Planning Programs for Adult Learners - A Practical Guide
von: Sandra Ratcliff Daffron, Rosemary S. Caffarella
Jossey-Bass, 2021
ISBN: 9781119577393
Sprache: Englisch
557 Seiten, Download: 9383 KB
Format: PDF, auch als Online-Lesen
geeignet für:
| Cover | 1 | ||
| Title Page | 7 | ||
| Copyright Page | 8 | ||
| Contents | 9 | ||
| Figures and Exhibits | 11 | ||
| Preface | 15 | ||
| Acknowledgments | 21 | ||
| The Authors | 25 | ||
| Chapter 1: Planning Programs for Adults What It’s About Today, Tomorrow, and into the Future | 29 | ||
| Who Are the Planners of Education and Training Programs? | 32 | ||
| What Do Programs for Adults Look Like? | 34 | ||
| Where and When Are Programs for Adults Presented? | 35 | ||
| Why Present Programs to Adult Learners? | 35 | ||
| Example Outcomes: Individual Change | 37 | ||
| Example Outcomes: Organizational Change | 37 | ||
| Example Outcomes: Community and Societal Change | 38 | ||
| How Education and Training Programs Are Planned | 39 | ||
| Sources for the Model | 40 | ||
| Approaches to Planning Programs | 41 | ||
| Radical Approach | 45 | ||
| Practitioners’ Voices | 47 | ||
| Authentic Planning Experiences Captured by Scholars | 47 | ||
| Program Planning Experiences from the Field | 49 | ||
| Engaging with “Wicked Problems” | 51 | ||
| Chapter Highlights | 52 | ||
| Going Deeper | 53 | ||
| Chapter 2: Introducing the Interactive Model | 57 | ||
| Description of the Fourth Edition Interactive Model of Program Planning | 59 | ||
| Tasks Within Each Component of the Model | 62 | ||
| Assumptions on Which the Model Is Grounded | 64 | ||
| Assumption 1: Focusing on Change and Emergency Planning | 64 | ||
| Assumption 2: Realizing It Is a Smaller World with More Diversity and Cultural Differences | 65 | ||
| Assumption 3: Considering Power and Interests | 65 | ||
| Assumption 4: Managing the Planning Table | 65 | ||
| Assumption 5: Creating Awareness About “Wicked” or Challenging Global Problems | 66 | ||
| Understanding How to Use the Fourth Edition Interactive Model | 66 | ||
| Comparing the Fourth Edition Model with Other Models of Program Planning or Curriculum Development or Instructional Design: What Is the Proper Title? | 69 | ||
| Making Ethical Decisions in Program Planning | 71 | ||
| Framework for Ethical Decision-Making | 71 | ||
| Ethical Decision-Making in Practice | 74 | ||
| Chapter Highlights | 78 | ||
| Going Deeper | 80 | ||
| Chapter 3: Planning Programs in Difficult Times Using Technological Tools | 83 | ||
| The Challenges of Teaching and Training Virtually in Difficult Times | 85 | ||
| Asynchronous Versus Synchronous E-Learning Programs and Other Definitions for Learning Online | 86 | ||
| E-Learning Program Formats Before the Pandemic | 87 | ||
| Motivation Factors for Online Learning in the Workplace | 91 | ||
| Importance of Collaborative Learning for Successful E-Learning Results | 94 | ||
| Choosing the E-Learning Format—Basic Facts, Tips, and Ideas | 98 | ||
| Tips for Asynchronous E-Learning | 98 | ||
| Virtual Teaching Tips | 99 | ||
| Tips to Pass on to Students in Classes Taught Through Synchronous E-Learning | 100 | ||
| An E-Learning Asynchronous Class with Computer-Supported Collaborative Learning (CSCL)—A Prototype | 101 | ||
| Class Policies | 102 | ||
| Components of the Computer-Supported Collaborative Learning (CSCL) | 103 | ||
| Additional Tips for Collaborative Synchronous or Asynchronous E-Learning Classes | 105 | ||
| Planning for Effective Virtual Meetings | 106 | ||
| The Do’s and Don’ts of Online Video Meetings | 107 | ||
| Emergency Staff Training in Difficult Times | 109 | ||
| Emergency Program Planning Template | 113 | ||
| Chapter Highlights | 116 | ||
| Going Deeper | 117 | ||
| Chapter 4: Exploring the Foundations of Program Planning | 119 | ||
| Adult Learning Theories | 120 | ||
| Experiential Learning | 121 | ||
| Transformational Learning | 123 | ||
| Ways of Knowing and Learning with a Global Perspective | 126 | ||
| Cultural Differences | 129 | ||
| How Culture Is Defined | 131 | ||
| Building Relationships with Cultural Implications | 134 | ||
| Political Influences in Program Planning | 136 | ||
| Chapter Highlights | 139 | ||
| Going Deeper | 140 | ||
| Chapter 5: Discerning the Context | 143 | ||
| Facets of the Planning Context | 144 | ||
| Reflections on a Program Failure | 147 | ||
| Reflection on New Directions | 148 | ||
| The Organization | 150 | ||
| Structural Factors | 150 | ||
| Political Factors | 151 | ||
| Cultural Factors | 151 | ||
| The Wider Environment | 152 | ||
| Obtaining Knowledge About the Planning Context | 153 | ||
| Common Issues When Using Contextual Knowledge | 156 | ||
| The Centrality of Power in Program Planning | 157 | ||
| How Power Influences the Planning Process | 160 | ||
| A Practical Way to Measure Planners’ Power and Influence | 160 | ||
| Being Willing and Able to Negotiate Is Essential | 164 | ||
| When Negotiations Happen | 165 | ||
| Negotiations in Values-Based Situations | 167 | ||
| Chapter Highlights | 170 | ||
| Going Deeper | 171 | ||
| Chapter 6: Building Support and Identifying Needs | 173 | ||
| Ensuring Support | 174 | ||
| Support from Potential, Current, and Former Participants | 176 | ||
| Support from Immediate Supervisors | 176 | ||
| Support from Mid- and Senior-Level Managers | 178 | ||
| Support from Other Stakeholders Who Have a Vested Interest | 180 | ||
| Building Organizational Support | 181 | ||
| Structural Support | 181 | ||
| Obtaining and Maintaining Support of the Wider Community | 185 | ||
| Support Through Advisory Committees | 185 | ||
| Support Through Legally Constituted Boards | 187 | ||
| Designating Tasks and Selecting Members of Advisory Committees and Legally Constituted Boards | 189 | ||
| Conducting Advisory Committee and Legally Constituted Board Meetings | 193 | ||
| Support Through Partnerships | 195 | ||
| Building and Maintaining Partnerships | 195 | ||
| Identifying Relevant Ideas and Needs | 196 | ||
| Knowing What You Want to Accomplish | 197 | ||
| Conducting a Structured Needs Assessment | 200 | ||
| Contextual Issues in Identifying Program Ideas and Needs | 202 | ||
| Chapter Highlights | 205 | ||
| Going Deeper | 206 | ||
| Chapter 7: Developing Program Goals and Objectives | 209 | ||
| Defining and Constructing Program Goals | 210 | ||
| Constructing Program Goals | 211 | ||
| Using a Directive Approach | 211 | ||
| Using a Collaborative Approach | 213 | ||
| Using a Nondirective Approach | 214 | ||
| Using Another Approach to Constructing Goals | 217 | ||
| Defining Program Objectives | 220 | ||
| Constructing Program Objectives | 221 | ||
| Using Objectives as Checkpoints | 225 | ||
| Developing Learning Objectives and Learning Outcomes | 226 | ||
| Chapter Highlights | 234 | ||
| Going Deeper | 235 | ||
| Chapter 8: Designing Instruction | 239 | ||
| The Process of Designing Instruction | 240 | ||
| Models and Examples of Instructional Design | 242 | ||
| Assessing the Needs | 243 | ||
| Choosing the Best Instructional Techniques and Creating a Plan | 246 | ||
| Learning Objectives | 246 | ||
| Capability of Instructors | 248 | ||
| Learner Characteristics | 249 | ||
| Learning Context | 251 | ||
| Lessons Learned from a Service-Learning Project | 257 | ||
| Making the Instructional Design Plan Work | 260 | ||
| Conducting Instructional Assessments | 261 | ||
| Assessment at Entry | 262 | ||
| Assessment of the Instructional Processes and Resources | 262 | ||
| Assessment of the Learning Outcomes | 263 | ||
| Assessment to Assist Learning | 264 | ||
| Assessment to Provide Data for the Overall Program Evaluation | 264 | ||
| Preparing Instructional Plans—the Final Steps | 266 | ||
| Making the Instructional Plan Work | 267 | ||
| Chapter Highlights | 271 | ||
| Going Deeper | 272 | ||
| Chapter 9: Transfer of Training: Adult Education and Workplace Learning | 277 | ||
| Defining Transfer of Training, Transfer of Learning, and Workplace Learning and Reviewing the Literature | 279 | ||
| Linking Transfer of Training Components to Other Planning Components | 282 | ||
| Lessons Learned About Transfer of Training in the Workplace | 285 | ||
| Training Design | 285 | ||
| Learner Characteristics | 287 | ||
| Work Environment | 289 | ||
| Models of Planning for Transfer of Learning | 293 | ||
| Overcoming Barriers and Determining Enhancers of Learning Transfer | 298 | ||
| A Framework for Planning Learning Transfer with Practical Techniques | 298 | ||
| Challenges Program Planners Face in Organizational Settings | 300 | ||
| Chapter Highlights | 305 | ||
| Going Deeper | 307 | ||
| Global Approaches to Transfer of Training | 307 | ||
| Chapter 10: Formulating Program Evaluation Plans | 311 | ||
| Program Evaluation Defined | 312 | ||
| Connecting Evaluation to Other Components of the Interactive Model | 314 | ||
| The Mysteries of Program Evaluation | 318 | ||
| Systematic or Summative Program Evaluation | 321 | ||
| Formative or Informal Program Evaluation | 322 | ||
| Types of Program Evaluation | 324 | ||
| Collecting Evaluation Data | 326 | ||
| Data Analysis | 329 | ||
| Making Judgments About Training Programs | 331 | ||
| Chapter Highlights | 336 | ||
| Going Deeper | 337 | ||
| Chapter 11: Selecting Formats, Scheduling, and Staffing Programs | 339 | ||
| Determining Program Formats | 339 | ||
| Building Learning Communities | 347 | ||
| With a Social Justice Focus | 349 | ||
| With a Cultural Diplomacy Focus | 350 | ||
| With Informal Learning in the Workplace | 351 | ||
| With Coaching in the Workplace | 353 | ||
| Scheduling the Program | 354 | ||
| Identifying the Roles of Program Staff | 357 | ||
| Deciding to Use External Staff | 358 | ||
| Selecting External Staff Members | 360 | ||
| External Staff Fees, Contract, and Agreements | 361 | ||
| Selecting Effective Instructional Staff Members | 363 | ||
| Staff Responsibility in Helping the Advisory and Board Members | 366 | ||
| Chapter Highlights | 368 | ||
| Going Deeper | 369 | ||
| Chapter 12: Preparing and Managing Budgets | 371 | ||
| Gaining a Clear Picture of the Budgeting Process | 373 | ||
| Using Budgeting Models | 379 | ||
| Estimating Costs and Preparing Budgets | 382 | ||
| Managing Program Budgets | 389 | ||
| Using Cost Contingency Plans | 392 | ||
| Examining How Programs Are Financed | 394 | ||
| Increasing Income | 398 | ||
| Chapter Highlights | 404 | ||
| Going Deeper | 405 | ||
| Chapter 13: Marketing Programs | 407 | ||
| Where Do We Start? | 408 | ||
| Marketing Using Today’s Social Media | 408 | ||
| Creating Marketing Strategies | 413 | ||
| Understanding Who to Reach | 417 | ||
| Cultivating Relationships Online or Forming Organization Public Relationships | 418 | ||
| Selecting and Developing Social Media Tools | 420 | ||
| Resources for Using Social Media Tools to Advance Group Actions | 421 | ||
| Resources for Using and Updating Traditional Tools | 422 | ||
| Creating and Using Websites | 426 | ||
| Updating Older Web Materials | 430 | ||
| Chapter Highlights | 431 | ||
| Going Deeper | 432 | ||
| Chapter 14: It’s All in the Details | 435 | ||
| Choosing Program Dates and Locations | 436 | ||
| Investigating and Obtaining Suitable Facilities | 438 | ||
| Choosing Suitable Meeting Rooms | 443 | ||
| Arranging Meeting Rooms | 443 | ||
| Arranging for Instructional Audiovisual Equipment | 445 | ||
| Negotiating Contracts for Rental Facilities | 446 | ||
| The Negotiation Process | 448 | ||
| Facility Contracts Are Legally Binding | 449 | ||
| A Checklist for a Facility Contract | 449 | ||
| Managing Conferences | 450 | ||
| Handling Details Before the Conference | 456 | ||
| Handling Details During the Conference | 458 | ||
| Handling Details After the Conference | 461 | ||
| Chapter Highlights | 465 | ||
| Going Deeper | 466 | ||
| Chapter 15: Using the Interactive Model and Looking to the Future | 469 | ||
| Using the Fourth Edition of the Interactive Model of Program Planning | 472 | ||
| Checklists of Tasks Within Each Component of the Interactive Model | 474 | ||
| Looking to the Future of Program Planning | 478 | ||
| From Linear to Interactive Planning | 479 | ||
| The Future of K–12 and Higher Education | 481 | ||
| Google for Education (2019) | 481 | ||
| Horizon Report (2019) | 483 | ||
| Global Changes | 485 | ||
| Closing Reflections | 487 | ||
| Going Deeper | 487 | ||
| References | 489 | ||
| Index | 539 | ||
| EULA | 557 |