Learning Theory/ID Models and Opening Presentation
Reflection on Learning Theory: Androgogy
Andragogy is the primary learning theory shaping the design and objectives for this course. The design supports a learning process that is flexible and relevant to adults, enabling them to translate course information into practice. Learning activities utilize personal experience as an LMT and draw upon their current skillset and knowledge base or current level of training. As such, many of the learning activities are problem-centered and directly relevant to real-world situations they have or could encounter. Applying their experience within the professional framework outlining standards of practice (both online and in-person) helps support maturity in self-concept and orientation to learning.
Andragogy theory guided decisions regarding content activities and assignments by:
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Considering needs and common characteristics of LMTs in the learning process to make learning relevant and emphasizes flexibility, peer-collaboration, and applying the course information into their individual practices.
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Emphasizing that adult learning is not the same for everyone.
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Assumptions do not apply equally to all adult learners since they are diverse with a wide range of experiences.
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Assumptions do not apply equally to the individual all the time.
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As a result, the discussion questions and assignments have a large degree of latitude so individuals can draw from their own experiences and private practices, but the response must be consistent with the standards of practice and ethics governing the profession as well as known evidence.
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Reflection on Instructional Design Models
UbD is the foundational instructional design model used to develop this hybrid course, with both online (foundational knowledge) and in-person (learner demonstration and peer-teaching), as it is very much learner-centered. The design of the course is driven by the overreaching learning outcomes directly needed to address the identified need. Assessments are directly defined by determining how the learning outcomes should be measured to determine transferability of skills to real-life, and learning experiences are developed that align with the learning objectives and assessments.
There were really no challenges utilizing this model. Knowing the desired outcomes made it easier to develop the learning outcomes and flow for the course. It also helped design relevant learning activities that directly translate into skills for the learner’s private practice as an LMT.
Instructional Design Document Information
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