Describe an incident as an instructor or student where the instructional methods were successful and really enforced the learning objectives.

Then describe another incident where the learning activities were not effective and did not meet the needs of the audience. Analyze why the activities were not effective and how you might do things differently.

A relatively recent example of me being the learner in a successful learning situation was my first-aid renewal. The course was delivered by St. John Ambulance and was the CPR-AED Level C. It is suitable for child/infant/adult care providers, workplace first aiders, ski patrollers, police, and firefighters. I take the course because it is required for my bylaw enforcement position, and I feel it teaches excellent life skills such as unresponsive casualty management, resuscitation, and cardiovascular emergencies.  Instructional methods were professionally presented, and learning objectives were met. The program goals were reached, and questions of why we are doing this and why the program is worth doing (Caffarella & Daffron, 2013, p. 161) were answered.

My example of taking a course where learning activities were not effective and did not meet the audience’s needs was in 2001 when I took the Bylaw level I and II courses at the Justice Institute of BC in Vancouver. Each course was one week in duration, requiring hotel accommodation, travel expenses, and vacation time from my current employment with the RCMP. The courses were necessary for my future career with the City of Kelowna. The instructor had a legal background as a criminal court prosecutor, although no experience in bylaw enforcement or law enforcement. Other guest instructors were lawyers, except for an RCMP officer with only two years of policing experience.

Upon reflection, it was clear my expectations of the courses were not met. I thought I would be receiving the best instruction and training in the Province but discovered it was some of the worst. I have no idea how the courses were designed once the objectives were identified because there was a huge disconnect. To me, it seemed so simple, developing objectives requires program developers “to think through with the appropriate stakeholders what is to be taught or done by participants, the resources required to achieve program objectives, and the end product expected” (Caffarella & Daffron, 2013, p. 165). Perhaps the learning objectives were met, but I was looking for something different or more substantial.

I would suggest my complaint was with the learning content. It was based on the backgrounds and experiences of the instructor and guest speakers’ capabilities. I am sure they felt the content was essential for learners to know, should know, interesting, and relevant. But the material was legalese with no practical component to work performed by bylaw officers on Any Street in Anywhere, BC.

When hired by the City of Kelowna, I was partnered with a bylaw officer who would act as my trainer for three months.  In policing, we very rarely dealt with bylaw issues. I was surprised at how little I learned at the Justice Institute about the actual work performed by a bylaw officer. My instruction was academic and not practical. I was book smart but street stupid. What did I do about it? I designed a Bylaw I and II course, received provincial approval and blessing, and taught it for five years in Kelowna.

References

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (3rd ed.). Jossey Bass.