Teaching Adults DE

1. TEACHING ADULTS IN DE FORMAT
A faculty development workshop
Christine Leake, M.S., M.B.A.

2. Workshop Agenda
 Welcome and Introductions
 Discussion: Teaching Adults Using Technology
 Form: Theory & Principles: Pedagogy vs. Andragogy
 Consistency-PIE Model
 Measurable Outcomes - More Than Test Scores: Skill Transfer, Engagement, and Motivation Count
Objectives
1. Differentiate the terms Pedagogy and Andragogy
2. Identify Adult Learning Principles
3. Demonstrate a working knowledge of the PIE Model
4. Understand that form and consistency in DE course design impacts measurable outcomes (a
standardized course design lowers frustration, diminishes distractions, and empowers students)

3. Welcome!
Let’s take a few moments to get to know each other.
Please tell us:
• Your name
• What courses you teach
• How long you’ve been teaching
• Whether you’ve taught a DE section
• Your greatest concern surrounding online education

4. Link & Discuss
Terms
Teacher/Instructor/Professor
Facilitator
Pedagogy
Andragogy
Socratic Teaching Method
Constructivism
Distance Learning (hybrid, online)
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5. Compare and Contrast
“Adult education is a process through which learners become aware of
significant experience. Recognition of significance leads to evaluation. Meanings
accompany experience when we know what is happening and what importance
the event includes for our personalities” (Knowles, Holton, and Swanson, 2005).
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Reference
Knowles, M.S. Holton, E. F. and Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource
development (6th ed.). Burlington, MA: Elsevier Inc.

6. EXAMPLES
CURRICULUM DEVELOPMENT FOR LAW ENFORCEMENT
PEDAGOGY
“In pedagogy, the instructor is in charge of the learning experience. The instructor will control
the content, delivery methods, and evaluation processes. In a true pedagogical approach, the
passing of an instructor designed or approved examination determines how effectively the
students have learned” (Flosi, 2011 para 5).
ANDRAGOGY
“Adults need to understand the applicability of the lesson before they will engage in the
learning. In law enforcement training, the subject matter must be relevant, realistic and
immediately applicable …. In a survey of officers, they indicated that for learning to
transfer, they had to be able to apply the skills and knowledge immediately into their practice”
(Flosi, 2011 para 9).
REFERENCE
Flosi, E. (2011). Curriculum development for law enforcement: Pedagogy versus andragogy.
Retrieved from: http://www.Policeone.Com/officer-safety/articles/3773478-
curriculum-development-for-law-enforcement-pedagogy-versus-andragogy/
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7. From theory to principle…
Adult Learning Principles
1. Adults are motivated to learn as they experience needs and interests
that learning will satisfy (immediate and relevant).
2. Adults’ orientation to learning is life-centered.
3. Experience is the richest source for adult learning.
4. Adult’s have a deep need to be self-directing.
5. Individual differences among people increase with age.
Reference
Knowles, M.S. Holton, E. F. and Swanson, R. A. (2005). The adult learner: The definitive classic in adult education
and human resource development (6th ed.). Burlington, MA: Elsevier Inc.
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8. Instructional
Design
Facilitation
Pedagogy
Adult Learning
Principles
Adult
Learning
Theory or
Andragogy
Distance
Education
What happens when you put these
concepts together?
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9. the result…
Student – Centered Learning Environments that are layered in theory (form), are
designed for consistency, and yield optimal conditions for transfer.
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Instructional Design
Adult Learning Principles
Adult Learning (Andragogy)
Adult Learning Principles
Instructional Design
Distance Education
Pedagogy
Facilitation

10. Test your knowledge
Pedagogy
Andragogy
Adult Learning Principle
Socratic Teaching Method
Constructivism
Distance Education
1. Hybrid or Blended Learning
2. Questioning is the primary method of
teaching
3. The teacher is responsible for learning
4. The learner is responsible for learning
5. Using one’s life experiences to construct
new meanings and transfer knowledge
6. Experience is the richest source for adult
learning
A B
Match column A with the correct response in column B
Correct Responses: 3, 4, 6, 2, 5, 1

11. Instructional Design
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Instructional Design is where learning theory and the learning environment meet. Courses
are designed with the students’ needs at the center of the instruction.
Student
Learning
Theory/Principles
Learning
Environment
Instructional
Design

12. Designing DE Courses for Adults
What do we know?
• Adults need to direct their learning experiences
• Adults need relevant learning experiences
• Adults have rich life experiences to draw from
• Adults are responsible for their learning
• Facilitators and designers, design courses with the adult learners’ needs in
mind
• When designing courses we need to consider more than the content, but the
experience the learner will encounter
• Understanding how adults learn allows us to design courses that are
engaging, relevant, and assess for synthesis and transfer

13. Designing DE Courses for Adults
What resources are available?

14. Equation
Knowledge + Tools/Resources + Support + Instructional Design Model =
Consistent “Student – Centered” Course Designs
Our goal is to use a Learning Management System (LMS)
to design courses using an instructional design model
which will yield coursework that is grounded in learning
theory, and that is consistent in the online learning
environment.

15. Consistency is form
Why is it important to maintain consistency in DE courses?When we design courses according to an easy to use model, both the
instructor and student encounter less distractions. Distractions reduce
motivation and engagement. When all faculty members use the same model
of design, all students come to know the model and will know how to navigate
each DE course with ease. When students experience success, they believe
they will be successful in the future. Self efficacy is a key ingredient in an
online learning environment (self directing). A consistent model also allows
students to integrate their current skill-set across the curriculum (relevance).

16. PIE: An Instructional Design Model
The Newby, Stephich, Lehman, and Russell Model
1. Planning
2. Implementing
3. Evaluating
A model focused on “a shift from a teacher-
centered to a learner-centered classroom
environment” with use of today’s media
technology (Gustafson & Branch, 2002 p. 44).
To Implement
is to
Do or Act
To Evaluate is
to
Assess, Modif
y, and
Measure
Reference
Gustafson, K. L. & Branch, R. M. (2002). Survey of instructional development models. Syracuse, NY: Eric Clearinghouse on
Information
To Plan
is to
Prepare

17. Planning Implementing Evaluating
1. What do the learners
need to know (Objectives)?
2. What do they already
know (life experiences)?
3. How will they “self direct”
through the content?
4. How will I use technology
to link the content to my
students’ needs for relevant
learning experiences?
5. How will I incorporate the
lessons from Course Redesign
and Adult Learning Theory in
my courses?
1. How will I set up my online
course so it is easy to use
and engaging?
2. How will I address learning
preferences in the online
portion of this course
(visual, auditory, kinesthetic,
and combination)?
3. How will I know that my
students have the minimum
computer skills necessary to
complete the online portion
of the course?
4. How will I incorporate the
objectives in every lesson?
1. How will I measure transfer?
2. How will I know when
remediation is necessary?
3. How will I know if my
students are engaged in the
learning process?
4. Am I using technology to
motivate my students and
keep them engaged or are
they frustrated?
5. How will I know if the
objectives have been met?
1.
2.
1.
2.
1.
2.
PIE: Facilitator View
Can you think
of any other
questions that
would apply in
these sections?

18. Planning Implementing Evaluating
1. What do I need to learn
(Objectives)?
2. How does this relate to
what I already know or want
to know (life experiences)?
3. How much control will I
have over my schedule (self
direct)?
4. How difficult will it be to
navigate through this course?
How different is it from the
others? How much time is it
going to take to learn the
process?
1. How will I be able to use my
personal experiences to
connect to this material?
2. How do I put what I have
read into practice when I am
not physically in the
classroom?
3. How will I know if I have
interacted with my peers
enough to satisfy the
requirements?
4. How will I interact with my
classmates’ who have
different opinions and
perspectives when there is
no emotion or body
language in the written word
(encountered in DE)?
1. What are the grading
requirements?
2. How will I know when
remediation is necessary?
3. Am I meeting the
expectations of the
instructor? How do I know?
Where can I find feedback
on my assignments?
4. How will I know if the
objectives have been met?
1.
2.
1.
2.
1.
2.
PIE: Student View

19. Gagne’s Events of Instruction
1. Gain Attention
2. Introduce Objectives
3. Activate prior learning
4. Present new material
5. Provide opportunities for guided practice
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
Reference
Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons
P
P
P
P
I
I
E
E
E
Can you decide which event falls
in the planning, implementing, and
evaluation stages of the design
model?

20. Give PIE a TRY!
Use the screen shot from D2L to put the content in the appropriate (PIE) order.
Move these bullet points by “clicking and dragging.”

21. PIE in PLAY
Below we have a screen shot of Module 1 from Course Redesign. These topics are relevant to designing courses
online as well as for demonstrating PIE. Each item under the topic is labeled with the appropriate letter in PIE
to demonstrate a how a course should look in the content area.

22. Let’s take a closer look
Planning
• Students are introduced to the objectives and timeline
• Students are asked a question about last week’s assignment
• Students are asked to complete a new reading assignment or to do research on the web.
Implementing
• Students are asked to participate in a discussion of pertaining to the new content.
• Students are asked to respond to a minimum of two peers’ responses in the discussion board (Note: discussions must add
perspective to the original point)
• Students are provided problem-solving opportunities.
Evaluating
• Students are provided feedback from peers and the facilitator
• Students are provided both qualitative and quantitative means of feedback.

23. Test your knowledge
Which example illustrates Adult Learning and PIE?
D2L Example: Content Area
MODULE 1
Checklist for Chapter 1
Read Chapter 1
Reading Quiz
Chapter 1 Presentation
Chapter 1 Presentation Quiz
Chapter 1 Video
Chapter 1 Video Quiz
Chapter 1 Discussion (Participation)
Chapter 1 Written Assignment
D2L Example: Content Area
MODULE 1
Welcome video!
Did you know?
Weekly Goals
Chapter 1 – The Law & You
The Law & You Peer Discussion
Test Yourself
Professor Pontiff Presents!
Did you hear the Professor?
Blog it.
Let’s debate!
Closing Arguments

24. MOTIVATION
D2L Example: Content Area
MODULE 1
Checklist for Chapter 1
Read Chapter 1
Reading Quiz
Chapter 1 Presentation
Chapter 1 Presentation Quiz
Chapter 1 Video
Chapter 1 Video Quiz
Chapter 1 Discussion (Participation)
Chapter 1 Written Assignment
Take a moment to describe a motivated student.
How does the quality of work differ between a motivated and unmotivated student?
Consider the outline above: Are you motivated by what you see there?
How will you use today’s session to design courses using Adult Learning Principles paired with D2L and PIE?
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25. PIE Applied
Please take a moment to access a course you are
facilitating and choose one unit of instruction to
modify according to PIE.
Planning (Preparation)
Welcome video!
Did you know?
Weekly Goals
Chapter 1 – The Law & You
Professor Pontiff Presents!
Implementing (Action)
The Law & You Peer Discussion
Did you hear the Professor?
Blog it
Let’s debate!
Evaluating (Assess & Measure)
Test Yourself
Closing Arguments
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PIE: Facilitator View
Law School DE Guide
FCSL DE Quality Rubric

26. PIE Check
1. What was your greatest challenge when modifying your unit of instruction?
2. Do you need additional feedback on applying the PIE model?
Please elaborate
3. Will you use the PIE model when designing DE courses?
4. What do you need in order to use this model with ease?
Thank you for your participation.
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