Planning adult

education and event

management
By R. Koncevičienė
November 30, 2017
Šakiai
Planning
Preparation for a teaching
event:
1. The organisation of the event
and logistics

2. Making the programme of the

event
 Important factors in
organising an event:
• Planning the event
• Participants
• Educational and promotional material
• Training accessories
 The main rule:
The more thoroughly we
prepare for the event, the
smoother it is going through.
Making the teaching
and learning
programme

Contents
Goals
 Questions when making the
programme
 Who am I goinng to work with in this seminar?
 What is the duration?
 What topic am I going to deliver?
 What can the participants gain from me?
 What are my expectations?
 What expectations do the participants and the
organisers have?
 How am I going to convey my ideas?
 The needs of participants
• Age
• Education
• Experience
• Competences
 Topic /Title
• Answers the question WHAT?
• Consists of no more than 10 words
• Avoids twaddling
• Contains the words that reflect the
problem
 The choice of the training
position
1. Gives knowledge,
conveys information
(cognitive approach) TEACHER

2. Forms skills
(psychomotor
approach) TRAINER

3. Affects feelings and

emotions (emotional
approach) FACILITATOR
 Goal
“If one does not know to which port
one is sailing, no wind is favorable.”

(Seneca)
 Bloom’s Taxonomy of Educational
Goals

EDUCATIONAL GOALS –
BEHAVIORAL CHANGES

EMOTIONAL GOALS- PSYCHOMOTOR

COGNITIVE GOALS-
KNOWLEDGE UNDERSTANDING, EMOTIONS, GOALS –
VALUES SKILLS
 Educational goals
Mean the result not the activity

Goals can be:

•PURPOSEFUL (e. g: andragogical competences of a
participant)

•LARGE-SCALE (e. g.: introduction of the differences

between pedagogy and andragogy; programme
design principles)

•MINOR (sometimes called objectives)

 Objectives
Realistic steps that show the result
They can be checked by asking:
•Will the participants be able to, e.g., design a
programme, describe differences, understand,
distinguish ...
Realise goals
Objectives reflect:
•Activity content
•Methods
•Results (skills, knowledge, attitudes)
 Content/1
 What topics are necessary to provide knowledge?
 What topics should be put into practice?
 What are the goals of practical tasks:
 consolidation of the theory?
 extention of understanding?
 training?
 The relationship between theory and practice
 The intergration of practical examples and exercises
 Content/2
 General topics and their sections (logical chain)
 The layout of the topics into modules
 Allotted space for parallel topics
 The topics which can be skipped
 Time for revision and generalization
 Methods
 Time consumption

 Day-long activity – 6 h.
 Topic blocks 90 min long each.
 Breaks– 20 – 30 min.
 Lunch break– 60-90 min.
 Time proportions
 INTRODUCTION (introducing, event theme, goal,
programme, work methods and rules) - 15%

 TEACHING (providing information, questions, answers,

discussions, group work, “icebreakers”) - 80%

 COMPLETION (summary, evaluation, farewell)

- 5%
Recording the event plan
TIME DURATION ACTIVITIES METHODS TOOLS

9.00 – 9.15 15 min. xxxx Discussion 1-5 slides

Pens
 Task. Programme design
principles
• Step 1. The participants are devided into 5 groups.

• Step 2. Every group is provided with the

description of one principle of the programme
design.

• Step 3. Group memebers discuss their principle

and prepare a short presentation to other
participants of the seminar.
(Duration – 15 min.)
 Programme design
principles
• ADAPTABILITY

• CLARITY

• TARGETING

• EXCITEMENT

• ‘HIDDEN CONTENT’
 Summary
(programme principles)
• Programme principles are considered to be the
essential ‘navigation’ system
• Activity principles could be compared to the
foundation for a building: the stronger the
foundation the stronger the building
• The principles alone are not enough, and you need:
o Tools
o Rules
o Schemes
o Technique
 Summary
1.What tasks should the Educational goals
participants be able to
solve after training?

2. What information is
required to achieve Content
goals?

3. What information,
experience and attitudes Methods
do the participants
possess?