Philosophy of Program Planning/Adult Education

My teaching and programming philosophy is that learning should be learner-driven and sensitive to learner’s needs, wants, and desires.  I best align with the correspondence theory of behaviourism because of its built-in cause and effect processes. Most learning occurs through social and environmental interaction. When students are encouraged to collaborate and cooperate productively and are positively reinforced, they feel their voice is heard, and their capacity for learning increases. By establishing fair and consistent guidelines and rules for every learning activity, students are shown respect and value for their presence and time. In turn, they learn to respect themselves, others, and their community (Martinez, n.d.)

Rationale for the Model of Program Planning

            The program planning model chosen is Dr. Rosemary Caffarella’s Interactive Model of Program Planning which combines the classic and the practical approaches to program design.

            Education for adultsshould be designed carefully and well, but what counts as good design? Get it right, and it is an excellent starting place for students to integrate into student life, which is critical in student success and persistence in education; get it wrong, and you are more apt to have student attrition and disengagement (Schulte & Choudaha, 2014; Tinto, 1993). Caffarella identifies a planning sequence with four stages; identify desired results, determine themes, identify learning outcomes, and plan learning experiences and instruction. These stages allow the program design to be more interactive, dynamic, adaptable, and less vulnerable to external changes. This planning model offers practitioners a nuts-and-bolts approach to planning. The text explains each planning component with examples and practical exercises to help planners think through and anticipate different interactive dimensions of the planning process.

Program Description/Location

            The elective course I am developing is Practical Application of Law Enforcement, an 8-week courseat Okanagan College in Kelowna, BC. This course fits nicely into the college’s Criminal and Social Justice Diploma program, which provides learners with an arts-based criminal and social justice education. It is a two-year, four-semester program where learners participate in various criminal and social justice-related courses in Sociology, Psychology, Political Science, and Criminology, as well as elective art courses of personal interest. This diploma teaches learners many skills, including substantive, analytical, critical thinking, research and data analysis, and communication, although often ignoring practical and real life-application. 

My course will satisfy that niche and will consist of 8 units of instruction (see below) that cover these topics – 1) procedural learning (interviewing techniques), 2) product assessment (field notebook, written statement, occurrence report), and 3) progress assessment (professionalism and ethics).

Unit 1   Introduction

Unit 2   Field notebooks and notetaking skills

Unit 3   Professionalism

Unit 4   Investigative report writing

Unit 5   Discretion and the myth of total enforcement

Unit 6   Investigational procedures and techniques

Unit 7   Interviewing and active listening skills

Unit 8   Witness statements and introduction to the courts

            The course will provide valuable learned skills that can be used in all areas of law enforcement, including the R.C.M.P., Municipal Police Services, Corrections, By-Laws, paralegals, and Government agencies. The course is skill-based, and knowledge and skills transferred to my learners are specified in terms of ‘observable’ changes in knowledge, skills, and attitudes.

Intended Audience and Connection with Learners

            There will be two categories of learners in the Course, as defined by the Okanagan College, regular and mature applicants. A typical applicant will 1) have attained a B.C. secondary school graduation or equivalent, and 2) graduated with a minimum of 60% in English 12. A mature applicant will be at least 19 years of age and will not have attended secondary school on a full-time basis for a minimum period of one year. Secondary graduation is waived for mature applicants, although the English entrance requirements, as stated above, must be satisfied before admission.

            Connecting with learners before the course and throughout the course is an important learner success strategy and foundational to creating a learning community. The learner demographics will be diverse, and this unit is developed with a wide variety of approaches and ways to learn.

             I will contact and welcome each learner via Zoom, mobile phone, or Facetime approximately one week before starting my course. I will get to know my learner personally, their similarities and differences, what technologies they have access to and are comfortable with, what digital skills they already possess or they lack that may be relevant to my course. The course outline will be explained and allow the learner to ask questions about the course.

            Midweek and at the end of each unit,I will contact each learner via Zoom for a five-minute learner interview. It is an opportunity to allow learners to give immediate feedback. It is a unique setting for the learner to explain their work while helping them feel more responsible and accountable regarding the coursework. I will ensure the learning objectives are met and inquire about the learners’ feelings, opinions, and suggestions for improving the unit in the future.

Educational Objectives and Responsibilities

            This course emphasizes active rather than passive pedagogy, including intensive writing and speech, as both analysis and communication tools. Active learning pedagogies lead to a focus on critical thinking rather than mere memorization. Activities engender genuine inquiry by learners into real issues and problems, problems that matter to people outside the classroom, and offer learners the opportunity to explore ideas and be challenged by diverse perspectives.

            The course will be created in liaison with police and other justice agencies. This “hands-on” elective will prepare learners for the practical and real-life challenges of a career in policing, corrections, parole, customs, paralegal, and various government services at the federal, provincial or municipal levels. The elective content is learner-centred, and all subjects are topical to law enforcement. I will be the primary educator and will include guest facilitators who have expertise in specific areas of law enforcement with complementary investigation abilities. Learners will be motivated by a real substance where they work on real-world problems and challenges. There will be a general atmosphere of questions and answers, guided practises through problems to reinforce behaviour and information, regular reviews, quizzes and positive reinforcement.

I will deliver this elective with a blend of scheduled virtual meetings (i.e., synchronous activity) and work assignments that do not require specific meeting times (i.e., asynchronous activity). The elective schedule includes times and days for the virtual meetings to ensure conflict-free timetables. These meetings will be available to learners and will identify the scheduled times that require virtual synchronous activity.

Stakeholders and Potential Partners

            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). With this in mind, the stakeholders and partners in this course will offer a wide assortment of roles and experience. They will be chosen based on their influence over decision-making, expertise, and how they can complement my course development.

Examples of stakeholders are:

• Potential employers and co-workers– law enforcement officers, corrections officers, local city HR administrators, lawyers, paralegals, government agencies, non-profits
• Graduates of criminology courses
• Information technologists, academic administrators and program designers from Okanagan College – offering support, guidance, and coaching.

Cultural Context and Power Dynamics

            Context and power dynamics are a powerful influence on the design of any course.  According to Schuller and Desjardins (2007, p. 10), learning does not occur just in school – it is both “lifewide” (i.e., it occurs in multiple contexts, such as work, at home and in our social lives) and “lifelong” (from the cradle to the grave). All human activities occur in a cultural context with many interactions, shared beliefs, values, knowledge, skills, structured relationships, and symbol systems. By promoting a cooperative approach in an atmosphere of respect, the students will be encouraged to listen to one another, share in conversations and build upon other students’ comments, thus compiling and extending ideas in a collaborative process.  The course intends to learn from the learner’s perspective, i.e., incorporate the learners’ developmental needs, ideas and cultural context into the learning experience.

The rationale for Each Learning Activity

            Learners learn best when they are ‘active in their learning. Learners will use printed text and synchronistic lectures provided via Zoom. The instructor will observe the learners, accept questions and comments, reflect on the topics and have an observable interaction with the learners in short quizzes. The computer-managed learner interaction quizzes in this unit are designed for developing comprehension and understanding of concepts and procedures and not higher-order learning skills. They are designed to produce a high level of learner interaction with the learning materials and are fun and challenging at the same time.

            On the first day of class, the learners will begin their Field Notebook to write a complete set of notes for each day until the end of the course. They will have ‘Enhancing the Educating and Learning Experience’ on Collaborative Blackboard. Has the video on so learners can see and begin with the questions “Has anyone in the class been asked to complete a written statement, report, or give testimony in court and embarrassed because of your imperfect recollection of the facts?  Can anyone tell me “exactly” what you did yesterday from the time you awoke to the time you went to bed?  I can, and I am going to explain to you how you can too.” With this short introduction, the class begins, and the learners will be asked to talk about their day. This personal and seemingly informal beginning sets the tone/stage for collaboration, sharing information and interaction. Note – Recorded Lecture Notes Delivered via Collaborate Blackboard enables learners to view the notes before and after the class. See Appendix A.

Assessments

            Assessments will be completed through formative, summative and informal evaluations. Questions I must ask are what knowledge and skills learners will be learning (criteria), what experiences will be used to ensure that learners learn (instruction), and what evidence will be gathered and used to ensure learners learn (assessment) (Kimmel, 2019). Activities for assessments include Zoom lectures and class participation. Individual Zoom meetings to assess how the learner grasped the unit’s objective and how I can refine the course to fit the learner’s needs. Completion of weekly notes in a ‘field’ notebook ( Appendix A). I will post a global, initial post of my weekly activity each week, just as each of my learners will participate in online discussion groups and complete four quizzes while using rubrics previously reviewed by learners. I will respond to each of my learners’ original posts to engage with the ideas of the readings and zoom lectures each week. Informal evaluations will occur throughout the course, so I have the opportunity to revise the content, delivery, or administrative tasks.

Learning Activities     

Learners will examine a photograph and respond to a case study of a real-world situation that requires a particular problem to be reviewed, analyzed, and solved based on the lecture, hand-out notes, and class discussion. The case study will include having learners identify practical problems and what would be required to solve the problem. Assessment measures would consist of evaluation, analysis, application, and transfer of theory to practice.

            Learners will complete a multiple-choice exam that requires learners to identify the correct answer to each question and why they chose the particular solution based on their learning, and why the other answers are incorrect. Assessment measures would include recall, identification, justification, and substantiation.

            Learners will perform a simulated interview with another learner to assess content knowledge and problem-solving. Assessment measures include recall, explanation, and evaluation.

            I will post two discussion questions of my own each week, just as each of my learners will do. I will respond to each of my learners’ original posts to engage with the ideas of the readings and zoom lectures each week. I will return marked discussion question assignments within three days. In this online course, learner-learner and learner-educator asynchronous online discussion forum discussion questions represent learners’ opportunities to engage in dialogic learning with peers. Learning is enhanced when learners contribute equally to this process.          

Program Delivery Model/Instructional Materials

            The program delivery models chosen are asynchronous, and synchronous teaching approaches. Asynchronous class delivery at Okanagan College is via Moodle, which offers various teaching and learning options for learners and educators. The educator posts content and learning assignments before learners entering the site for the particular class. Instruction and learning do not occur at the same place or time. Still, learners receive learning materials such as pre-recorded video lessons, case studies to work through, group discussions, posted questions for discussion forums or reading for learners to analyze and discuss.

            Synchronous class delivery is via Blackboard Collaborate, a web-based webinar platform designed to educate and learn in real-time via a virtual classroom. This synchronous delivery will be delivered from home or the college office. Learners may sign in from their home, college or other location. Using collaborate provides many of the same features as face-to-face delivery. Examples are lesson plans, learning outcomes, and strategies for learners to ask questions.

            Learners will collaborate via discussions, group work, and chat using Collaborate. My communication strategy will be using virtual office hours, Moodle messaging, online lecture using Screencast-O-Matic, and guest speakers attending the live online class using Collaborate.

            My course’s learning styles and preferences accommodate differences in cognitive-perceptual learning styles and Kolb’s (1984) experiential learning style. Examples include diagrams, lecture text, and photographs for my visual learners and lectures, YouTube videos, and Zoom lectures for my auditory learners.  These unit activities will encourage my learners to learn where they may initially feel less comfortable. This unit has a wide range of media, including text, audio, video, and computing. This richness is designed for my learners.

            Blended learning is superior to face-to-face or entirely online modes of instruction (Dziuban et al. 2006). This course is a Flipped Classroom teaching structure where the educator has the learners learn from pre-recorded lectures while completing in-class assignments and while following the course curriculum at home. The learners are responsible for being present in the classroom, discussing the information they learned from the recordings. “A key benefit of the flipped classroom model is that it allows students to work at their own pace if that is how the teacher chooses to implement it. In some cases, teachers may assign the same videos to all students. In others, teachers may choose to allow students to watch new videos as they master topics, taking on a more “differentiated.” In the flipped classroom approach, the students complete the lower levels of Bloom’s taxonomy, gaining knowledge and comprehension on their own and completing the upper sections with their peers and teacher (Brame, 2013). This course structure will allow learners to be more actively engaged in their learning and make their own choices.

Transfer of Learning.  Formative/Summative evaluation

            The concept of transfer of learning can be defined as the effective application of what one learns from attending an educational training or program (Caffarella & Daffron, 2013). This course will involve a transference of learning requiring immediate use and application of those skills. The professional learning received by the learners in this course consists of producing strategies and activities to make them remember and use what they learned a long time after.

            Certain factors can affect learning transfer, such as learner motivation, program design and delivery, and organizational strategies (Caffarella & Daffron, 2013).

            Lectures are appropriate when the learner needs to know definitions, a sequence of steps, and the conditions and consequences involved in a process (Merrill, 2009). The lecture must be accompanied by demonstrations and the learners recalling the new information and applying the knowledge or skills (Merrill, 2009).

            The literature review by Fauth and Gonzalez (2021) points out that dialogue between educators and students, varieties of stimuli and tasks, and many practical and contextualized activities were favourable in learning transfer during online activities. The article also mentions that learning transfer is achieved if there is a connection between new knowledge and previous knowledge, using that knowledge (Fauth & Gonzalez, 2021).

            “What is to be transferred can be specified in terms of observational changes in knowledge, skills and attitudes” (Caffarella & Daffron, 2013), meaning most of the information and knowledge the students have attained would have been evident.

INSTRUCTIONAL MATERIALS

             . In this course, a variety of media will be used with purpose, including animations, print, video, podcasts, and simulations, and I will ensure the course is accessible to all learners by using technology effectively and proactively

I will be using case studies and real-life problem-solving situations obtained from personal experiences, law enforcement experience, TED Talk videos, live online interactions, Zoom or Skype meetings, online quizzes, essays, exams, and group research. All learners will be required to have the necessary generic computer skills.

            The education software I have chosen is intuitively easy to use, both by my learners and myself, e.g., the Okanagan College learning management system. The reliability of the technology I have chosen is trustworthy and proven reliable, e.g., Zoom, YouTube. Online videos and articles are available for further support for the learner, e.g., YouTube, Google. There are information technology support teams functional at no cost to the learner, and all information technology-related inquiries go through the Okanagan College information technology support email address.

            A camera and headset are recommended for the synchronous virtual classroom and are available for sign-out at the College Information Technology.

            There is no required textbook for this course. The course will be delivered through the Okanagan College Learning Management System (LMS) called Moodle. As a registered learner, access will be via Moodle, and good browsers are Firefox, Chrome, and Google. It is recommended a recent personal computer or Macintosh with a current high-speed broadband internet connection. Headphones or earbuds are recommended as these tools eliminate audio feedback loops, background noises or other disruptions. A microphone can be either built-in to the computer, camera, or as a separate headset. The current version of Microsoft Office for accessing and completing WORD documents can read and convert PDF files. As a learner, Microsoft 365 can be accessed through Okanagan College and at no cost. A webcam can be either a built-in device in the computer or one that attaches to it.

            Getting computer help is available through the Okanagan College IT Services Helpdesk, where staff are dedicated to assisting learners and staff with their computer-related problems.

            Blackboard Collaborate is a synchronous (real-time) platform used to deliver instruction to an individual learner or class of learners. This delivery model allows participants to share resources, annotate documents, engage in breakout rooms, and participate in discussions.

 I will not be using Facebook because this form of social media allows scholarly communication to be public and exposed while infringing or violating privacy laws. During the discussion groups, learners and instructor will follow the Okanagan College privacy policies, use common sense, and behave ethically.

Preliminary Budget

            Instructor Salary                                                                                                $871.92

$36.33 per hour in lieu of benefits X 3 hours = $108.99 per week

            Guest Speakers.  $50 gift card @ 1/wk @ 8 wks                                                 $400.00

Materials                                                                                                          TBC

Course designer –                                                                                              0

course designed by the educator at no cost to the College

LMS design –                                                                                                   0

 employed by the College

Information Technologists –                                                                              0

employed by the College                                                                                   0

Legal review and advice –

approximately 6 hours at approximately $300/hour = $1,800                               1,800

Course consultation and approval –                                                                    0

employed by the College

Graphic designer                                                                                               0

employed by the College

            Not to exceed 8 hrs per week.

Conclusion

             My goal is to be the best educator I can be and to have every learner in my class succeed. This course provides learners with necessary practical skills and an ideal complement to their arts-based criminal and social justice education, which will enhance their career choice. It is clear how my habits, traditions, and beliefs have influenced my personal and teaching development and teaching philosophy while acknowledging teaching is an evolving, reflective process. As stated by Groen and Kawalilak (2014), learning occurs at any time, in any space, and at any pace, not only for students but also for teachers. I want to continue to challenge, question, modify my viewpoints and teaching philosophies and continue to share my teaching philosophy and life experience in every class I teach. Teaching is a gratifying and challenging profession. I will continue to do my best to inspire my students to be their best.

References

Bloom, B. (1994). Reflections on the development and use of the taxonomy. In L. Lorin Anderson & L.    Sosnaik (Eds.), Bloom’s taxonomy: A forty-year retrospective. University of Chicago

Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. http://c

            ft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. Kirka, S. (1999). Self-directed           learning. ERIC. http://www.uwyo.edu/aded5050/sdlweb/self_dir.pdf

Burns, M. (2016). The loneliness of the long-distance learner. GPE.        https://www.globalpartnership.org/blog/loneliness-long-distance-learner 

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.

Ceervero, R. & Wilson, A. (1994). The politics of responsibility: A theory of program planning practice    for adult education. Sage, 45(1), 19.

Doran, G. T. (2010, January 2). How to write course learning outcomes. Mohawk College.           https://www.mohawkcollege.ca/employees/centre-for-teaching-learning/curriculum-    development/how-to-write-course-learning-outcomes

Dziuban, C., Hartman, J., Juge, F., Moskal, P., and Sorg, S. (2005). Blended learning: Online learning      enters the mainstream. Bonk.

Fauth, F. & Gonzalez-Martinez, J. (2021). On the concept of learning transfer for continuous and online   training: A literature review. Education Sciences. 11, 133.

            file:///Users/laurie/Downloads/education-11-00133-v2%20(1).pdf

Groen, J.& Kawalilak, C. (2014). Pathways of adult learning: Professional and education            narratives. Canadian Scholar’s Press.

Haigh, M. & Clifford, V. (2011). Integral vision: a multi-perspective approach to the recognition of          graduate attributes. Higher Education Research and Development, 30(5), 573-584.    https://www.researchgate.net/publication/233059506_Integral_vision_A_multi-            perspective_approach_to_the_recognition_of_graduate_attributes

Kimmel, H. (2019, December 2). Course design: Aligning learning expectations, instruction, and assessment. Faculty Focus.

Course Design: Aligning Learning Expectations, Instruction, and Assessment

Martinez, L. (n.d.). Leo Martinez philosophy of education. UC Hastings Law.

Leo Martinez

Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional     design theories and models: building a common knowledge base (Vol. III). New York: Routledge            Publishers.

Myers, S. (2017). Instructional communication: The emergence of a field. Sage, Spring, 2017.

Click to access 34193_book_item_34193.pdf

Newstrom, J. (1986). Leveraging management development through the management of transfer. Journal of Management Development. 5, 33-45. 

Okanagan College (n.d.). Diploma in criminal and social justice: Admission requirements. Okanagan       College. https://www.okanagan.bc.ca/diploma-in-criminal-and-social-justice

Rands, M. & Gansemer-Topf, A. (2017). The room itself is active: How classroom design impacts student            engagement. Journal of Learning Spaces, 6(1), 32.

            http://libjournal.uncg.edu/jls/article/viewFile/1286/1028

Sandman, L., Kiely, R., & Grenier, R. (2009). Program planning: The neglected dimension of service-      learning. Michigan Journal, Spring 2009, 15, 19.             https://quod.lib.umich.edu/m/mjcsl/3239521.0015.202?rgn=main;view=fulltext

Schuller, T. & Desjardins, R. (2007). Understanding the social outcomes of learning. Organization for      Economic Co-operation and Development (OECD). Research Gate, 01(07), 1-130.

Schulte, S., & Choudaha, R. (2014). Improving the experiences of international students. Change, 46(6),   52–58.

Sork, T. J. (2020). Program Planning in an Era of “Wicked Problems”. The Handbook of Adult

     and Continuing Education.

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.).   University of Chicago Press.

Wheatley, M. & Kellner-Rogers, M. (1998). Bringing life to Organizational Change. Journal for Strategic            Performance Measurement, April/May 1998.             https://www.margaretwheatley.com/articles/life.html     

Share your final reflections about the program planning process you’ve just engaged in. What did you learn? What surprised you? What challenges did you encounter?

            What surprised me was the time it takes to design and plan a program professionally. I have planned a wedding, family reunion, and golf tournament but the process to plan an eight-week elective at College is overwhelming. I chose one of eight units in my course to analyze, and I have over 6,000 words as of today. The college elective I am designing is for its fun and more of a hobby rather than for me seeking employment. I completed one unit, and that may be the one and only.

            Education for adultsshould be designed carefully and well. But what counts as good design? I am pleased Dr. Kop introduced me to Caffarella’s Interactive Model of Program Planning which combines the classic and the practical approaches to program design. The program is thorough but easy to follow, and I am pleased with the results. I loved the checklists.

            I took the transfer of learning for granted before taking this course. It was partly due to assuming my learners grasped the knowledge and somewhat due to wanting to get through all the information in the allotted time.

            I see how essential rubrics are in assessments. Much of the guesswork is removed, and the final results are defendable by the learner and educator.

Share the highlights of your program design. What did you develop and how do you plan to use it?

Good morning everyone,

            Although the concept for my program has been in my head for quite some time, this course has made it clear how challenging and how much work is required. However, I would like to teach at Okanagan College as my final career choice upon completing my MEd, so I must continue to keep my eye on the prize.

            The Criminal and Social Justice Diploma program at Okanagan College in Kelowna, BC, provides learners with an arts-based criminal and social justice education. Learners graduate into degree opportunities at other learning institutions in British Columbia and elsewhere, or they can move directly into the workforce.

            The course I am designing is an 8-week elective called Practical Application to Criminal and Social Justice. The course will consist of eight units that correspond to a standard twelve-week semester at Okanagan College. This assignment will focus on Unit 2 (Field Notebooks and Notetaking Skills), one of the eight one-week duration units in the 8-week Course.

            The course/elective was created while in close liaison with police and other justice agencies. This “hands-on” elective will prepare learners for the practical and real-life challenges of a career in policing, sheriffs, corrections, parole, customs, and other government services at the federal, provincial or municipal levels. The elective will ensure learners have the breadth of skills and knowledge necessary to safely, effectively, and professionally perform their duties and responsibilities for a justice-related career.

                        The fully online open learning course will consist of eight units that correspond to the eight-week semester at Okanagan College. The elective content is learner-centred, and all subjects are topical to law enforcement. I will be the primary educator and will include guest facilitators who have expertise in specific areas of law enforcement with complementary investigation abilities. Learners will be motivated by a real substance where they work on real-world problems and challenges.

            There will be two categories of learners in the Course, as defined by the Okanagan College, regular and mature applicants. A typical applicant will 1) have attained a B.C. secondary school graduation or equivalent, and 2) graduated with a minimum of 60% in English 12. A mature applicant will be at least 19 years of age and will not have attended secondary school on a full-time basis for a minimum period of one year. Secondary graduation is waived for mature applicants, although the English entrance requirements, as stated above, must be satisfied before admission.

            Learners will collaborate via discussions, group work, and chat using Collaborate. My communication strategy will be using virtual office hours, Moodle messaging, online lecture using Screencast-O-Matic, and guest speakers attending the live online class using Collaborate.

            What I can say about this course is that it has been a challenge but well worth it. The highlight of my program design is like testing an experimental aircraft – let’s get it off the ground and watch what it can do.

Now that you have almost completed the course, you are aware of the multiple aspects involved in the planning process. One such aspect is preparing a budget for your program. Share the draft form of your budget for your program outlining those strategies you used in creating your budget. You may find exercises 12.1 and 12.2 (pp. 306-309) of your text useful.

            Up until this discussion question, I gave little thought to a budget for my course. I assumed that the College would incur all expenses. I would submit my course proposal, and the College would follow through with any expenses. Upon reviewing Caffarella and Daffron’s (2013, p. 283) chapter on preparing and managing budgets, it is clear “program planners are responsible for their program budgets, no matter the size of the program or budget.” I am naïve to think my program would require the standard College course budget – whatever that dollar amount is – and be accepted because it is a new program the College is exploring.  I realize these are times of challenging economies, and I must show the College they should risk investing in my course for the overall benefit of the Criminology program and College.

            I completed the checklist on pages 306-309 of Caffarella and Daffron (2013) and compared the line items with programs I have planned in the past. Personnel (yours truly and guest speakers). There are seven units in the course, and I would like to have five guest speakers. My salary would be as per the College guidelines, and my guest speakers would either attend as a volunteer or receive a stipend such as a $25 gift card from Indigo Books and heartfelt thank you. Equipment. Learners will be expected to have home computers or laptops combined with high-speed internet. Should they not afford one, the College has a computer loan out program at no cost to the learner. But the Internet is available at the College only. Technical Support. I have access to information technologists at the College for additional computer and online course assistance. Facilities. I will be designing this course online only, and a classroom is not required at the College.

            Before submitting my Final Program Plan in Assignment 3, my strategy is to attend Okanagan College to answer further budgeting and course planning questions.

           

View at Medium.com

They say the devil is in the details. You are probably asking yourself “How am I going to remember all of this?” After reviewing the readings for this unit, what seems most relevant to you and why?

How am I going to remember all of this? I am not!

            Most of my work experience has been with the government. Use your imagination to think of the number of training manuals and reference manuals I have had to review and search through to get the required information. Many of those years were pre-computer, where manuals took up a complete wall in an office. I retired from the City of Kelowna in 2021, and they continue to use printed zoning and compliance manuals. My good friend in Calgary who works for Calgary Food Products uses printed manuals to locate tens of thousands of products. He knows where to look. Knowing I do not have to remember “all the stuff” is most relevant to me. It takes a lot of pressure off.

            “You Don’t Have to Know Everything. You Just Have to Know Where to Find It.”

This is how Albert Einstein summed up how we should learn in the 21st century. In 1921, Einstein was asked about the speed of sound and replied that he didn’t know because he didn’t carry such information in his mind if it was readily available in textbooks.

            Today, we have access to more information than ever before. We can find answers to most questions through our smartphones within just a few minutes, if not seconds. What matters is how you use and store that information and whether you can recall it when needed.

            Every single day, we have thousands of mini decisions to make. With each of these decisions, our energy levels fall, and being mindful and productive becomes harder. Maybe that is why Einstein took sleep more seriously than most. He reportedly slept for at least 10 hours per day – nearly one and a half times as much as the average American today (6.8 hours).

            Gunel (2020) suggested that you can use Notion, Evernote, Trello, or Google Drive to document and store important information. Once you’ve arranged these tools, you’ll be able to find all the data you need quickly and easily. This will allow you to use your precious brainpower for more critical tasks, such as making important decisions.

Gunel, S. (2020, October 21). 7 Quotes by Albert Einstein That Will Change How You Think. Medium.

View at Medium.com

EDAE 6343 – Unit 5, Discussion 2 – Learning and Program Evaluation

Consider various instruments or processes used in your organizations for evaluation. Using this information, along with course readings, share with the class a draft of the transfer of learning and detailed program evaluation plan for your program and explain why you think your proposed choices are good ones in your context. You may find exercise 9.2 (pp. 230-231) of your text, as well as the supplemental online materials, beneficial in developing your draft plan.

         Completing a field notebook is one of seven units I will be designing for my course. The use of a field notebook is a valuable skill learned in all areas of law enforcement, including the R.C.M.P., Municipal Police Services, Corrections, and others. Learners will re-visit the field notebook throughout the week and scaffold into the other units, including writing an occurrence report, interviewing techniques, and completing a written statement. The course is skill-based, and I must ensure knowledge and skills transferred to my learners are specified in terms of ‘observable’ changes in knowledge, skills, and attitudes (Merriam & Leahy, 2005). For me, mindful learning transfer is a high priority. Upon completing my course, learners must be able to immediately answer questions, solve problems, and carry out assignments according to what they learned (Roumell, 2019).

            The assessment activities and instruments I have chosen are simple (lower cognitive and psychomotor) practical tools for measuring the learner relative to the subject matter, context and other learners. As learning challenges are overcome, learners will build their confidence while becoming more competent. By teaching in an ‘easy to hard’ style, the learners create an increase in ‘self’ and independence. The instruments are discussed with the learners synchronously after marking, and learners can provide feedback for revision and improvement. Learners feel like a part of the process when their comments can contribute to a future course’s betterment.

            Assessments will be completed through formative, summative and informal evaluations. Activities include Zoom lectures, completion of notes in a notebook, participation in discussion groups, online discussions, and completing four quizzes while using rubrics previously reviewed by learners. I will post a global, initial post of my own each week, just as each of my learners will do. I will respond to each of my learners’ original posts to engage with the ideas of the readings and zoom lectures each week. Informal evaluations will occur throughout the course, so I have the opportunity to revise the content, delivery, or administrative tasks. I appreciate and respect my learner’s suggestions and opinions on how to improve my courses. We may agree to disagree, although their voice is heard and respected.

            As an educator, assessments determine whether my learners have acquired the expected skills and knowledge taught in my course. I must provide specific expectations to be accepted by my learners and assess their achievement. Questions I must ask are what knowledge and skills learners will be learning (criteria), what experiences will be used to ensure that learners learn (instruction), and what evidence will be gathered and used to ensure learners learn (assessment) (Kimmel, 2019). Designing my course will start with the learner’s learning and experience in mind and assessments that demonstrate learner achievement to both the educator and the learners.

References

Kimmel, H. (2019, December 2). Course design: Aligning learning expectations, instruction, and assessment. Faculty Focus. https://www.facultyfocus.com/articles/educational-assessment/course-design-and-assessment/

Roumell, E. A. (2019). Priming adult learners for learning transfer: Beyond content and delivery. Adult Learning, 30(1), 15–22. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=134312008

Think about programs you’ve attended where you’ve been able to successfully transfer your learning to your workplace or other appropriate location. What did the instructor or facilitator do to assist you with this transfer? Are there programs you attended where no transfer of learning occurred? If so, analyze why you believe this was the case.

            In policing, the majority of courses involve a transference of learning requiring immediate use. While evolving technologies have posed serious challenges for law enforcement, they have also opened up opportunities for police to improve their skills and techniques. From the use of driving simulators at RCMP Depot in Regina to new technologies for specialized courses such as small arms, when it comes to training, the RCMP leverages technology to train cadets and regular members to maintain and further develop their skills. The majority of my law enforcement courses have allowed me to transfer my learning to the workplace or other appropriate locations. For example, police defensive driver training is transferable to my daily driving habits – stopping at all Tim Horton’s.

            During my formal driver training and hundreds of other Cadets in Depot, I was physically and emotionally abused. All driver trainers were regular members of the RCMP with the rank of Corporal. Lack of classroom attention was met with demeaning personal comments and push-ups. Poor driving resulted in a slap on the thigh with a clipboard or back of a hand on the shoulder or side of the head. Extra driving above and beyond the regular training (6:00 am to 4:30 pm) was often the result. These abuses are by today’s standards classified as verbal and mental abuse and physical assault.

            Learning was transferred to me in the RCMP way by teaching me skills development and the immediate application of those skills. This confirms Burke and Hutchins (2007) view that operationalize learning transfers as the use of newly acquired knowledge or skills within the regular working or life context. Even though the RCMP training methods were draconian, as a cadet and learner, I could recognize and describe the concepts and skills learned and be actively used and applied to a real-world concept.

            Did I learn the “far transfer” of the knowledge and skills? One area I learned but many cadets did not was physical training and the importance of continuing with a personal fitness program. The RCMP was over-occupied with the design on content, the implementation and what was happening during the learning event and did little to prepare cadets to actively engage in the far transfer of the knowledge and skills after the training. Many young cadets, after graduation, lost all interest in physical fitness, and the results were very noticeable.

            In depot, I would like to say there was very little learning transfer, but I cannot. Learning was forced learning with consequences. Knowledge was transferred out of fear. I feared failing and return home to face my father and family. For that reason, I persevered through the six months of training.

            In 2022, the RCMP is considered by many to be on the leading edge of police training. With the adult-learning environment structure, each new lesson scaffolds on what cadets have previously learned. They learn a skill in one environment and then transfer it to another. The learning environment is highly interactive and includes scenarios, case studies, role-plays, lectures, panel discussions, presentations and community interaction.

            The RCMP training may have changed, but the cliché remains the same – there is the right way, the wrong way, and the RCMP way.

References

Burke L., Hutchins H. (2007). Training transfer: An integrative literature review. Human Resource Development Quarterly, 6, 263-296.

Consider the “pockets of innovations” resource based on research carried out by Contact North and discuss some of the case studies and reflect on how and what technology might be used to engage and motivate learners in your proposed program. You might also draw on the ideas from Clifford and Montgomery about program development on making connections between the ‘local’ and the ‘global citizen.

My course will include case studies, so I found the Open University of Catalonia resource in Spain featuring challenge-based learning built around case studies and real-life situations, competency development, and continuous assessment interesting. https://www.uoc.edu/portal/es/index.html. I realize further research is required, but I failed to locate additional information on their case studies on the university website. Unfortunately, my personal biases surfaced when I read the website advertising stating “The first university online of the world” and “We are a pioneer, expert and benchmark university in e-learning.” I have a business background and aware that “marketing is the key to a successful business.” I have to question the university statements’ validity. No additional time was committed to research this university or case study examples.

Although I intend to design my course face-to-face, I realize it may be blended or entirely online in 2022. Nevertheless, I will be using case studies and real-life problem-solving situations, TED Talk videos, live online interactions, Zoom or Skype meetings, online quizzes, essays, exams, and group research. Pockets of Innovation identified the Justice Institute uses a tool designed to provide realistic training simulations for emergency management personnel, and the tool is now widely used in multiple professions. I will do some research on locating the name and source of this tool. I am excited and looking forward to exploring, researching, and using many of the technology tools available.

The definition of ‘global citizens’ seems to be debated in academia, but I feel my learners offer and exhibit a moral sense of responsibility to humanity and awareness of the interdependence of all lives (Nussbaum, 2002). The scope of knowledge in my course is broad, and it includes acknowledging my learner’s commitment to action (as a local and global citizen) to address local and world problems. One example would be having a transformative curriculum while encouraging new ways of thinking. This would include awareness of cultural differences and learners’ ability to interact sensitively across cultures. I am very proud of my graduate learners and completely agree with (Haigh & Clifford, 2011), who state, “the future of our planet and our societies depend on the engagement and creativity of the decision making of our future leaders, who are our current graduates.” My learners are re-introduced to what it means to be a responsible citizen – local and global.

References

Haigh, M. & Clifford, V. (2011). Integral vision: a multi-perspective approach to the recognition of graduate attributes. Higher Education Research and Development, 30(5), 573-584. https://www.researchgate.net/publication/233059506_Integral_vision_A_multi-perspective_approach_to_the_recognition_of_graduate_attributes

Nussbaum, M. (2002). Education for citizenship in an era of global connection. Studies in Philosophy and Education, 5(1), 1-25. https://www.lawrence.edu/mw/Nussbaum%20-%20Education%20for%20Citizenship%20in%20an%20Era%20of%20Global%20Connection.pdf

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.

Bloom’s Taxonomy is widely used for developing learning objectives and learning outcomes. However, Bloom’s most used assumptions are based on a particular view on knowledge and learning, cognitivism, that is increasingly challenged. Discuss Bertucio’s main identified objections to Bloom’s Taxonomy.

My spider senses seem to feel there is no love lost between Bertucio and Bloom concerning Bloom’s work on the Taxonomy of Educational Objectives from 1956 with revisions in 2001 (knowledge/remembering, comprehension/understanding, application/applying, analysis/analyzing, synthesis/evaluating, evaluation/creating).

What started to be an effort to assist in creating testing materials to assess curriculum, the result seems to be a dogmatic acceptance for teachers world-wide to frame their lessons using cognitive domain verbs to develop learning objectives, assessments, and activities. Although Blooms Taxonomy is a set of three learning domains (cognitive, affective, and sensory), the cognitive domain has been the primary focus of most traditional education.  

For Bertucia to suggest, Bloom’s work deserves a bow or curtsy in respect, it seems a bit sarcastic. But when Bloom himself makes the statement, “the Taxonomy filled a void; it met a previously unmet need for basic, fundamental planning in education. For the first time, educators were able to evaluate the learning of students systematically” (Bloom, 1994, p.1). Just a hint of arrogance. Bloom’s Taxonomy intended to form a universal language among educators, which would allow for clarity in collaborative discussion. I think Bertucio merely wants to revisit the idea of using innovative ideas in education and not yield to the commonly entrenched ideologies identified by Bloom. For example, Bloom’s dogmatic prescription for observing changes in learners as the aim of education.

Bertucio seems to find fault with Bloom’s Taxonomy similar to other scholars for similar reasons; 1) words and thoughts are considered tools and instruments for prediction, problem-solving, and action, but the idea that the function of thought to describe, represent, or mirror reality is rejected. In other words, Bloom’s Taxonomy does not accurately portray the way that learning happens. Everyone does not always start by remembering things, understanding them, applying them, and moving up the hierarchy in steps as our learning capacity grows. Much of the time, we build understanding by applying knowledge and by creating things. Booker (2007, p. 248) believes “Bloom’s Taxonomy has been used to devalue basic skills in education and has promoted “higher-order thinking” at its expense.” 2) the division into two mutually exclusive groups of cognitive and affective faculties presents a false vision of learning. Learning is not a hierarchy or linear process. There is a mistaken impression that some skills are more difficult or more important than others. There is an integrated process in learner’s minds as they learn; 3) the most powerful effects of knowledge or education emerge on the level of daily experience. Unfortunately, Bloom’s Taxonomy, because of its universal assessment method, removes any substantive value in the tasks themselves, and 4) Bloom’s Taxonomy is a hierarchal logical framework and developed with a precept of absolute certainty. Therefore, it does not take a philosophical position or take a side in any one ideological philosophy. It has an encompassing perspective on reality (Bertucio, 2017. P. 489). The distinction between categories should be seen as artificial since any cognitive task may entail many processes.  

Bertucio (2017, p. 495)) states his position on Bloom’s Taxonomy clearly, “The consequences of teaching under a hierarchy of behavioural objectives are clear. Emotions and affections are removed from instruction. Contemplation, wonder, appreciation, or merely sitting with an object of study are dismissed as a waste of precious instructional time. Cognitive work is divorced from content and meaning. Most importantly, school is reduced to mere work, and students leave the classroom exhausted and uninspired.”

The counterargument to Bertucia is that educators have actively used Bloom’s Taxonomy for 65 years, and it appears just as important today as it was in the 1950s. It is clear to many educators that Bloom’s Taxonomy is essential because it helps identify achievable learning goals, develops plans to meet them, assesses learning on an ongoing basis, and encourages learners to reflect on their progress.

Resources

Bertucio, B. (2017). The cartesian heritage of Bloom’s Taxonomy. Study of Philosophy in Education, 36(4), 477–497. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=123586586

Bloom, B. (1994). Reflections on the development and use of the taxonomy. In L. Lorin Anderson & L. Sosnaik (Eds.), Bloom’s taxonomy: A forty-year retrospective. University of Chicago

Booker, M. (2007). A roof without walls: Benjamin Bloom’s taxonomy and the misdirection of American education. Academic Questions, 20(1), 347-355. https://www.researchgate.net/publication/225315807_A_Roof_without_Walls_Benjamin_Bloom’s_Taxonomy_and_the_Misdirection_of_American_Education