Build competency in Communication; Leadership; Teamwork; and Vision.

Learn & use teambuilding skills.

Understand responsibilities and attitudes in teambuilding.

Explore shared goals & vision.

Develop action plan.

Authentic/Real World Problems, Processes, Applications, and Assessments

Social Connections

Challenging and Stimulating Activities

Hands-on and Product Building Opportunities

Relevant, meaningful, valuable activities

Show me” Opportunities

Expectations, objectives, instructions and timeline are clear and accurate

Learning and teaching activities should be designed around an "anchor" which should be some sort of case study or problem situation.
Instruction should be case-based and emphasize knowledge construction, not transmission of information.
Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
Experience (including mistakes) provides the basis for learning.
Learning activities must provide multiple representations of content.
Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge.
Full cognitive development requires social interaction.
Learning requires social interaction and collaboration.
Curriculum materials should allow exploration by the learner.
Cognitive development is facilitated by providing activities or situations that engage learners and require adaptation.
Instruction must be structured to be easily grasped by the student (spiral organization).
Adults need to be involved ..... and evaluation of their instruction.

Learner to Learner:
Case study, brainstorming
Team Activities
hands-on activities,
discussion
Learner to Instructor
Instructor models and coaches learners, provides feed-back & learning support. Documents emailed to or posted on learning site for learner, email messages with the instructor, assignments posted to web forms/sent as email to instructor, module/lesson feedback form, mentoring
Learner to Content
applies content to case studies. Detailed course description page, pre-course survey page, syllabus page, assignments/projects pages, detailed assignment instructions pages, job aids, glossaries, presentation sequences

Learner to Technology
Project/Case study instructions. Course modules are designed using same navigation and layout making organizational flow easy for learners.

Instructional website with Web pages, text and resources learner supports. Communication tools: email, chat, virtual classroom
Synchronous & Asynchronous Communications Case study
Team discussion, Class collaboration Instructor Feedback & Learner support
Help
L earner survey of course and learning activities.
Teleclass
Navigational elements External links to
websites

Learning content is provided in text, discussion/ team work and case study. The content is layered in the instruction, providing multiple layers of instruction and modeling.

Case study provides direct application of learning to skills to work, verifying ability and competence in learning objectives, collaboration, group discussion and teambuilding goals. Cases are business (work)focused.
Instructor provides learner feedback and support for learning.
Learner engages in activities relevant to work and leadership environments.
Content resources allow self-directed learning and further exploration and learning. Tools are consistent for learning objectives as learner supports.
Consistent design helps learners to organize and find information relevant to learning module.
Learner supports provide exploration of topics, content and learning.
Learners engage in groups / teamwork and individual exploration. Group work requires collaboration and social activities.
Course is organized to provide learner and instruction supports. Provide strong learner supports both in content/ design and facilitator support of learners.

problem | goals | learning objectives | interaction | home
last updated 12/15/02
© 2002 All materials are copyrighted and owned by Success Coach, Becky Haugen.