Group 2 Project Demonstration

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Neary Commented on Group 4 & Group 5 Project Demonstrations.
Click on link below to view powerpoint
http://www.slideshare.net/lablack2/group-2-project-demonstration

Group 2: Katelyn Neary & Laura Black

Project Demonstration Abstract

The purpose of this project was to design, evaluate, and present a syllabus for adult learners; therefore, to configure a productive method to educate adult learners while incorporating context and learning environments. The theory behind ‘real life’ environments use in a learning setting interested each author and required further exploration. After a literature review was conducted individually by each author it was determined that using a ‘real life’ environment could provide an efficient and effective approach to teaching adults. The overall purpose of the project was to provide educators reliable recommendations for ways to improve adult learning with use of a ‘real life’ environment. In order to identify the most effective and efficient way to educate adult learners the authors performed a review of the literature and program investigations with relation to ‘real life’ environment. 

Extensive research was conducted to gain a better understanding of how to help adults become more effective learners, exploration into how the physical, cultural, power, knowledge, and ‘real-life’ environments can help nurture adult learning. After individual literature reviews, the group decided to focus on real-life environments in the classroom and the implications for practical use. 

Investigated of three specific programs that used ‘real life’ environments for learners was conducted. The first program, “PricewaterhouseCoopers Experiential Case Study,” emphasizes using practical experience from industry professionals in the classroom to enhance the context of the course. The second program, ‘Simulation-based learning: Just like the real thing’ provides learners in an environment with scenarios involving ‘patients’ that are used to help individuals learn in the medical field. The third program investigated, ‘Learning from others: Learning in a social context’ concentrates on teacher’s importance and how their use of social interactions within an environment can have a large impact on what individuals learn from one another. Through the investigations, conclusions illustrated creating ‘real-life’ environments is beneficial, challenging, and requires active participation from all learners.

The rationale of the syllabus is based exclusively on the literature reviewed and programs investigated. The syllabus incorporated ideas and concepts from all programs investigated and review of the literature. Using these concepts will allow the facilitators to provide a ‘real life’ learning experience for students to engage in a more effective and efficient learning environment. The program tried to create a learning environment conducive to as many individuals and learning styles as possible while using a ‘real life’ environment approach. Attention to all five learning contexts and environments was given, including: physical, cultural, knowledge, power, and ‘real life’ environment; furthermore, extra emphasis was given to ‘real life’ environments. Many great ideas were provided from using this approach and highlighted key features in using a ‘real life’ environment. The main conclusions originated from the literature review and program investigation and served as the basis for the syllabus design. Three main features were implemented into the syllabus from these conclusions:

1. Instructors highlight benefits and possible barriers of using case study in classroom setting.

2. Strategies learned can be applied to design additional learning experiences.

3. Students should act more as researchers compare to traditional students.

Using these features a syllabus was created for a seminar titled, “Learning & teaching effectively: From the classroom to the boardroom”. To implement these features into the design of the syllabus, modifications were needed to maximize their effectiveness within the syllabus. The first feature was advocated in the syllabus by the use of reading material and learning tools, with encouragement from facilitators to treat the case as ‘real work’ rather than another assignment and promoting the numerous industries that would appreciate the ‘real world’ experience; therefore, while also discussing the difference between ‘real world’ and classroom problems. The syllabus included activities to reiterate the second feature by highlighting the professional skills acquired from the use of a ‘real life’ or case study experience. The third feature was included in the syllabus by encouraging social interactions in several different settings such as giving students more responsibility in the classroom; furthermore, for example allowing them to check email in class and encourage communication to be that of a business professional. 

Each one of these features help mold the seminar syllabus. Without the extensive process these conclusions would have been unforeseen and unidentified.

Group Contributions for  Project Demonstration:
Katelyn Neary: Introduction, rationale of syllabus, editing, revising, creating powerpoint
Laura Black: Findings, evaluation of syllabus, editing, revising, creating powerpoint