Modules
I. Adult Education: From Past to Present
Canada has a rich history of adult education grounded in the needs of our communities. Adult Education is not limited to formal institutions and professional workshops. It has been active for a long time, and still is, in areas that we might not have noticed or articulated as adult education forums.
In this module, you will broaden your definition of Adult Education and be exposed to the contributions of traditionally marginalized groups. You will discover how Adult Education has been used to address specific societal challenges and concerns, and identify ways that Adult Education methods and principles can be applied to current issues in your own practice.
II. Facilitating Adult Learning: From Theory to Practice
The shape of an adult education program depends on the theory of adult learning held by those who put it together. There is a range of program types because there is a range of beliefs about how adults learn, what they should learn, and what they are learning it for! In this module, by using an experiential learning model, you will practice identifying the theory behind a given program, you will compare key "schools of thoughts" about adult learning, define your own theory of adult learning and looks at its implications for programs you design.
III. Needs Assessment
The starting point for effective adult education programs is a thorough understanding of participant needs. This module introduces the key elements of the adult education design model: needs assessment, objective setting, program design, delivery and evaluation.
We then focus on increasing your theoretical and practical knowledge of the needs assessment process.
You will list the steps in the needs assessment process, select appropriate methodologies based on the participants and the requirements of the learning event, and apply the needs assessment approach to learning activities. We will also explore different learning styles and their implications for adult educators.
IV. Understanding Diversity in Adult Education
One of the many challenges in the field of adult education today, is the phenomenon of diversity: diversity in race, ethnicity, gender, age, occupation, skills, education, sexual preference, physical abilities, and so on. In the new millennium, adult educators will need to know how to effectively integrate diversity into their practice, if they are to successfully meet the needs of their learners. To do so, they must understand the multi-faceted nature of diversity. This module begins by focusing on understanding diversity by interpersonal sharing. Participants will spend time discovering insights into their own values, beliefs, and behaviours with respect to diversity. In this module you will examine diversity in adult education and develop competencies to integrate diversity into your practice.
V. Program Design
Effective program design builds on the results of a needs assessment and organizes material and delivery methodologies into a cohesive whole. In this module you will learn the process used to develop objectives, generate and apply criteria for selecting and ordering appropriate program content, using ideas discussed during the module. The result of this process will be effective and adaptable plans which incorporate the principles of adult education.
VI. Instructional Methods
Different people learn in different ways and different material requires different instructional methodologies. As well, adult educators have preferences for particular instructional styles.
In this module, we will look at combining these three factors. We will explore the practical application of experiential learning theory, and discuss the various roles an adult educator can play and the challenges these roles present. An important part of this module will be exploring and practising facilitating various instructional methodologies.
VII. Facilitating Group Effectiveness and Group Dynamics
Experience has shown that Certificate participants hope to apply what they learn to a wide range of adult education contexts. Regardless of how and where it is applied, an integral part of the experience is the challenge of constructively interacting with individuals and groups to support their learning efforts. This can be both a daunting and exhilarating experience for facilitators. While there is no magic formula that makes this easy, there are many basic understandings, skills and techniques that can increase the odds for your success.
This module focuses primarily on theory, skills, and process tools that are helpful in working with groups and teams to support their development and effectiveness. The session will be very interactive and learning will take place through the use of presentations, large and small group discussions, group activities, skill practice, and experimentation with group process tools.
VIII. Program Evaluation
The nine-hour module focuses on program evaluation. Evaluation is introduced as having a broad scope of functions with opportunities to inject evaluation into all stages of the program planning process. A variety of evaluation methods are demonstrated, practiced and assessed throughout the module. The effectiveness and appropriate application of a variety of methods of evaluation is discussed. Participants are introduced to the reaction, learning, transfer and impact stages of evaluation. A criteria for developing effective evaluation tools is presented and applied through the development of an evaluation plan for a specific group project. The link between well constructed learning objectives and an evaluation strategy is evidenced through group work.
Experiential learning is built into the module.
IX. The Community Practice of Adult Education
One of the specific applications of the transformational ‘school of thought’ in adult learning theory, is community-based adult education.
In this module participants will explore more fully the principles of transformational learning, learn a framework for community-based adult education and practice applying the principles and framework in a simulated community.
This module is highly experiential with much of the time spent in role-play.
X. Public Policies in Adult Education
The responsibility for adult education and training is fragmented among a number of players: federal and provincial government departments, Nova Scotia Community College, employers, labour, community organizations and the individual.
Over the past number of years, Nova Scotians have been trying to adjust to a changing economy brought about partly by the downturn of resource-based industries, shifting demographics, the impact of technology and the globalization of trade. This has had the effect of encouraging different government departments to look for ways of working together in partnership. Human Resources and Development Canada, N.S. Department of Community Services, N.S. Department of Education, N.S. Community College system, and Regional School Boards are beginning to recognize the need to cooperate. In this session, we will try to understand the roles and policies of these various segments and look at how their policies affect the life of an adult learner.
In order for individuals to respond to major employment shifts, they need to assess their skills as they look to transfer to new fields of work. In this module, we will also look at the concept of Prior Learning Assessment and Recognition (PLAR) - a process that helps individuals reflect on, organize and describe their past learning accomplishments. PLAR acknowledges skills and knowledge based on life and experience, as well as formal education and training.
Project and Participant Facilitated Sessions
The Adult Education Certificate Project is an important component of the program. To receive the certificate participants are required to attend the ten program modules, complete a written project and facilitate an interactive session for their peers in the program.
The project is designed for the benefit of the participant to provide the opportunity for participants to apply what they are learning in the program in a practical way, and to provide them with a method to assess their development through feedback. The project includes the components of needs assessment, program design, instructional methodology and evaluation.
On the last day of the program, participants are required to lead their peers in a learning experience – a mini-educational program (30 – 35 minutes). Everyone will receive feedback on both program design and group facilitation.
