Project Demonstration

View my Project Demonstration powerpoint at:

https://docs.google.com/file/d/0B9p7T7dbstZKMDZKRlFyZ2szLW8/edit

Project Demonstration Summary

Project Summary

In selecting my topic for the program syllabus design, I chose a program I was familiar with that had a need for improving.  I attempted to write my course and the syllabus for the course based on my own idea for a solution, which is to add a course to the current program that is used as a prerequisite to the students’ externship course.  By creating this course, the students would be able to practice on simulated humans, use medical equipment, and get exposure to patient needs all prior to going out into their externship in an actual ambulatory setting. 

Syllabus Evaluation and Reflection

After designing a syllabus for adult learners in a medical assisting program focused on situation cognition and the learning environment, I asked for two experts in the field to review and evaluate my syllabus.  Both evaluators received a copy of my syllabus and the rationale.  I asked each evaluator to provide me with the strengths, weaknesses, areas to improve, and overall comments related to the functionality of my syllabus. 

Rationale behind Syllabus Design

After an in depth review of the literature surrounding the context and environment as it relates to adult learning, I found that my passion in designing a program for adult learners surrounds the theories behind the physical environment and situated cognition.  As observed by Malcolm Knowles (1970), adults are more motivated to learn when they see the immediate application of knowledge and prefer to participate in problem-centered learning activities. The theory of situated learning suggests that knowledge and skills related to adult roles and responsibilities can be learned most efficiently within the actual context where they are used (MacKercher 2004).  In designing a program for adult learners, I want to emphasize how the environment in which they learn and the various forms of situated cognition can provide for an effective program of study for adults. 

Situated Learning in Programs of Practice

Angela Shafer

Ball State University 

 

Abstract

As observed by Malcolm Knowles (1970), adults are more motivated to learn when they see the immediate application of knowledge and prefer to participate in problem-centered learning activities. The theory of situated learning suggests that knowledge and skills related to adult roles and responsibilities can be learned most efficiently within the actual context where they are used (MacKercher 2004).  I chose two programs to investigate that are both very similar in the fact that they are offered at the same college with similar general education requirements.  However, the difference in the two programs is that the medical assisting program has a plethora of features exemplifying situated cognition whereas the income tax program does not.  By completion of the program investigation, it is clear that I will adapt many features of the medical assisting program in writing a syllabus for the final project.   

Literature Review

The Environment and Context in Adult Learning

Angela Shafer

Ball State University

 

Abstract

By the mid-twentieth century, three foundational theories had emerged in the field of adult education: andragogy (Knowles, 1968), self-directed learning (Tough, 1971), and transformational learning (Mezirow, 1978).  However, all three theories have been criticized for not acknowledging how the context and environment where the learning occurs impacts the learning process (Merriam and Clark, 2006 p. 29). The context in which learning takes place is crucial to the learning process.

Welcome to my blog on Environment and Context in Adult Learning