Name: Emily Russ
Course Department, Number & Title: EDUC-R521 Instructional Design and Development I
Semester & Year Enrolled: Summer, 2016
Document: Caption Statement for Development of Syllabus Training and Artifact 6
Caption Statement
I wanted to include my first attempt at creating a training for adult learners. As a group project for this course I worked with two other individuals and create a training session. Based on our collective experiences in academia, we decided that we were going to create a training course on writing syllabi for instructors. This relates to my theme of growth and transformation in that it was a first attempt at developing training for adults, and what I learned helped me to change how I write a training, as well as how I work with other adults as well. When I first started this assignment with my group members, I thought I had a fairly good idea of how to write a training plan because I’ve written lesson plans, but I was wrong. Creating a training course for adults requires more work than just deliver information and take notes. You need to think about where your learners are and where you want them to go. Generally speaking most students walk into a classroom with very similar levels of experience and knowledge. Most of the information is new to them. However when dealing with adults, they all have various levels of experience and knowledge, which need to be taken into consideration.
This artifact was able to increase my learning in two different ways. The first was that it helped me to understand that writing a training is different than writing a lesson plan because with a traditional learning atmosphere you are hoping to impart knowledge to someone. However, with training the goal is to change behavior and equip adult learners with the ability to recreate what they have learned. It also increased my learning in just working with fellow adults, seeing how past experiences and expertise and cultural background affect a learner. This artifact relates to my progressive theory of education because the goal of this training was to give individuals practical knowledge and problem solving skills when writing a syllabus. The task at hand seems like a simple one, but there are many elements that a new faculty member may not think about when they set out to write a new syllabus for their course. Our goal was to make sure that the learners thought of all of these factors and then decided what best fit their course.
I would make a few changes to this artifact by examining the steps that we listed as well as the deliverables we ask for. I would streamline training in that I would list the important elements of a syllabus, then ask the individuals to think about what applies to their course specifically by taking notes, and then give them time to write a draft of their syllabus for review. I would also supply them with wording for the typical policies seen in a syllabus such as plagiarism to help making the process a little smoother.
I have been able to use what I learned from this course to help me develop my Canvas training for my current position. I realize faculty value their time, so I have done my best to streamline my course. I include the essentials, and I don’t speed over them, but I also don’t go into detail about every feature that I know they don’t use. I have also been able to be better at working in groups because I have a deeper understanding about how an individual’s background can change how they interact within that group.
Course Department, Number & Title: EDUC-R521 Instructional Design and Development I
Semester & Year Enrolled: Summer, 2016
Document: Caption Statement for Development of Syllabus Training and Artifact 6
Caption Statement
I wanted to include my first attempt at creating a training for adult learners. As a group project for this course I worked with two other individuals and create a training session. Based on our collective experiences in academia, we decided that we were going to create a training course on writing syllabi for instructors. This relates to my theme of growth and transformation in that it was a first attempt at developing training for adults, and what I learned helped me to change how I write a training, as well as how I work with other adults as well. When I first started this assignment with my group members, I thought I had a fairly good idea of how to write a training plan because I’ve written lesson plans, but I was wrong. Creating a training course for adults requires more work than just deliver information and take notes. You need to think about where your learners are and where you want them to go. Generally speaking most students walk into a classroom with very similar levels of experience and knowledge. Most of the information is new to them. However when dealing with adults, they all have various levels of experience and knowledge, which need to be taken into consideration.
This artifact was able to increase my learning in two different ways. The first was that it helped me to understand that writing a training is different than writing a lesson plan because with a traditional learning atmosphere you are hoping to impart knowledge to someone. However, with training the goal is to change behavior and equip adult learners with the ability to recreate what they have learned. It also increased my learning in just working with fellow adults, seeing how past experiences and expertise and cultural background affect a learner. This artifact relates to my progressive theory of education because the goal of this training was to give individuals practical knowledge and problem solving skills when writing a syllabus. The task at hand seems like a simple one, but there are many elements that a new faculty member may not think about when they set out to write a new syllabus for their course. Our goal was to make sure that the learners thought of all of these factors and then decided what best fit their course.
I would make a few changes to this artifact by examining the steps that we listed as well as the deliverables we ask for. I would streamline training in that I would list the important elements of a syllabus, then ask the individuals to think about what applies to their course specifically by taking notes, and then give them time to write a draft of their syllabus for review. I would also supply them with wording for the typical policies seen in a syllabus such as plagiarism to help making the process a little smoother.
I have been able to use what I learned from this course to help me develop my Canvas training for my current position. I realize faculty value their time, so I have done my best to streamline my course. I include the essentials, and I don’t speed over them, but I also don’t go into detail about every feature that I know they don’t use. I have also been able to be better at working in groups because I have a deeper understanding about how an individual’s background can change how they interact within that group.
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