Analytics Professional Certificate | Coursera Executive Education | edX Codecademy Community | Codecademy Udacity - Online Learning 5 Professional Development Opportunities Your Employees Want (umassglobal.edu) Building the Skills Adults Need for Life: (ubc.ca) Coursera (@coursera) • Instagram photos and videos Codecademy (@codecademy) • Instagram photos and videos References
Editor's Notes
- Looked at blog posts, news articles, scholarly articles and collected themes for adult learning styles/goals/outcomes. Learning must be embedded with opportunities for the learners to reflect on what they are learning, why they are learning it, and how it applies to them. They also should reflect on how their past experiences/background influences their learning. Learners must also have ample opportunities to share what they are learning both with those who are learning the same thing, as well as those who are outside of that specific learning community. This is important for creating both moments of collaboration and moments of teaching/externalization. Motivation is a key driver of adult learning – they need a purpose behind what they are learning and their motivation needs to be directed by concrete goals and outcomes. Adult learning is problem-centered instead of content-oriented. Prefer project-based learning, looking at case studies/problems that relate to their field (instead of didactic lectures).
- - Connect what students are learning to their specific contexts - Design beginning moments to break up time - Not much of a delineation of time clicking "join meeting" versus traveling to a new environment for an in-person class - Start off with a small activity that centers everyone's attention and present "small risk" moments that allow everyone in the class to talk (like sharing what they did over the weekend). - Lead with empathy: ask how the group is feeling today and what would be most helpful in generating motivation and energy?
- Supportive student-student interactions foster social and academic integration which leads to increased satisfaction and course completion Student ties and support evolve over the duration of the course 3 dimensions of online learning environments: Social presence (interpersonal connection) Cognitive presence (construction of meaning through communication) Teaching presence (facilitation of active learning) Social presence: the ability for learners to project themselves socially and emotionally in a community of inquiry. Comfortable in supporting and differing with POVs. Students of an online graduate school course found it was difficult for some students to engage in optional interest meeting groups due to schedule conflicts. More of a burden than a benefit, but also something that is necessary for students.
- Content: What are we teaching and why? Content needs to be directly relevant to work and professional development. Structure: How are we structuring each class/lesson/activity? Classes should be interactive, inclusive of others’ questions/feedback/opinions. Have to make sure there is a purpose to group activities and collaboration and that the activities are structured enough so as to communicate the purpose of it.
- Pacing: How are we pacing both the course and classes? Depth vs. breadth: better to take a deep dive into one subject than try to span multiple topics superficially. Important to practice repetition, especially of dense topics, to allow learners to externalize their learning and ask questions. Allow ample time for questions throughout/after class.
- Environment: How are we choosing our learning environments and making them inclusive spaces? For in-person: is it accessible, is the space big enough, is it set up so that people can all see each other in class? Is it easy to move around and work in groups? Is it near a space where students can meet after class?
- Outcomes: Is the value proposition of the class clearly defined? What are specific outcomes and skills for the course? Where is this information displayed?
- Community: Does the course foster a sense of community? Is it integrated within the COR community and broader Raleigh community? Does it encourage socialization both within and outside of class contexts? The instructor should encourage and facilitate class networking