DEFINING LEARNING ENVIRONMENT 1

Defining Learning Environment

[Student Name]

[School]

[Course/Number]

May 30, 2017

[Instructor Name]
DEFINING LEARNING ENVIRONMENT 2

Outline the most significant elements or steps of the task upon which the training will focus
(See Assignment 1). Using the selected adult learning theory from Assignment 1, analyze the
how the theory would support the learners mastery of the task. Justify your response

In assignment 1, there were two significant elements in the adult learning / teaching

process which are considered to be effective in order to meet the organizations mission and

vision of promoting knowledge and skills of the state staff on leadership and management. The

first step taken was Research on management and leadership, which is characterized by

gathering of leadership and management theories. The participants are made familiarized on the

different aspects of leadership which they can adapt in the actual teaching/learning episodes in

adult education. Theories from scholars can expand the lecturers sources of materials and from

the same ideas that they can understand more effective teaching approaches. After the research

and improvements in theoretical foundation of the teachers, the next step as presented in

Assignment 1 was Lectures and Operational Training Experiences, of which teaching skills

will be enhanced. The teachers have undergone training activities of which they used as basis the

theories they have learned in the first step. Simulation and analysis are undertaken as a form of

their preparation in the actual operation of adult education program. The training episodes

include the enhancement of the lecturers skills on how to speak with the students, how to handle

the discussion, how to interpolate when necessary o how to imply the message that the students

wanted to impart. With the implementation of these two significant steps, a more effective,

efficient, and practical learning in adult education can be expected. By adopting the theory of

John Dewey as presented in the assignment, the interconnection between the abstract and the real

worlds are being established. The ideas, being the abstraction of the practice, learned by the staff

and afterwards such ideas become concrete in form and substance as they have on-hand

application of the theory.

DEFINING LEARNING ENVIRONMENT 3

Propose one or more instructional settings for the training being planned based on the nature
of the task(s) and the selected theoretical model (e.g., instructor-led in a classroom or self-
directed online.) Provide a rationale for the setting(s) selected
This presentation is theoretically based on John Deweys concept of theory and practice

providing the framework in understanding the moral and political perspectives of leadership and

management in education. Instructor- led training program is more effective for knowledge and

skills enhancement of the state staff. In such approach, there could be sharing of ideas which a

participant may get from another and vice versa. The instructor may give the theory but the

interpretation and application may vary from one participant to another. Hence with simulated

techniques which is highly possible during instructor-led in classroom setting. Action and

teaching by examples best suited training episodes.

Propose instructional activities to deliver training on the task(s) that are consistent
with the selected theoretical model, the intended audiences characteristics, and the selected
training setting. Instructional activities would include the instruction strategies and methods
used to teach the tasks, instructional resources (media, materials, technology) needed to teach
the task, and student activities needed to learn competent performance of task.

In conducting the lecture-training program for the state staff, the following procedures

will be taken:
Building theoretical foundation
Encourage participatory form of learning where the lecturers will ask to make research on

learning theories similar with that of John Dewey, respond on the said theory and based on

personal idea how they would turn the abstractive form into a concrete practice.
Case study /analysis where the participants would have critical view on experiences of

other organizations. Here, participants may utilize media sources, textbook references.
Knowledge-sharing on personal experiences connecting the ideas and practice in

teaching. This is in form of discussion where the instructor provides the theories and the students

will share own views. At the end, the instructor would summarize and validate the shared ideas,

and enhance if the situation so requires.

DEFINING LEARNING ENVIRONMENT 4

Lecturer would provide certain visual aids, diagrams, theoretical frameworks and data

from previous researches and theories from scholars. The lecturer would use a video on teaching/

learning approaches. Video instruction through you tube can help expand the learners ideas. At

the end, the participants would share the common view about the dynamics of their learning

(Bogoch, 2002).
Training-skills development
After strengthening the theoretical foundation of the students, the instructor would

conduct or implement the following skill development programs:

Role playing this will be undertaken by means of asking the students to perform

specific tasks. They may have roles to depict the designated character in the topic. Using scripts

can also help the students to easier appreciate the message of the lesson. Stories can be used as a

guideline in role playing activities.

Simulation technique in this approach the teacher would teach by example where he

makes simulation of the teaching-learning episodes. By first hand experiences, the students are

able to acquire styles and approaches they may find suited for their personal character or

teaching capabilities.
Practice teaching for the purpose of validating the knowledge acquired by the students

from the training program, they will be asked to have lecture activities bearing similar topics.

They will be asked to design their own lecture plans and execute it where their co-students would

act as their learners inside the classroom.

Indicate all needed technology components that you plan to integrate into the training.
Determine how the selected adult learning theory could influence your technology selection.
Recommend strategies that you would use in order to accommodate the learners who may not
be familiar with technology.

Various technology sources can be maximized in order to aid the teaching-learning

episodes. These will be as follows: a) Internet where the students may be able to acquire more

ideas about leadership and management. Various websites can offer a variety of information that
DEFINING LEARNING ENVIRONMENT 5

may expand the learners ideas about the subject. b) You tube there are online lectures which

the lecturer can use inside the classroom to further strengthen the knowledge of the participants.

They can use such videos as basis in particular lessons and then ask the students to make a

review and analysis of what has been viewed. c) Power point presentation This can also help

for the teaching strategy. With the use of power point, the learners may easily understand the

topic using graphical presentation, diagrams, and flow charts as per design of the lecturer (Chen

& Light, 2010).

In order to accommodate the student-participants who are not familiar with the use of

technology, the lecturers may conduct a centralized classroom teaching approach of which the

technology-assisted programs are duly provided (Eseryel, 2012).

Propose a timeline for development and implementation of the training, providing a rationale
for your views. Determine how the selected theoretical model and the intended audience
characteristics could influence the time needed to develop and teach the identified tasks.

A three month timeline for the implementation of the training program is needed in order

for the students to fully grasp the different aspects of leadership and management. There should

be about sixty hours needed for the enrichment of students theoretical knowledge on the

different aspects of leadership and management, as to its type, qualities, mechanisms, where

classroom discussion, lectures, researches will be undertaken. Another sixty hours are needed for

the training programs on management and leadership in which the objective is to develop the

students managerial and leadership skills. A lot of training will be conducted although they are

theoretically based. Each student would have ample time to prepare for their designated tasks or

roles they have to play. The period of assessment and evaluation on the training outcome also

require certain period of time where the students would recognize their weak points as evaluated.
DEFINING LEARNING ENVIRONMENT 6

Hence a period or improvements will be required. This proposal has the assumption that the

teaching-learning episodes will be taken with a required 15 hours per week of attendance.

Propose three (3) strategies for evaluating the effectiveness of the training during and after
development. Determine how the selected theoretical model and the intended audience
characteristics could influence your evaluation strategies.
The following evaluation strategies will be employed in order to determine the degree of

students absorption during the training programs:

1. Formal evaluation With this approach, there will be a structured instrument to assess the

students degree of learning such as questionnaire or test method. They can be evaluated based

on the manner of answering the questions. Objective and narrative forms of answering will be

taken so as to know if they fully understand the studys context. It will be graded accordingly.
2. Informal Evaluation technique corrective feedbacks about the students responses will be

observed. It will not be graded but the instructor would give constructive criticisms on the

students level of presentation. By using this strategy, the students, as well as the instructors, may

be able to identify the strengths and weaknesses of their learning behaviors.

3. Summative evaluation. In this strategy, the instructor would gather the opinions pertaining to

the different aspects of the subject and the outcome will be compared. The instructor would

check on the level of achievement, (or failure) base on the established objective of the program.

References

Bogoch, I. (2002), Educational Leadership and Social Justice : Practice into Theory, Institute of
Educational Sciences.

Chen, H. L., & Light, T. P. (2010). Electronic Portfolios and Student Success: Effectiveness,
Efficiency, and Learning. Washington DC: Association of American Colleges and
Universities

Eseryel, D. (2012) Approaches to Evaluation of Training : Theory and Practice, Huntington,

Syracuse University.