Search

This book focuses on applying instructional design to development of classroom learning for adults. Chapter 1 presents an overview of the model and addresses concerns about use of instructional design in adult education. Chapter 2 deals with assessing and developing skills as an adult educator; a literature review on behavior, beliefs, knowledge, and skills of effective adult educators is combined with activities to help readers reflect on and learn about themselves. Chapter 3 on developing content knowledge focuses on analysis of subject matter to be learned. Procedural task, learning task, and content analyses are described. Chapter 4 discusses needs and characteristics of adult learners and is enhanced by a computer analogy of the learning process describing interrelationships among the characteristics. Chapters 5-6 discuss strategies for conducting learner needs assessment and learning contexts and their analysis. Chapters 7-9 describe instructional design: developing learning goals and objectives; developing learning activities; and learner evaluation. Chapter 10 addresses evaluating the instructional design plan. The book contains figures that illustrate points made in the text; activities that encourage personal reflection and growth and provide opportunities for application of the instructional design process; exhibits that highlight important information; and a running example in three parts that shows how instructional design can be used to plan learning activities. (Contains 62 references and an index.) (YLB)

This book, which is intended as a resource for individuals and organizations involved in adult and community education, presents guidelines and activities to assist in enhancing organizational effectiveness in adult and community education. The following are among the topics discussed: (1) experiencing professional and organizational development (linking professional development to organizational development, a process model of experiential learning); (2) implementing strategic planning (the strategic planning process, getting organized and gaining commitment, assessing internal assets and liabilities, making decisions to identify future directions, analyzing organizational dynamics); (3) writing grant proposals and securing funding (idea development, funding sources, proposal development); (4) enhancing leadership skills (the evolution of current theories of leadership, developing leadership skills in adult and community education); (5) planning and implementing effective programs (program planning wheels); (6) resolving the community dilemma and fostering agency cooperation (underlying assumptions for communities, a cyclic process model for developing strategies); (7) managing volunteers (understanding why people volunteer, working with volunteers, recruiting and training volunteers, retaining volunteers); and (8) continuing professional and organizational development (building blocks of effective adult and community educators, assessing strengths and weaknesses). Fourteen tables, figures, and boxes and 14 experiential learning activities are included. The bibliography lists 129 references. (MN)

This book, which is designed for use by adult educators, details a comprehensive, systematic approach to designing instruction for adult learners that is based on a process of identifying learning goals and objectives, developing learning activities to meet those goals and objectives, and designing evaluation procedures to ensure that the goals and objectives have been met. Chapter 1 presents an overview of the instructional design model and addresses concerns regarding the use of instructional development. Discussed in chapters 2-6 are the following topics: assessing and developing one's own skills as an adult educator; developing content knowledge and transforming content knowledge into usable designs for successful learning activities; understanding those needs and characteristics that are unique to adult learners; using appropriate strategies when assessing the needs of adult learners; and identifying/analyzing the learning contexts and social, political, and economic realities in which adult learning takes place. Chapters 7-9 examine the procedures entailed in developing goals and objectives, learning activities, and learner evaluation procedures. The process of evaluating the instructional design plan before, during, and after its implementation is outlined in chapter 10. (Contains 47 references.) (MN)