Heather: Created our extensive
program design outline, developed purposes/objectives, unified our introduction,
completed program research, and
contributed to the reflection. I commented on the Behaviorist Learning blog and Narrative Learning blog.
Bridgit: Created a readiness to
learn assessment, identifying how to achieve purpose and objectives, develop self-directed
learning opportunities, feedback exercises, tables, contributed to the reflection and unified our reflections. I commented on one of Group 1's Self-Directed Learning blogs on 10/19 and Transformational Learning on 10/23.
Allison: Described a safe learning
environment, formed introductory activity, unified rationale, reflection-in-action
and reflection-on-action, contributed
to reflection, edited and combined all pieces and published to blog. I commented on Group 4's blog on Embodied Learning and replied to comments on our blog.
Will: Facilitated communication,
created Google Doc account, focuses on process over outcome, completed program research, program activities,
learning value, unified our program, and contributed to the reflection. I commented on the Narrative Learning Blog and the Transformational Learning Blog both on 10/23.
Experiential
Learning Theory Program Design
Heather
Allen, Bridgit Bucher, Will Kerch, Allison Wynbissinger
Ball
State University
EDAC
634 Fall 2016
Introduction
Supervision
and experience go hand in hand; without the proper amount of experience it is hard
for a person to supervise. In order to guide our learners in their path to
becoming strong supervisors, our main focus will be on the processes involved
in providing individuals with experience in supervision, for any industry. We
believe by providing new supervisors with an experience framework, they will be
more likely to succeed in their positions.
To
make supervisor training successful, we must begin by identifying what needs to
be gained from training. Because the emphasis of this program will be based
upon experiential learning, the educator should first be aware of what
experiences each learner will bring to the learning environment. The
facilitator should be prepared to “evaluate students’ readiness to participate
in experiential learning” (Dernova, 2015, p. 56). Techniques to assess
experience could include observations, pretesting, questionnaires, and
interviews. A checklist or questionnaire that highlights common supervisory
skills and background could be utilized. This would give the educator an idea
of which topics need the most emphasis.
We
will strive to connect the students’ current knowledge of supervision and the
supervisor’s role, to their past situations, thus preparing them for situations
that might arise in the future. As Lindeman (1927) said, “The resource of
highest value in adult education is the learner’s experience,” so these
experiences, in essence, become their “living textbook…” (p. 7). As
facilitators of supervisor training, we must acknowledge the value of our
trainees’ experiences and the ways that they can be used to shape them. With
that in mind, we will conduct an introductory exercise in which all trainees
will be asked to think back on their previous work experiences and write down
three characteristics of a strong supervisor(s) that they have worked for. By
having them not only consider their past experience, but reflect on it, they
will gain value from those experiences and move forward with traits that they
aspire to attain through this training.
Training
Goals
|
Objectives
|
Activities
|
Gain a basic understanding of the responsibilities
of a supervisor
|
Be able to identify key components
of the relationship between supervisor and subordinate
|
Learners will participate in group
processing exercises that will utilize the sharing of past experiences as a
means of learning
|
Understand the guidelines and
goals of progressive discipline
|
Be able to demonstrate the ability
to coach and counsel appropriately and provide accurate documentation to HR
|
In class, pairs will take turns in
mock coaching and counseling sessions, with specific guidelines
provided. Individually, participants
will prepare appropriate documentation (journaling)
|
Understand the purpose of
performance evaluations
|
Be able to identify appropriate
and inappropriate language in evaluation and goal-setting
|
Trainees will be given evaluations
to review in teams to identify appropriate language and discuss ways to
improve feedback where inappropriate language was used
|
Become prepared for recruiting,
interviewing, hiring, and training responsibilities
|
Participants will be able to
confidently speak about employment opportunities, interview legally, identify
appropriate candidates, and build a basic on-boarding plan
|
Students will produce a one to two
paragraph job posting for an open position in their organization, which will
be subject to peer review. They will then participate in mock interview and
mock panel interview exercises, followed by creating an on-boarding plan
(orientation, mentor plan, checklist, job aid, etc.).
|
In an effort to create a safe,
inclusive environment where learners are self-directed, we will invite students
to establish ground rules. Allowing them to take this lead will create ownership
of the classroom climate. In addition to their ground rules, we will reiterate
that during the training someone may share something personal, ask a question,
or say something that they wouldn’t want attached to their name outside the
room. With this in mind, we will ask participants to accept the mantra that the
learning leaves, but the names stay. Additionally, we will request that
everyone “share the air time.” If someone participates often and is really
comfortable talking, that’s great, but we want to create a space for other
people to also share their experiences. Lastly, we will ask that individuals be
constructive, kind, and not interrupt. Created rules will be posted around the
room for review and reminders, as needed.
Rationale: Ideas from Literature
In
our respective literature reviews we each found many interesting themes that
were pervasive through experiential learning. We have chosen three major themes
that are directly related to our program design and the literature to support
these themes.
Not All Experiences Result in
Learning
Through
all of the literature that we reviewed as a group one of the most common themes
that was found was the idea that not all experiences result in valuable
learning. One of the first formal researchers in the field of experiential
learning, John Dewey (1939) stated, “The belief that all genuine education
comes through experience does not mean that all experiences are genuinely or
equally educative; Experience and education cannot be directly equated to each
other” (p. 13). For our program design, our goal is to create meaningful
experiences that will have a direct result on the participants’ learning.
Activity-Based Learning Creates a
More Valuable Learning Experience:
Using
activities as a means of learning is a staple of experiential learning; “The
notion of
problem-based learning is built on the premise of these practices, suggesting
that learning is intimately bound in the process of problem solving and
inquiry” (Yeo, 2008, p. 318). We want our participants to be active in the
learning process and keep their minds open to solving problems that come up. We
have prepared activities for our participants and as a result, this will help
them form their own experiences to share as a group.
Reflection is a Necessary Component
to Effective Learning:
Reflection
is seen as one of the most necessary steps to the learning process. In some
cases, learning is believed to be impossible without reflection. According to
Seaman and Rheingold, (2013) “You cannot learn from experience unless you
reflect,” (p. 156). In our program groups we plan to use reflection as a means
for participants to share past experiences that may be of value to them in both
the learning experience and later in their supervisory roles. These narratives
will help learners reflect on their own learning and spark changes in their own
supervision styles.
Rationale: Practical Programs
Providing
learners with valuable, transferable experience is the main objective of our
program design. We have found several
examples, supported by research that we will use. We have built our program
design as a reflection of these examples.
“The
worldwide academic workforce is ageing. At the same time, health and human services
workforces are expanding,” (Davis, Brownie, Doran, Hutchinson,
Mozolic‐Staunton, & Provost, 2012, p. 102). According to Davis et al.
(2012), on the university level, there has been a great amount of restructuring
that has led to a decline in the number of suitable postgraduate research
student supervisors with adequate experience in the field of supervision (p.
102). In order to provide postgraduate research student supervisors with the
necessary work experience to be successful in their positions, Davis et al.
proposed the idea of using Action Learning as the answer necessary to train the
inexperienced postgraduate research student supervisors (p. 103). Action
Learning uses problem-solving characteristics in a group setting to reflect on
already experienced situations to better react to the same stimuli in the
future (Davis et al., 2012, p. 103). These groups are similar to the learning
circles that Paulo Freire used in the research for his book Education for Critical Consciousness (1974).
Freire used groups of illiterate individuals working together to better enable
themselves to learn how to read and write. The main points the groups discussed
in the research provided by Davis et al. help students to define their own
style of supervision and use that definition in practice (p. 104). In order to
create this definition they used the first meeting to do some of the following:
● Brainstorm group expectations and
discussion of trust, safety, support, and respect; allowing people to complete
what they are saying, not speaking over another speaker, and being
constructively and critically reflective
● Identification of individual goals
● Identification of group goals
● Confirmation of meeting times, day,
length of meeting
● Brainstorm learning needs, tensions,
challenges or dilemmas in relation to postgraduate research supervision
● Prioritization of learning needs
● Critical conversation on learning
needs
● Identification of relevant resources
All
future meetings were dedicated to discussions related to how successful their
supervision was in between the time of the meetings (Davis et al., 2012, p.
104). In order to learn from experience the subjects would share their own
experiences with the group in the hopes that others would be able to learn from
this (Davis et al., 2012, 106). By the end of the research Davis et al.
reported, “The action learning model of professional development filled the
vacuum created by the circumstances previously described [the aging of the
academic workforce]. The process supported and encouraged self-reflection and
critical conversation, two elements of adult learning.” (p. 107).
In
our program design we plan to utilize the idea of learning circles to better
help the learners that are going through our training supervise. Through the
use of learning circles we will diversify groups to have a wide range of
experiences across a variety of employment fields. By pairing high and low
experience supervisors together, our hope is for the learners to share their
experiences with one another and be able to learn from each other as a result
of this sharing. In order to make sure our groups are well-rounded,
participants will complete a self-survey before they participate in our
program.
Each
session will be started with an introduction to the topic and by asking the
students what they would like to get out of the session. The facilitator’s role
in our learning program will be to introduce new concepts, lead discussions,
and form groups for specific activities. Video content will also be utilized,
where appropriate, to break up the activities and discussion. Knowledge checks
will be provided at the end of each section to ensure that learners are meeting
the objectives. These will be discussed as a group so that those who may be
uncomfortable with something that might be viewed as a “test” will not be
intimidated.
Program
As
stated previously, part of our program design will be to split participants
into learning groups designed around previous experience in a supervisory role.
In order to complete this task, we have chosen to give surveys to participants
to better help us place them in groups with assorted backgrounds. Most of the
questions will call for a word limit. By setting a limit, this should reviewing
the feedback as simple as comparing basic key word between surveys tin an
effort to group the best people together.
Question
|
Rationale
Behind Question
|
How many years of experience do
you have in a supervisory role?
|
This question is geared toward
seeing which of our participants have the most experience, and which of our
participants have the least. Our hope is to mix groups with high and low
experienced members.
|
What is the highest level of
education you have completed?
|
This question is designed to
identify the level of education of our participants compared to the amount of
experience they might have in their field.
|
What are your goals for this
program?
|
Answers to this question will help
us determine like-minded individuals and group them accordingly. This will
hopefully make it easier for these members to learn from one another.
|
What is your area of expertise?
|
This question will allow us to
make groupings of participants who have experience in similar fields. This
will give participants valuable insight into their own fields rather than
being paired with someone who can’t relate to their work. However, in some
cases there may be value in matching individuals in unrelated industries.
|
What kind of learner are you: teacher-centered
or learner-centered?
|
By answering this we will know how
our participants like to learn. This will better help us in preparing
material for the groups and it will make it easier for the learners to be
engaged in their groups.
|
How willing are you to change your
supervision style?
|
By answering this question we will
know which of our participants are willing to learn from other group members.
|
Our goal with this survey is to make
sure groups are formed that will work well together. By pairing individuals who
have the same goals, learning styles, and willingness to learn- while also
ensuring that each group has a large amount of variance in the amount of
experience- we hope that participants will be able to thrive while working
together. Participants who don’t want to work to change their leadership skills
will not be forced to do so, but they will still be put into groups to learn
about how others supervise. The hope is this will spark interest in changing or
revising their personal supervisory style. As a part of the group experience,
we believe that group members need to be able to direct their own learning and
growth. This idea is similar to that of Dernova (2015), who stated “Adult
learners need to be autonomous and self-directed” (p. 52). By allowing
autonomy, we want our participants to create their own learning and teaching
through the use of shared experiences.
Important
lessons should include discussions about being a proactive vs. reactive leader,
who should not lead from the rear-view mirror. “Managing from the windshield
will help managers see the road ahead and be able to move forward, prepared for
what lies ahead,” (Chester, 2012, p. 101-24). Participants in the group should
identify the specific challenges they could face, or currently face, in their
industry, and discuss in their groups what they can influence and what they
cannot. This will allow supervisors to return to their work with the ability to
let go of things they cannot control while focusing on things they can
influence.
While
negative experiences are not pleasant, they can provide abundant learning
opportunities and foster discussion. In their groups, learners should consider
a situation that a past supervisor resolved poorly, without revealing to other
group members how it was resolved. Each small group should choose at least one
situation, more if time permits, and challenge group members to create
solutions. After a discussion, the group member who supplied the situation
should reveal how their former supervisor resolved it. Group members will then
discuss where the former supervisor went wrong. This exercise provides learners
without any prior supervisory experience an opportunity to contribute to the
discussion topic. Even those without direct supervisory experience have likely
witnessed a poorly managed situation. The
varied experience levels of the group will contribute to the discussion by
ensuring that different perspectives will be represented. While seasoned
supervisors will bring experience and expertise to the discussion, newer
supervisors might be able to better articulate how a solution could be
perceived by a subordinate. After the situations are discussed at the group
level, the facilitator should begin to wrap up the discussion of each case by
pointing out key themes that relate to material that has been covered, being
sure to encourage learners to participate by noting their own observations
about how the discussion relates to the themes presented in the training
material.
The
facilitator will take advantage of the “opportunity to guide students from
merely participating in activities to making meaning of their experiences” (Guthrie
and Jones, 2012, p. 59), by helping learners draw meaningful conclusion from
the training material. One of the most effective ways to do this is to foster
an environment that encourages reflection. Journals are an excellent way to
facilitate individual reflection, but they can also be used by the educator to
help ensure students are meeting learning goals and gaining meaningful
knowledge from their experiences in the training. For that reason, brief
journals will be incorporated as part of the supervisor training program, to
allow the opportunity for individual reflection. Students should briefly
restate the learning topic into their own words and address how this material
can be utilized by the learner in their supervisor role. Time should be set aside
during the program to permit people to work on journals, in the event they will
not have time after class, and to be sure the facilitator has an adequate
opportunity to review them. Journals would be turned into the facilitator so
they can be reviewed. This gives the facilitator a chance to see if the learner
understands concepts being presented and if they are making meaningful
connections that can be utilized in their supervisory role. Journals would be
returned to the learner after review, with feedback from the facilitator. Then,
for the training session, the student can include reflection of the feedback
received.
As
stated in our introduction, we will discuss how to create an inclusive
environment in their workplace through an open discussion about the importance
of being inclusive in hiring and eliminating bias. We will begin by asking
participants to identify specific issues faced in the various organizations they
work in. “Ignorance morphs into myths, which can provide ready-made excuses for
employers who would rather look past a person with a disability when filling
open positions. Employees with disabilities often find that the chief obstacle
in the workplace isn’t their disability - it’s from bias from coworkers,”
(Chester, 2012, p. 101-27).
Specific
statistics to highlight (Chester, 2012, p. 101-28):
● 18% of working-age population
(21-64) have a disability
● 14% of the working-age population
(21-64) have a learning disability
For
a related activity, groups can be formed to compile their own lists of ways to
accommodate individuals with disabilities. Follow up would be to create a
self-audit to ensure their workplace offers strategies of inclusion and
accommodation in the following areas:
● Orientation
● Training materials
● Awareness of legislation
● Disability resources
● Accessibility
● Budget needs
The
training facilitator should be prepared to lead a discussion on guiding staff through
the expected standards of performance. A supervisor’s role, according to
Chester’s (2012) Management Development Program, includes:
● Knowing one’s role within the
organization
● Displaying a positive attitude,
influencing outcomes in a positive manner
● Taking responsibility
● Understanding the behaviors of
customers (if applicable) and co-workers
● Understanding the competition (if
applicable)
● Knowing what you’re selling (if
applicable) (p. 103-16)
Supervisors
need to not only know their role in the big picture of the organization, but
they also need to know how to communicate with their staff as to their roles in
the big picture. When staff members know
what is expected, this is likely to improve their performance, which will lead
to more positive performance evaluations. In terms of evaluations, students
will be asked to review sample evaluations and identify inappropriate language.
They will be asked to reframe these into more useful evaluations, which will create
learning opportunities for their supervisees.
To
address our goal of discussion on recruiting, interviewing, hiring, and
on-boarding responsibilities, learners will be asked what they are looking for
in a potential candidate (technical and performance) as well as identify what
makes them uncomfortable about the interviewing process. Behavioral
interviewing is the idea that past behavior indicates future performance and
that most people behave consistently with their past experiences, thus hiring
decisions should always be based on behavior. Ask trainees, “How do you
mitigate the dangers of hiring the wrong person when you are desperate to
replace staff?” Have students get into pairs and come up with skills to seek as
well as behavior questions to ask which are appropriate for their industry. This
could include questions around customer service, interpersonal skills, planning
and organizing, professionalism, safety, quality, quantity, attendance and
dependability, respect and conflict, and initiative (Chester, 2012, p. 105-28 -
31).
It
will be imperative that the trainees understand that supervisors must have a
complete comprehension of the job description and the skills they will be
seeking. They must screen applicants and resumes thoroughly, and then be sure
to control the interview by utilizing the correct questioning techniques.
Encourage them to take advantage of behavioral interviewing techniques and
open-ended questions whenever possible, and give the applicant the opportunity
to ask questions. Also be sure trainees know to provide a timeline to the
applicant as to when you will make a decision and that the interviewer should
only be speaking about 20-25% of the time (Chester, 2012, p. 105-16). Remind
them that questions should be specific to the requirements of the job and that
they ought not to be afraid to ask appropriate follow-up questions if the
applicant gives them cause to seek additional clarification. Supervisors should get in the habit of taking notes immediately
following the interview, so allow students the opportunity to practice this
after the mock interview exercises. Finally, when on-boarding is discussed,
trainees should be tasked with considering the overall goals of an orientation
process that would make sense for their organization.
We
will introduce to the supervisors-in-training the concepts of reflection-in-action
as well as reflection-on-action. Since we will be utilizing reflective
journals, we will explain that this is a great tool for reflection-on-action.
Not only will the individuals in training be able to reflect on the actions
they are taking during training,
along with the discussions they are having and the concepts they are learning,
they can also use this tool to get into the routine of using
reflection-on-action once they have completed training and are supervising
employees. We will ask individuals to share with the group why they think it is
important to consciously go back and evaluate how they are doing as a
supervisor, consider what they could have been done differently in a particular
instance, and reflect on what they can differently in the future. Opportunities
for reflection-in-action will be more difficult to accomplish while in
training, but we will educate the supervisors on this concept and make sure
they understand that the experience of reflection-in-action is brought about by
surprise, and means changing to respond to the needs around them.
Reflection
As
a group, we don’t feel like learning through experience is something that is
talked about very much- on a large scale. While most employers want to know how
much experience a person has and that may factor into getting a job, once an
individual is in their position, experience does not get talked about much
further. By bringing experience to the front of our attention, and the
attention of our hypothetical participants, we uniquely explored the
possibilities of supervisory training being accomplished by learning through
experience.
As
far as process: the program design project was divided appropriately amongst
our four group members. Each individual was able to contribute to each section,
so that we could all appreciate the big picture of the assignment. One group
member took the initiative to create a Google Docs account for the group so
that our documents could be prepared and updated for each member to see in real
time. One challenge involved drawing specific items from the Literature Reviews
to incorporate into the Program Design. However, by dividing the items among
four group members, the task became less overwhelming.
Communication
via email worked well for us. Frequent communication helped keep everyone
informed of the progress. We were fortunate to be in group that worked well
together. Based on what we have learned about working with our group members, here
are some tips for future group work:
●
Communication
is key to completing work in a timely manner. Specifically, it is important to
communicate with your group members if you are unsure of something because
another group member may have expertise in that area.
●
Work
should be shared with group members as quickly as possible. This is especially
important if another group member is depending on your work to continue their
part of the assignment.
●
Be
honest: If you’re going to be late, if the assignment is confusing, if you are
struggling in the class, or whatever it may be, your co-learners will likely
want to support you and be able to assist, but you have to let them.
●
Test
assumptions and inferences: Because much of the communication is happening in
an online community and likely using technology, which does not convey emotion
or body language, ask for more information when “feeling out” your
assumptions/inferences.
●
Take
responsibility: Whether it is your first class, or your last, or one
in-between, this is a graduate level course. We are all expected to work hard,
invest time, and produce quality work. Take responsibility for your success,
and that of your team.
●
Be
constructive: Honest feedback should be provided by you and it should be
welcomed by you. Giving and receiving honest
feedback is not personal. It’s about making each of us better learners and
better adult educators. Embrace it!
Group
projects not merely assignments; they are much more. They are valuable learning
experiences that help us learn new skills, as well as build upon our
collaboration skills. This particular project has practical applications that
we will be able to use as we continue with our careers. It has been a terrific
learning experience for each of us and we are all eager to continue to work
together for the rest of the semester.
Main
Feature/Themes and Their Application
Main
Features/Themes
|
Application
|
Experience plays a role in
learning
|
It is easier to learn if you have
a relatable knowledge base or can relate the new lesson to something you
already know.
Past experiences also help students
to be able to work in groups and learn from one another, as they believe they
bring something valuable to the table.
Previous experience lends itself
to activities, as learners will be able to easily participate in role plays,
even if they have limited structure.
Experience allows the trainee to
apply the learning.
|
Activity-based learning increases
engagement and success
|
When activities focus on
real-world examples, it stands to reason that trainees will be eager to
learn, pay more attention, and retain more.
There is much evidence to support
the benefits of team building and ice-breaker activities.
Activities can add to the content
by going beyond a lecture to illustrate a point in a deeper way.
|
Creating opportunities for
real-world applications make students more invested and motivated to learn
|
Learners are less-likely to think
they are wasting their time if they can see the reason behind it, therefore,
they will likely be more invested in the training.
You can motivate learners from the
very beginning if they can see the value before they even get there and know
that they will be able to immediately apply what they’ve learned.
|
Use multiple approaches, including
lecture, to increase retention
|
Multiple approaches allow you to
address learner’s needs as to their personal, preferred methods. Some
activities work better than others to illustrate points, so different
approaches should be tried to find the one that works best.
Not all students will respond to
the same approaches.
|
A supportive learning environment
helps learners reflect
|
Facilitators should strive to
create a warm, supportive environment so that learners feel safe to share and
reflect upon their experiences.
|
Active participation is needed for
learning
|
Without active participation the
learner is not able to experience a stimulus in order to learn.
|
The human experience is a source
of learning
|
Educators must plan and provide
experiences that will help their students grasp learning concepts.
|
We must reflect on our experiences
in order to learn from them
|
Students must be given
opportunities to think back on their experiences, both as individuals and
with co-learners, to interpret their meaning. To live an experience is not
enough. There has to be a period of
reflection to discover implications.
|
Previous experiences affect how learners
approach new experiences
|
Students need the space to
evaluate similarities and differences between their new and previous
experiences and formulate plans for approaching new situations.
|
Experiential learning can be
facilitated, but not forced
|
Educators need to arrange
activities that foster learning through experience, however they cannot force
students to be genuinely engaged, this is the personal responsibility of each
learner.
|
Summary of
Program Design
Purpose
|
This program is designed to
provide new supervisor training, utilizing experiential learning approaches.
|
Objectives
|
Experiential learning helps
learners use their experiences (personal and shared) to grow and develop into
better supervisors. Training will utilize a variety of methods to help
learners build upon their supervisory skills.
|
Rationale – Ideas from Literature
|
Learners should be self-directed
so that they will be in charge of their own experiences and outcomes. The
educator should seek to facilitate reflection during the training, which will
help learners make meaning of the experience. Training will be utilized to
help supervisors eliminate bias from their roles (whether it involves hiring
or supervising employees).
|
Rationale – Features from
Practical Cases
|
Supervisors will be trained using
Action Learning methods of problem-solving so that they will be better
prepared to deal with similar situations when they are in a supervisory role.
Learning circles will be utilized to ensure that people with varying levels
of supervisory experience will be able to learn and grow from each other’s
experiences.
|
Highlights and the Major
Components of the Program
|
The supervisor training program
will begin by surveying participants in order to place them into groups of
varying levels of supervisory experience. This will help to ensure that the
group will have a variety of experiences to draw from during classroom
exercises and reflection. This program will incorporate Action Learning,
which will provide learners with real-world scenarios to draw upon when they
face challenges in their supervisory roles. Learners will participate in
group discussions about these scenarios. Learners will also have writing
assignments in the form of journals that are submitted to the facilitator to
provide feedback. These activities will give ample opportunities for learners
to be in control of their own training and development. This should better prepare
them to continue reflecting on their experiences and developing their skills
after they complete the training program.
|
References
Chester, Todd, and others. (November
2012). Management 101: Traditional vs.
Goodwill Retail
(Management
Development Program Train the Trainer Instructor Guide), Version 1.2. Goodwill
Industries International, Inc.
Davis, K., Brownie, S., Doran, F.,
Evans, S., Hutchinson, M., Mozolic‐Staunton, B., Provost, S.,
van Aken, R. (2012). Action
learning enhances professional development of research supervisors: An Australian
health science exemplar. Nursing & Health Sciences, 14(1), 102-108.
doi:10.1111/j.1442-2018.2011.00660.x
Dernova, M. (2015). Experiential
learning theory as one of the foundations of adult learning
practice worldwide. Comparative
Professional Pedagogy, 5(2), 52-57.
doi:10.1515/rpp-2015-0040
Dewey, J. (1938). Experience and education. New York:
Macmillan Company.
Freire, P. (1974). Education for critical consciousness. London:
Bloomsbury Academic.
Guthrie, K. L. and Jones, T. B.
(2012). Teaching and learning: using experiential learning and
reflection for leadership education. New Directions for Student Services, 2012(140), 53-63.
Lindeman, E.C. (1926). The Meaning of Adult Education. New
York: New Republic.
Seaman, J., & Rheingold, A.
(2013). Circle talks as situated
experiential learning: Context,
identity and knowledgeability in
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Below you can view our Final Demonstration PowerPoint which outlines, in detail, how we created our program from start to finish! As you review our PowerPoint, please keep your eye out for the Blogger symbol. When you see it, it means we have a link in our blog to a supporting document.