Week 5: Learner Needs Assessment

Preflection:

1.     What is the difference between a learning “need” and a learning “want”? Think back to the last module about the difference between felt and ascribed needs, and make a list of five things you’d like to learn for your work and five things you need to learn.

• “need” = necessity.  The things I’d like to learn for my work:
  • how to perform dissections
  • how to set up the undergraduate wet lab
  • how to demonstrate the wet labs
  • how to deal with different personalities in a teaching centre
  • to understand Anatomy and Physiology course material

• “want” = out of interest
  • how to use web-based teaching programs
  • how to set up/administer other programs
  • how to evaluate wet labs using the internet
  • where and how to get to the other rural teaching facilities are
  • how to progress in the teaching world

• How often do training programs get based on what employees think they want and need to learn?
  • More often these programs are based on what they need to learn in order to advance the organization.  Rarely are they based on the learner’s wants unless it is to benefit the company.

• Where else do ideas for training programs usually come from?
  • Come from executives and managers of companies = they see the need to improve the workplace, to make workers more efficient, to turn a profit, to make the organization more competitive.
  • The community/”larger picture” = need to improve society ex. Ex-steel workers who need to be trained in another field in order to find work

2.     Now think about the most important things that someone would need to know about you as a learner in order to design the best possible program for you.

• I dislike group work that is face-to-face.  Internet group chats work best for me.
• I understand by application.
• I enjoy writing over presentations.

• Are these common things that should be known about most learners?

• Different learning styles are common among learners, but not necessarily addressed.

• Which of the things on your list would really affect your satisfaction with a workshop or program, if ignored? For example, perhaps you already have certain skills in a particular area, and you dislike wasting time with unnecessary repetition. Or, perhaps you’re not a particularly strong reader, and prefer hands-on learning.

 

• I would dislike a program if all that we did is group work.  I am ot particularly strong at voicing my opinions in a face-to-face situation and usually let the stronger personality take over.  Therefore, I would not really get much out of the situtation.

3.            Read Cafarella pg. 112 to 122 and answer the following:

• What are the advantages and disadvantages to defining educational needs as learning gaps? Give Cafarella’s four reasons why training “gap analysis” may be an ineffective way to identify program ideas.

Advantages:

• The term describes “what should be” or what individuals should aspire to – allows for the generation of programs that improve individual/organization/society
• Helps recognize a need/ideas in education and training

Disadvantages:

• There is a negative connotation associated with “learning gap.”  Suggests that there is a problem that must be fixed.
  • Suggests that the employee may be inadequate despite their feelings of adequate performance.
  • Educational planning is a reactive process not a proactive process.  They are seen as a method to fix a problem not to improve a situation (these may not necessarily be the same thing).

• b.       Choose four of the idea sources on page 117, one from each category, and give an example of a program that would respond to needs in that category. For example, an Alzheimer’s awareness-raising program would fall under “Responsibilities and tasks of adult life”.

People:

• Welcome program for immigrants that teaches them how to maneuver around the city, where to buy groceries, how to take public transport etc.

 

Responsibilities and tasks of adult life:

• First-time parenting program

Organization:

• How to incorporate a computer based patient record system in hospitals

Community:

• Setting up a Tele-health program in rural communities

What comes after identifying a general program idea?

• Determining the context and the needs assessment of the different participants.  “There is a need for some general research about the situation and about the potential learners” (Program Planning Course 2011).   This can be performed by generating a learner group profile.

Learner Group Profile:

4.  From this list above, I included personal background information and alluded to educational and employment background.  I did not include any information of prior knowledge in the subject.

Comparing Learner Groups:

From the website: http://www.health.state.mn.us/communityeng/needs/needs.html

5 means of obtaining information about your potential learning group are:

• Focus Groups
• Key Informant Interviews
• Community Forums and Public Hearings
• Surveys
• Community Resource Inventories

Those listed in Cafarella include:

• Surveys
• Interviews
• Observation
• Job Performance Analysis
• Community Forums
• Tests
• Job Reports
• Social Indicators
• Product reviews
• Conversations with colleagues, family, friends

Use of these techniques in combination or individual will depend on the context and funding.

5.     Using one technique from the website, which one would you use in the following examples:

 

To illustrate the point, imagine a fitness workshop being designed for each of the following general target audiences:

• New mothers living in a housing development at the edge of a city
  • Community Forum – first hand account from participants
  • Community Resource Inventories

• Stressed-out managers in a large, office-based workplace
  • Survey – less likely to take too much time out of work.  This is the fastest method of data acquisition
  • Focus group
• Football players training for the CFL
  • Interview key informants – ex. Coaches, they would represent the football players.  Large group to contact so easier to speak with a representative
  • Survey
• Recovering stroke victims
  • Interview key informants – ex. Doctors, physiotherapists – this group would know what is needed/required for the fitness program
  • Community Resource Inventory
• Seniors living in a downtown apartment block
  • Focus Group – different needs out of the program, these may be addressed, no official representation
  • Community Forum
• Unionized workers in a manufacturing plant that is experiencing an increase in back injuries
  • Interview key informants – ex. Union representative, large population.  An official representative is present so should take advantage of that fact
  • Community Forum
• Young immigrants studying at a downtown university
  • Community Resource Inventories – see what is provided at the university.  Wouldn’t have to worry about language barrier.  They many not have representation.
  • Focus Group

Week 4: Power and Ethics in Program Planning

For those in my class, my responses to the questions found in the Week 4 folder have been posted on the Discussion Board.  This week, I’ve decided to use my blog to do some reflecting on the power and ethics.

Based on this readings prescribed for this chapters, I was left with the idea that program planning is like a juggling act.  The planners are in control as they determine who sits (other jugglers) and what is discussed (needs and ideas) at the bargaining table.  They must not only carry their own needs, but must juggle those of the other power players.  According to our readings, there exist three sources of power – individual, organizational, and social.  These sources of power may hinder planning such as when beliefs clash or benefit the program by, for example, allowing for all voices to be heard including those not present at the time of discussions.  Moreover, the needs of each power source may not be separate, but may be ascribed to another.  For instance, an organization’s beliefs may be passed down to the person representing them.  Therefore, a planner must be posses the ability to understand the context and to negotiate ideas.  So, in essence, they are jugglers – they decide which balls will remain in the air.  To guide them through the negotiation process, they may use POINTS (Power and Influence Tactic Scale) to provide suggestions on how they should act.  And so, the program produced is a collaborative effort among the different players.

I can recall a time when I was trying to plan a science workshop for kids with several individuals, one of whom was experienced in planning while the rest of us were not.  During the meetings, I did not feel like my needs were met and we could not agree on how the program should be run.  Furthermore, one member thought that they were taking the initiative by setting everything up; however, failed to consult the rest of us.  The outcome was a disaster.  Looking back, I could have done a better job in voicing my opinions in a more tactful manner and negotiated more with the others involved.  Furthermore, because I felt that my opinions did not matter, I did not take into consideration the needs of the others.  I think this is hard to do – putting aside your needs/pride for the benefit of the program – and something a planner should be skillful at.  And so, to become a successful planner, one must put aside their ego!

Week 3: Discerning the Context

Here are my responses to the questions for Week 3.  I’ve decided to answer them in point form as I can be quite wordy sometimes.  Enjoy!

Examples of 5 educational or training programs:

1. Culinary arts program at RRC
2. How to use Office programs through community-run classes
3. Photography lessons at Winnipeg Art Gallery (WAG)
4. Radioactive handling training through EHSO
5. Food Handling Certification

Why were each of these programs launched:

1. Culinary arts – improve skills for participants for workplace
2. Office – same as above
3. Photography – interest
4. Radioactive training – safety, improve skills and thus the workplace
5. Food Handling – same as above

Who is involved in the planning phase:

1. Culinary arts – RRC president, board of directors, government and/or private funding agencies, Department instructor/representative, a professional in the culinary arts (consultant), marketing consultants.  RRC and the participant would benefit.
2. Office Suite classes – community organizer/manager, program planner, private funding?, computer instructor. The workplace would benefit as the employee would be more skilled.
3. Photography classes – Educational director at the WAG, art instructor, arts program designer/planner, private and government funding.  For individual development.
4. Radioactive training – Environmental Health and Safety Office, Government, University Dean, government funded, hosted by the university, individual and workplace development.
5. Food Handling – Government (ex. City of Winnipeg rep), food safety officer, workplace gains or individual (depending if the individual sought the course on their own ex. if they are opening up a small business).

• The third definition of stakeholder according to Merriam Webster.com is: one who is involved in or affected by a course of action.  (Therefore, one who is involved in the planning process or is affected by the planning process).
• In the Program Planning course the stakeholders would be:
  • The learners, the instructors, program coordinators, University and Departmental Deans, Instructors, Government (funding body)

Organize your 5 programs into the categories provided in Exhibit 1.2:

1. Culinary Arts – Independent Private and Public Educational Organization
2. Office Suite – Quasi-educational
3. Photography – Quasi-educational
4. Radioactive – Educational organization
5. Food Handling – Non-educational

Organize your programs into the “purposes” provided in Exhibit 1.3:

1. Culinary arts – prepare for workplace
2. Office – prepare for workplace
3. Photography – to assist in individual growth and development
4. Radioactive training – to assist organization in achieving desired results
5. Food Handling – to prepare for workplace/to assist organization in achieving desired results

What elements of the larger context should program planners consider before launching a program?

Planners should recognize the following aspects of the larger context:

• Economic
• Social – ex. Cultural awareness, diversity in the workplace
• Political – ex. Ask what is my/organization’s stance stance on a particular issue.  Within the organization, who are the power players in the planning process.

According to Carafella, context can be divided into three categories: people, organizations, and wider context.

• 5 ways in which people can have a negative impact on the program planning process:
  • Inviting only certain people to the bargaining table
  • Not recognizing the importance of each program planning experience (being complacent)
  • Not recognizing the different ways people plan
  • Being afraid to speak up in the planning process especially when you are new to the field or company
  • The learners were not being engaged (ex. employees didn’t want to attend the session so the program was a failure from the start).

Choose one of your programs and imagine the organizational context in which the program was offered:

1. The RRC is a community college based in Winnipeg and is the largest college within the province.  Furthermore, it must stay competitive with similar training institutions.
2. The purpose of the RRC is to provide education/skills training to the public.
3. Ultimately it would be the RRC president.
4. Pressures it experiences – funding issues (government and private), diverse population (culturally and socioeconomically sensitive), stay competitive with other colleges (depend on political/economic situation).
5. Fair bit of hierarchy in this establishment – President of RRC, Vice-President, Board of Directors, Head of each department, Instructor
6. The organization is very supportive of training.
7. Underlying values –

• To improve individual by providing skills training for job placement/advancement
• To improve workplace by providing training opportunities for staff
• To improve society being creating a skilled workforce
• To transfer education/theory into practice using hands-on experience (practicum)

List some of the “big picture” issues that are currently in the news in your country or region.  How might these issues affect educational programming? Would any of the programs you listed in the Preflection exercise be affected by issues taking place in the wider context?

• Cost of food, inflation, crime, health – cancer.
  • Food – develop programs to curb this problem (ex. becoming a home grower).  Reduce professional programs because less jobs.
  • Inflation – funding cuts to nonessential programs
  • Health – more funding would be placed towards cancer research or awareness.  More programs for cancer awareness, research, coping etc.
  • Crime – increased funding for police force, increase enrollment for law enforcement and law school
  • Culinary arts and food handling certification – less would enroll because cost of food would dip into their profit.  Less employees needed.
  • Inflation – reduced enrolment in “hobby” programs like photography
  • Radioactive training would still be maintained for cancer research.

 

What steps can a programmer take to research the context?

Programmers can find information on the context in which the program is to be planned through -

Formal means:

1. Written documents – ex. Organization’s descriptive material
2. People – ex. Program participants
3. Meetings and gatherings – ex. Committees
4. Profressional and trade associations – ex. Conferences
5. Technology-based sources – ex. Organization’s website

Informal means: mainly through interaction with people in a more social environment.  For example, having dinner with people “in the know.”

Using one of the examples of programs you’ve listed above (ex. Photography lessons at the WAG) how could a progammer:

1.     Learn about “people issues”?

Communication is key! So the programmer would have to speak with:

• The learners/participants
• The instructors
• The educational director for the WAG
• Speak with members
• Participate/sit in on a class/workshop

2.    Learn about organizational context?

• Find written documentation/internet about the history (culture) of the WAG i.e. their mission statement/objectives
• Reading annual reports
• Meet with instructors, directors, curators, artists, members
• Attend exhibits, benefits
• Join advisory boards
• Sit in on meetings
• Participate in classes/workshops

 

What might you find online about the wider context in which the program might have been offered?

According to the WAG website, “[t]he Winnipeg Art Gallery is a cultural advocate for understanding and experiencing art and artmaking, and their vital place in our lives, work and society.” Essentially, it is to encourage Manitoban artists and promote the enrichment of our lives and society through art.  “The WAG is a place— a creative, relevant, and accessible forum—where people of all ages and backgrounds gather to experience art and the cultural well-being of their communities. The WAG is the lens that enables people to see more of life and society through the experience of art and artistic innovation.”  This gives you a sense of why the arts program at the WAG was created.  When you perform a search of “Winnipeg and art” you find a number of links to non-profit art organizations and several articles about the bustling artistic scene in Winnipeg.  After scrolling through them, you get the sense that there is a true interest in the arts program in Winnipeg; thus, there is a need to sustain it.  Furthermore, I came across the article “City asked to boost funding for arts, culture” which gives you sense of the political/economic climate of the art scene.

Week 2: Reflection and Evaluation Part 2 – Cafarella’s Interactive Model

Here are a few items that we were to discuss regarding Cafarella’s Interactive Model.

1.  Compare the diagram on page 10 of the Sork article and page 21 of the Cafarella textbook.

Similarities -

• both represent interactive models – they are nonlinear as they do not have a beginning or an end and you are free to move from one element to the next.
• Since they are both circular representations, each part/element is of equal value.
• both models contain the fundamentals of program planning – context, needs assessment, objectives/program ideas, development (ie. space, staff etc.), and evaluation.

Differences -

• Cafarella’s model is more descriptive as more tasks are listed.  For a novice, this model would be more appealing over Sork’s model.
• Sork’s model is more of a question-based approach whereas Cafarella’s is more action-based.  This is more for the advanced planner as they are aware the questions to ask.
• In Sork’s model, each element is grouped according to the questions, decisions, and actions involved in the planning process.  No such grouping is observed with Cafarella’s model.

2.  Near the top of page 22, Cafarella talks about program planning as a “people activity”.  How does this influence her model?

What Cafarella means about program planning as a “people activity” is that the interests of many individuals shape the program administered.  Through the negotiation process, the learners, company, educators and other stakeholders are able to raise awareness of their own beliefs and needs.  For instance, the educator’s needs may differ from that of the learner.  The former may place great importance on the location of the program while the learner may be concerned with cost.  In doing so, planners must choose a model that allows for adaptation.  Cafarella’s allows for such adaptation since the model permits you to move from one element to the next in no particular order.  In essence, these negotiations have shaped Cafarella’s model into what it is today – interactive.

3.   Notice the checklist on pages 23 and 24. These can serve as an invaluable reference if you are developing new programs. Compare the sequence of this list to your file cards. How were the positions of different planning elements similar or different?

The checklist on pages 23 and 24 follow this order:

Discerning the context – Building a solid base of support – Identifying program ideas – Sorting and prioritizing program ideas – Developing program objectives – Designing instructional plans – Designing transfer of learning plans – Formulating evaluation plans – Making recommendations and communicating results – Selecting format, schedules, and staff needs – Preparing budget and marketing – Contacting facilities and onsite events.

My order is as follows:

Discerning the context – Building a solid base of support – Developing program objectives – Identifying program ideas – Sorting and prioritizing program ideas – Designing instructional plan – Preparing budget and marketing – Selecting format, schedules, and staff needs – Contacting facilities and onsite events – Designing transfer of learning plans – Formulating evaluation plans – Making recommendations and communicating results

Where my order greatly differs from the checklist in the textbook is that I placed greater emphasis on securing funds and carrying out the program over evaluating the program planning process.  Looking back at my list, I’ve realized that by not consistently evaluating the process, error may be incurred rather than prevented.

4.   Read through the assumptions on pages 26 to 28 of Cafarella. Are there any that you question or outright disagree with? Why or why not?

I appear to agree with all the assumptions that the Interactive Model of Program Planning is based on.  The assumptions discuss the various situations that a planner will or may face from having to deal with different cultural communities to recognizing your own person development  as a planner.  One may not experience all these assumptions at one time; however, the interactive model does prepare you for them if they should arise.

Week 2: Reflection and Evaluation Part 1- Planning Educational Programs by Thomas Sork

 

Whoa.  I don’t know about you, but this seemed like a lot of heavy reading for this week!  Learning about these different models is a little overwhelming as there is so much to choose from.  The one model that really appeals to me is the logic model.  Maybe it’s because I’m a methodical person or maybe it’s because I need more experiences to draw from.  Anyways, I have to keep in mind that they are not blueprints but guides!

Here are a few items that we were to discuss for this weeks lesson plan.  I’ve included some of my own comments here and there so please feel free to comment/make a rebuttal if you so please.

1.  How would you characterize the early development of program planning theory?

The early development of program planning has moved from placing emphasis on the individual (Tyler Rationale) to workplace improvement (technical rationale) and finally to social development (Houle’s “fundamental system”).  These are in fact the many reasons for adult education.  The “Tyler Rationale,” which was developed in 1949, is rather simplistic and linear in thinking as it asks the planner to identify the purpose, the content, the method, and the means of evaluating a program.  This theory has grown to encompass the learner’s needs (incorporated by Knowles in 1950), and the context (for example, in 1950-1970 professionalization was important to society and so technical rationale dominated adult education) to which the program is to be planned.  Furthermore, the need to modify planning to take into account changes in purpose, context, and structure was later identified (Houle).  And so, the “Tyler Rationale” has moved from, I would say, a linear model to more of an interactive/dynamic one.

2.  How does the feminist critique affect program planning processes?

According to Sork, the feminist critique challenges the legitimacy of conventional planning theories that do not take into account gender in its development.  Although there exists an abundant of work on women as learners and the role of gender on education, little has be done on the role of gender in program planning.  Because of the many forms of feminism, bridging the gap between the two ideas is found difficult.

Now, I wouldn’t consider myself a feminist, but I believe that more could be done to take into account gender issues when planning programs.  Being a woman and having just turned 30, one of my concerns is pregnancy leave.  From an instructor/employee perspective, the terms of maternity leave have been negotiated in my contract.  A pregnancy does not impede employment.  In my case, this gender issue has been resolved.  However, from the point of view of a learner, this may not be the case.  Often I’ve seen pregnancy as being frowned upon during your study period or know of individuals who have gone on hiatus from their university work to have a family.  How can we ameliorate this?  I think we would need to take a look at existing programs and revisit the topic of context and the learner community (as Sork suggests).  From there we could make recommendations on how to change the delivery of certain programs (instruction design).

3.   What is the core principle of postmodernism, and how does it show up in program planning?         

The core principle of postmodernism is to challenge the “generally accepted notions and deconstructing the dominant discourses.”  According to Sork, the postmodernist point of view avoids prescribing tasks without understanding why we are doing so, but seeks to understand how programs are socially constructed and whose interests are being served.  Because it places importance to context its importance would be evident in the early stages of program planning (ie. context/needs assessment).

I like to think that the postmodernist point of view always asks “why.”  Why is this program important? Why is this objective necessary?  By constantly questioning the purpose of the tasks, this point of view prevents the program from veering off track.  (Hopefully, I’m not veering off track with this one).

4.  What is “critical theory”, and why is it important to program planning?

Critical theory is one perspective whereby analysis of the stakeholder’s interests as well as those of the planner is important.  It acknowledges the power the planner has in program design as he/she is involved in deciding what to negotiate and who to negotiate with.  Fundamentally, critical theory is concerned with societal change as demonstrated by Freire’s work who believed that education should empower the oppressed.  It is important in program planning as it seeks to carry out one of the major purposes of adult education that is societal change.

5.  The three kinds of program planners:

I think ultimately we wish to be all three types of programmers – technical, political, and ethical as this describes a well-rounded individual.  Since I am a novice at this and have not really planned an adult program before, I see myself as a technical programmer – one who is accumulating the techniques necessary to carry out these programs.

6.  What is required in order to work as an “ethically-responsible” program planner?

In order to work ethically, the planner must keep moral commitments and make moral justifications for the decisions they make.  Making these commitments will be challenged when faced with decisions such as deciding where to allocate funds, determining whose interests are kept in mind, identifying what kind of learning community etc.  Being ethically-responsible will also challenge co-workers to:

• make explicit the moral questions/issues imbedded in the planning
• confront the conflicting moral issues brought to the table
• engage others in discussing moral issues
• justify the actions/decisions that they make.

7.  Make notes of the kinds of actions that a program planner operating in each of the three domains might take.

Technical-Capable Programmer: asks “how-to”.  They are more concerned with carrying out the program.  Therefore they must determine:

• how to define the learning community
• what is the best way to determine the kinds of program the learner community wants
• how to describe the purpose of the program
• how to market the program
• how much funding is needed
• how to administer the program – location, staff, equipment
• how is success determined

Sociopolitically-Aware Programmer: asks “why” and keeps the interests of the stakeholders, learner, and their own in mind.  Furthermore, they question the consequences of their actions.

• Why is a particular gender/race not involved in the planning process
• Why are we not getting the full support from our backers and how do we get them on our side
• What will be the consequence of ignoring the suggestions by the stakeholders

Ethically-Responsible Programmer: asks if the decisions made are in line with moral commitments.

• Is it ethical to exclude a particular gender from the program
• Are the actions taken consistent the goal(s) of the program
• Is it ethical to require individuals to take this program
• Is it ethical to charge an enrollment fee for this program

 

Week 1: Reflection and Evaluation

Here are a few things that we were required to discuss.

1. Explain the difference between formal and informal learning:

I believe that formal learning is a concept that we are all very familiar with and aware of.  Essentially, it is a learning process whereby you are taught at some sort of institution by a professional in a formal setting.  You have very little control over the learning experience other than the intent to learn as the instructor provides you with the information and guidelines.  For example, in your university/college classes, the instructor is responsible for your learning experience.  Informal learning, on the other hand, offers more freedom for the learner.  Because professional guidance is not sought, the student may decide on the structure, style, pace, and goals of learning.  For instance, when visiting a museum, one would decide on the exhibits to see and what to be gain from each exhibit.  Furthermore, informal learning may occur in very social environments such as through peers, or from relatives and co-workers.  In these scenarios, the learner may be aware or unaware of the learning process.  For example, knowledge obtained from peers in a book club versus knowledge of certain skills obtained by chatting with other co-workers at the workplace.  Informal learning may also occur independently such as teaching oneself how to play a musical instrument.

2. Describe the role of program planners:

Program planners are the project managers of the learning process.  Their involvement in this process is vast from the conception, to the development, right through to the delivery of the program.  Although they may not be directly involved in teaching the lessons, they are involved in the hiring of qualified persons.  In essence, they identify the need for the program after consultation with other stakeholders and ensure that its proper delivery.

3.  List some of the key elements (activities, stages) of program planning :

1. Needs Assessment – identifying what type and form of instruction is required.
2. Design of instruction
3. Staffing/equipment requirements
4. Applying for grants and managing the budget
5. Marketing to the public
6. Final assessment – ascertaining the strengths and weaknesses of the progra

4.  List some of the common purposes of adult education programs:  

1. Individual gains.
2. Workplace improvement.
3. Social improvement.

Interesting Read: “The Iceberg of Informal Adult Learning” by Allen Tough

The birth of icebergs.  Calving glacier in Alaska (May 2007).  Taken during my honeymoon.

If you didn’t think you are actually learning anything, you are!  This article counters the stereotype that most learning occurs in a formal setting.  In fact, Tough suggests that 80% of our learning as adults happens informally – either independently, through friends, or through peers.  He uses the analogy of an iceberg to describe how much of our learning is invisible and how we are unaware of own learning.  For educators, it must quite exciting to know that we all have this aptitude to learn.  However, the question still remains as to how do we motive adults to learn what we are teaching?  I find this frustrating.

Based on Patrick Penland’s study, the reason why adults shy away from classroom-type education is because adults want control of their own learning.  They want to set their own pace and own style of learning.  This problem may be exacerbated by the fact that according to Tough, educators tend to be micro-manage the learning process.  Therefore, we must shift towards “being more learner-centered and letting learners make a lot of their own choices.” I believe that Tough is being a little to heavy handed with this comment.  He fails to take into account the purpose of the program/course and the reason why the individual may be enrolled in said program/course.  What about the sponsors/stakeholders?  I understand his point in that with freedom, the learner would be more enthusiastic about education.  Yet, I find it hard to believe that this will achieve success in a goal-oriented based learning environment.

Welcome novice program planners!

Hello Everyone!

I’d like to welcome all novice and expert program planners in adult education to my blog site.  This site was established to allow individuals to discuss the trials and triumphs of adult education – from starting the process to delivering the actual program/course.  Being new to this field and having enrolled in a program planning course, I will be posting what I have learned thus far.  Furthermore, I will be discussing/reflecting on the course material so feel free to post any comments as well.  We could all learn a little from each other.

Allow me to segue into a little blurb about myself.  I have recently completed my post-graduate studies in Microbiology and am pursuing a career as a biology instructor at the college and university level.  I am passionate about teaching others and learning.  My reason for enrolling in the Program Planning in Adult Education course is to gain an appreciation for the development of the courses/programs I will be carrying out in the future.  I believe this will make me a more informed and effective instructor.

Thank you all for taking the time to visit my blog and enjoy!

Cheers,
Jer