Andragogy by Natalie Morris

EDAC 634
Ball State University
Fall Semester 2023

Assignment 2: Older Youth First Housing 

Goal: Teach older youth in the foster care system navigate the housing / renting system.

Objectives:

1. Learn the different paperwork needed for renting or buying homes.
2. Learn to care for houses and apartments
3. Create a check list for moving in and renting/purchasing home.

 

Rationales:

The teaching steps will use andragogy and the main ideas it purposes (Merriam & Baumgartner, 2020):

1. Self-concept of learner: Adult learners will state what they need to learn to gain housing and what barriers they feel like they have to complete the goal. How much motivation does the learner have,
2. Experience of the learner: Adult learners will identify what previous knowledge they already have of the housing and renting process.
3. Engaging in the learning process: Understanding learning styles and how that effects the learners process of completing new goals. 
4. Evaluate Learner: Can the learner reflect on what they have completed and learned in the process?

Design:

This design is used to create a process to learn how to navigate first housing opportunities and steps.

Activity Component	Idea	Connection
The learner will create a list of what they think the renting/housing process is and why they need housing.	Self-concept of learner	The learner will use the list with the trainer to determine what is correct in the process. The list will also show the motivation for the learning.
The learner will complete and independent living test to establish a baseline and needed knowledge for the learner	Learner’s need to know	The learner will be asked questions regarding the housing process and needs to determine what they need to know and what they already know.
The independent living test will process learning plans for each skill that is needed and not mastered,	Orientation to learning	The trainer and learner will complete tasks that are specifically tailored to there learning needs to walk through the housing/renting process.
Any previous testing or certificates for renting or housing will be addressed	Prior experience of the learner	The learner will take any previous certificates and knowledge to build and strengthen their goals.

 

Implementation:

 

1. With a trainer the learner will complete a list of what they think the process of renting/gaining housing is and why they want to gain housing. The list will be reviewed and used to determine knowledge and motivation.
2. The learner will complete a independent living test containing questions about renting and gaining housing. 
3. The learner and trainer will review learning plans regarding correct answers that were given to the independent living test. A personalize lesson plan will be processed and give guidance to the needed steps the learner needs. This will help bridge gaps that their are in the learners knowledge of the topic. 
4. The learner will then look at a apartment or house and determine if they are confident in the process to obtain the housing. The leaner will make sure that any previous knowledge or certificates are also acknowledged in the process.

References

Merriam, S.B., & Baumgartner, L. (2020).  Learning in adulthood: a comprehensive guide (4th ed.). Jossey-Bass Publishers.

 

Andragogy by Courtney Earley

 Project Name: Alternative Teaching Certification in Florida

Goal: Individuals will be able to obtain their temporary teaching license through alternative certification.

Objectives: After following these steps, individuals will be able to apply for their temporary certification through the Florida Department of Education.

1. Pass the subject area exam
2. Apply for Statement of Eligibility
3. Secure a job
4. Obtain temporary teaching license

 

Rationales: Adults have the ability to independently determine their needs for learning and take responsibility.  They are motivated to achieve their goal because it adds value to their life. They understand why they want to learn and the importance of working toward it.

Design: This will be created to share information with individuals who are looking to become alternatively certified to teach in the state of Florida. These individuals have already graduated with their bachelor’s degree in any field.

Module 1: The Subject Area Exam 

• The first step to certification is passing the subject area exam. This will be dependent on what subject or grade you would like to teach. For this example, I will use the example of becoming an elementary school teacher.
• Now that you have determined what test you need to take, it is time to prepare for the exam. These exams are given as computer-based tests, and it is important to understand not just the content, but also the format of the exam.
• There are multiple companies that have prep books available for the subject area exam. You can also use resources from the Florida Department of Education that detail the question types and categories. For elementary education, you will need to take exams that cover up to sixth grade in language arts and reading, social science, science, and mathematics. Once you have learned the basics of the subject areas, you are almost ready to take the test.
• It is important to understand the format of the exam. The exams are computer-based tests with approximately 175 multiple choice questions in total. All four areas of the exam will be completed in four and a half hours. The Florida Department of Education provides example questions to understand what the test looks like.
• Once you are ready to take the test, you will schedule the test at a testing center. Testing centers are located throughout the state, and nationwide. Testing cites have different hours, so it is important to look at the testing enter you plan to use.
• On the day of your test, you will take the exam on a computer with proctors available. Proctors are not able to assist with the questions themselves, but can assist with any technical difficulties.
• After you have finished the exam, you will find out if you passed the test. Once you have passed the test, continue to the next step.

Module 2: Apply for Statement of Eligibility

• Now that you have passed your subject area exam, you must file for your Statement of Eligibility through the Florida Department of Education. This Statement of Eligibility, or SOE, details the requirements you have already met, as well as additional requirements.
• The SOE will verify that you have passed your exams and are eligible for a temporary teaching certificate. This will show potential employers that you are qualified and ready to begin teaching.
• The SOE will give additional requirements that you will need to complete before you obtain your professional teaching license.

Module 3: Secure a Job

• After receiving your SOE, you may begin applying for jobs.
• Every school district will have their own job posting area, and it is best to check the district’s website to find their open positions.
• Once you apply for jobs and begin interviewing, you will use your Statement of Eligibility to verify the ability to teach and apply for a temporary certificate.
• It is important to make sure you are applying for positions within the scope of your subject area.

Module 4: Obtain Temporary Teaching License

• Congratulations, you have been offered a job!
• Now, you will work with your school administrators and your school district to apply for your temporary certificate. The district must apply for this on your behalf, confirming that you have a position with them.
• Once they have applied for your temporary certificate, you will begin to accomplish the other requirements detailed on your Statement of Eligibility.
• As you continue to follow the requirements of your SOE, you will work towards applying for your Professional Teaching Certificate that is renewable.

References

Florida Department of Education. (n.d.-a). Certificate Pathways & Routes. Florida Department of Education. https://www.fldoe.org/teaching/certification/pathways-routes/#types

Florida Department of Education. (n.d.-b). Certificate Types and Requirements. Florida Department of Education. https://www.fldoe.org/teaching/certification/general-cert-requirements/

Florida Department of Education. (n.d.). Subject Area Knowledge. Florida Department of Education. https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-area-knowledge.stml

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood (4th ed.). (pp. 129-135). San Francisco: Jossey-Bass.

Pearson Education. (n.d.). Elementary education K–6. Elementary Education K–6. http://www.fl.nesinc.com/testPage.asp?test=060

Andragogy and McClusky’s Theory of Margin by Nick Davis

 Nick Davis

 

Project name: Developing a Life/Work Balance Plan

 

Goal: Create a lifestyle to complete necessary requirements when assigned.

 

Objective: To establish a routine of planning which will allow for a balanced life/work balance.

 

Rationales: 

Andragogy- Blake Seufert wrote that learning is hands on and “self-directed”, this theory will be tested when having to adjust day-to-day based on learning from previous events. 

McClusky’s Theory of Margin- This is the ratio of the load of life (tasks) and the ability to handle the load (task management) only it is stated as load of life and dealing with the load as power. Where power is in direct proportion to margin. The more power you have in life the greater margin in life.

Design:

Self Concept is demonstrated by taking control of planned events in life and becoming more independent.

Experience is demonstrated when making adjustments from past occurrences.

Application will be demonstrated with the implementation of adjustments.

McCluskey’s Theory of Margin is shown by taking control of the plan (load) of life, and the reactions to the occurrences of events(power).

References:

Merriam, S. B., & Baumgartner, L. M. (2020). Learning in Adulthood (4th ed.). Wiley Professional Development (P&T). https://reader.yuzu.com/books/9781119490494Links to an external site.

 

https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/self-directed-learning-four-step-processLinks to an external site.

Andragogy by Lanny Burnham

 

Lanny Burnham EDAC 634 Assignment 2

Project Name: Reading Dial Calipers

Goal: To teach 101 students how to properly utilize dial calipers

Objectives: Once the training is complete, students will know:

1 - Proper uses for dial calipers.

2 - How to properly hold a dial caliper.

3 - How to read the graduations on a dial caliper, also referred to as taking a measurement.

Rationales: This training will be utilizing Knowles' adult learning principles as a basis for the instruction.

1 - Relevancy oriented - Students want to know how and when they will be using the material being taught to them. Students are here because they want to pursue a career in some sort of manufacturing field, whether it be engineering, machining, or quality to name a few. properly utilizing this tool will be paramount to their future in this field of work. 

2 - Practical - Students learn when everything being taught and practiced can be tied to real-world situations and practical uses. This type of hand tool is the most commonly accepted form of measurement throughout the manufacturing community.  It is the "go-to" device for quick and accurate measurements.

3 - Respect - Adults prefer to be respected and it is a powerful tool. The material being conveyed to an adult learner is more likely to be absorbed if the student feels respected and that their ideas, thoughts, and feelings are heard and considered.   

Design: 

 - Students will be introduced to the dial caliper tool and learn it various components and functions.

 - A presentation of how to use and read the tool will be presented. Throughout the presentation students will asked to share experiences with uses from past experiences.

 - Various physical manufactured parts will be on hand and shared among the students for practical measuring exercises. 

 - Once comfortable with handling, measuring, and reading the calipers, an assessment will take place utilizing a separate set of parts for the students to measure and record their results. Immediately upon completion, this assessment will be reviewed as class together and any discrepancies will be discussed.

References: 

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood (4th ed). San Francisco: Jossey-Bass.

Watson, Bruce D. (2015, May 5). Adult learning theory and the six principles of adult learning.                            Improving Vocational Education and Training.                                                                                            https://brucedwatson.wordpress.com/2015/05/05/adult-learning-theory-and-the-six-principles-               of-adult-learning/

Andragogy by RIOS, EDAC634: Assignment 2

Josephine Rios

 Improving the Customer Experience in a Brewery Taproom 

Goal: Learn the steps necessary to create a positive atmosphere for your brewery taproom customers.  

 

Objectives: 

1.     Use previous experience to determine the importance of customer service in the taproom.

2.     Identify strengths and weaknesses of personal skills to learn key interaction points. 

3.     Lean to implement a four-step customer interaction process called “HOPS Up” to create a great atmosphere for customers in a brewery taproom. 

 

Rationales: 

         This training program is based on andragogical assumptions, as described by Malcolm Knowles (1968). It draws upon three main assumptions of learning: self-concept, prior experience, and the trainee’s motivation and readiness to learn. 

1.     Self-Concept: Knowles stressed the importance of the learning environment. It must be a place where adults feel safe to learn, are supported, and are respected (Merriam & Baumgartner 2020).  Adults are responsible for their own learning. Therefore, to create a successful training program, they must feel comfortable and eager to learn for their own benefit. Adults in this program will initially diagnose their own needs to strengthen the need to learn the four-step “HOPS Up” process. 

2.     Prior experience: It is common knowledge that most adults have a greater knowledge base than children. Knowles believes that this prior experience can be a learning resource (Merriam & Baumgartner 2020). Trainees will reflect upon their own prior customer service experiences to identify strengths and weaknesses in their current implementation system. The new “HOPS Up” program will build off this prior experience. Using their own strengths and weaknesses will help them identify what creates a positive experience, and what “HOPS Up” can improve. 

3.     Motivation and Readiness: Andragogy reflects the importance of intrinsic motivation- how will the participants benefit from this training?  It is assumed the trainees are willingly completing this training to improve their customer service skills and improve the business at hand. A better customer service experience will lead to increased business and increased financial gain for employees. 

 

Design: 

         

         This training program will teach the “HOPS Up” method of creating a highly satisfactory customer experience in a brewery taproom. “HOPS Up” describes four-step customer interaction process that participants will implement in their own taprooms. They will use reflections on their own customer service experiences and self-evaluations to implement the steps of “HOPS Up” in their daily operations. 

Objective and Activities	Andragogical Assumptions and Takeaways
Module 1: The importance of the customer experience  o  Split the participants into even groups of 3-4. Instruct the groups to reflect on their own service experiences as a customer by discussing the following questions: (1) How would you define customer service? (2) What makes you return to an establishment? (3) How could an establishment improve your experience? (4) What do you enjoy about your experiences at other establishments? (5) How does customer service impact business?  o   Instruct the groups to discuss specific positive interactions they have had with their own customers. What were the outcomes of these experiences?	Module 1 focuses on the previous experience of the participants as a customer. In later modules, participants will use these previous experiences to mold their own customer service practices and attitudes.    Module 1 also aims to enhance intrinsic motivation. Great customer service increases business, which in turn increases the participant’s financial gain.   Lastly, Module 1 focuses on the grouping of learners, which can enhance learning according to Andragogy.
Module 2: My own customer service skills  o   Individually, participants will reflect on their own skills as an employee by completing a “self-evaluation” found at the end of this packet. o   Based on your ratings, list 3 strengths and 3 weaknesses you possess when it comes to giving great customer service.	Module 2 also focuses on the previous experience of the participants, this time as an employee. Participants will use their own strengths and weaknesses to encourage the implementation of the “HOPS Up” program.    Reflecting on the participant’s personal skills can create intrinsic motivation to learn new skills and better pre-existing skills.
Module 3: Introducing “HOPS Up” (teaching component) o   Introduce “HOPS Up” by passing out “HOPS Up” information sheet found at the end of this packet. Offer an explanation of each step.  o   Activity: Following the descriptions of all four steps, create pairs of participants. One person in the pair will act as the customer, the other as the bartender. Spend about 10 minutes interacting as these roles, and then switch places. The participants should learn to follow these four steps, and practice open ended conversations once they reach step number four: small talk and storytelling.  o   Provide a copy of the “HOPS Up” poster to post in the establishment at hand, which is found at the end of this packet.	Module 3 focuses on the implementation of the four-step process. This module focuses on the learner’s need to know and the self-direction of the learner. Each participant should thoroughly take in this information, and practice applying it to their real-life circumstances as a bartender interacting with a customer.    This activity builds confidence when interacting with a customer and covers all key interaction points from group discussions. The customer now knows how to create a great atmosphere for their customers and is ready to reap the rewards of this knowledge.

Employee Evaluation Template

"HOPS Up" Model 

·      H: Hello and Greeting

o  A proper greeting makes the customer feel immediately welcome and creates an immediate sense of enjoyment.

 

·      O: Offer Explanation + Samples

o  It is important to make the customer feel comfortable and not rushed. Help each customer by describing different types of beer, offering samples of those the customer may enjoy, and offering alternatives. It is important the customer finds something they enjoy, and that they do not settle.

 

·      P: Pour Beers Properly 

o  Customers must feel confident in your skills as an employee. Make sure to follow all sanitization procedures, pouring procedures, and delivery procedures. The glass should be clean, with enough room at the top of the glass to prevent spilling, with an acceptable amount of foam.

 

·      S: Small Talk + Storytelling

o  Your job does not end once you pour the customer’s drink. You must continue to create a joyous environment by interacting with the customers throughout their time at your establishment. Offer information of upcoming events, engage in the conversation, and actively listen to what the customer is saying.

 

 Poster 

Andragogy by Trask, Walker & Wiebe

 

Project 1, Week 2: EDAC 634, Fall 2023

Teaching Adults to Teach a Dog to Sit

 

Tanner Trask: Design and 2 external sources

Ian Walker: Goal and Learning Objectives utilizing examples and templates

Eric Wiebe: Rationale and 2 external sources

 

All 3 Participants, 2 Zoom Calls to discuss, plan and execute project one for submission on both Canvas and Blog.

 

Goal:

Teach adults how to teach a dog how to sit

 

Learning objectives: Upon Completion participants will have learned the following

● Importance of dog obedience

● Different styles of obedience training

● Finding what motivates a dog

● Steps to achieve obedience

 

Rationale: 

We will focus on three of the four primary assumptions of Agrology to reach our goal and objectives tied to teaching an adult to teach a dog how to sit.  Below please find the central ideas of andragogy as it relates to our design/project:

 

Self-Concept:  Capitalize on the “autonomous, independent, and self-reliant” (Chang, Andragogy in the Virtual World 2014) nature of the self-directed learner and help them achieve their goal.  Learners can self-select the most effective strategy from video demonstrations to take advantage of easily available resources on-line.  

https://youtu.be/AxK8S-u-KEY

 

Prior Experience:  As andragogy assumes that adults value discussions and active interaction that supports and connects with prior experience, we will ensure that participants share their prior experiences, good or bad, with dogs or dog training. 

 

Orientation to Learning:  An immediate problem-solving learning approach, our program design provides implicit instructions through the completion of tasks that provide an opportunity for learners to demonstrate competency against our goals and objectives. 

Teach Your Dog to Sit: Help Your Dog Learn This Important Skill (akc.org)

https://www.akc.org/expert-advice/training/how-to-teach-your-dog-to-sit/

 

 

Design:

·       Self-Concept: Start with the understanding that the learning for both the dog handler (adult learner) and the dog is going to be done by the handler. Because the handler is autonomous, they will have chosen the instructor and class setting that feels best for them. The educator’s role is to “facilitate a students’ movement toward more self-directed and responsible learning…” (Watson, Adult learning theory and the six principles of Adult Learning 2015).

o   The handlers should have discussed the goals, grade/assessment criteria, timeline and meeting times with the dog trainer to best accomplish the needs of the handler and dog, while also allowing autonomy to have a schedule outside of dog training.

·       Prior Experience: Understand that the educational setting must “Allows experts and novices to have dialogues in the same space…” and that “practitioners should share their experience to help learners better understand the practical applications…” (Chang, Andragogy in the Virtual World 2014)

o   This expands further as Adults “like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences…” (Watson, Adult learning theory and the six principles of Adult Learning 2015)

o   Specific to this setting, adults may have had a prior dog training experience and would like to both learn from the new educator on tactics and theories, while implementing some of the prior learned verbiage or theory to create their own unique learning experience.

·       Orientation to Learning: The adult learner should engage in their learning in the manner that is understandable to themselves as learners. According to “Self-Directed Learning: A Four-Step Process,” there are three questions the learner should reflect upon, while also understanding their approach to study (Self-directed learning: A four-step process 2023).

o   In our scenario, the handler should reflect on what they need from the dog training education, who did they learn/favor learning from and why, and what did that educator do that was different from prior/other educators?

o   Our handler should also reflect on which method of study best applies to them.

§  Deep approach, allowing the handler to apply the education to new scenarios (i.e. new strategies on prior trained dogs, or training techniques on a different new dog).

§  Surface approach, where the education from the dog trainer is replicated/regurgitated and just enough practice is done to get by.

§  Strategic approach, where the goal is the best outcome, not the process of getting there and the learning to do so. 

References:

Academy, U. C. (2022, May 19). Teach any dog to sit perfectly with this trick! #shorts. YouTube. https://youtu.be/AxK8S-u-KEY

Chang, B. (2014). Andragogy in the Virtual World. Bo Chang, Ball State University, Department of Educational Studies.

Gibeault, S. (2021, February 3). How to teach your dog to sit - american kennel club. American Kennel Club. https://www.akc.org/expert-advice/training/how-to-teach-your-dog-to-sit/

Self-directed learning: A four-step process. Centre for Teaching Excellence. (2023, August 21). https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/self-directed-learning-four-step-process

Watson, B. D. (2015, May 5). Adult learning theory and the six principles of Adult Learning. Improving Vocational Education and Training. https://brucedwatson.wordpress.com/2015/05/05/adult-learning-theory-and-the-six-principles-of-adult-learning/