Week 8 - Signature Assignment
Knowledge Gap: I currently work for local government. I am the training coordinator for all new case managers who support individuals with intellectual and developmental disabilities. A specific learning gap that we have as a department is that Support Coordinators are not meeting the required state guidelines when interacting with clients during a face-to-face visit. Support Coordinators are required to ask specific questions to assess the individual’s needs.
Audience & Format
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Target Audience: The targeted audience will be new Support Coordinators who have little to no experience in the field or working with individuals with intellectual and/ or developmental disabilities. The training can also serve as a refresher for current Support Coordinators.
Format: The format of the training will consist of synchronous training and this would be the most effective method to deliver the training. It would allow for interactive learning where students would receive timely feedback from the instructor. The training also allows for real-time collaboration amongst learners, which promotes their participation and engagement during the training. Learners would have access to online training, classroom lectures, the opportunity to role play, case studies, shadowing other support coordinators, and quizzes to test their knowledge.
Learning Theories to be Utilized
Learning Theories:
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The application of learning theories is important as it provides insight on how learning will take place. During this learning experience there is not one learning theory that would be appropriate therefore a variety of learning theories will be applied. During this learning experience the instructor will consider the following learning theories: andragogy, constructivism, connectivism, and behaviorism theories.
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Andragogy Theory: Andragogy theory recognizes adult learners are self-directed and like to take an active role in their learning and can apply what they have learned immediately. During the lesson, andragogy theory would be applied. As the instructor I will create collaborative opportunities and align content to real world relevance. Learners would receive peer feedback during role play and would be encouraged to share their previous experience when working with individuals with intellectual and developmental disabilities. Andragogy theory promotes independence for learners. Limitations when utilizing the andragogy theory is that it will not consider those learners who have no or little exposure to the learning topic. However, all learners will be introduced to the topic regardless of previous experience.
Constructivism Theory: Constructivism theory is based on the idea that learners construct or make their own knowledge by the process of engaging in their own learning. Constructivism encourages learners to reason, reflect, and justify their understanding of the material. Learners use their previous knowledge as a basis to build upon new things that they learn. This results in everyone’s learning journey unique to them. Students will get the opportunity to engage in reciprocal teaching, cooperative learning, and situated learning. During the learning experience, learners will be required during their learning journey to shadow an experienced Support Coordinator- this promotes reciprocal teaching. After each learner has had the opportunity to participate in a shadowing opportunity, they will be asked to participate in cooperative learning. New Support Coordinators will reflect on their experience with their peers. This promotes anchored instruction, as students are engaging with one another and providing their own perspective on what worked well and what did not. Some of the limitations with constructivism theory during this learning experience, is that each learner’s experience will be different when shadowing others. Therefore, as an instructor it would be necessary to intervene during prior to the shadowing portion by suggesting who the learners should shadow and ensure the clients have similarities.
Connectivism Theory: The connectivism theory emphasizes the role of technology and interconnected networks. This learning theory understands the rapid change of digital landscape. Connectivism is built on how learners construct their knowledge by navigating and sharing information through various networks. Connectivism retains the constructivism assertion, where learners are responsible for their own learning while the educator guides the student to help answer questions when needed. Portions of the training will be accessible online, and learners will be encouraged to engage with one another and other support coordinators. A limitation is that not all learners may not be comfortable with utilizing online trainings and hesitant with engaging with their new peers online.
Behaviorism Theory: When implementing behaviorism in instructional design it must be assumed that the knowledge or skills to be acquired are objective, meaning there is only one correct answer or specific process to follow. Facts and standardized procedures are examples of “objective” knowledge. Behaviorism theory will be utilized when quizzes are utilized during the lesson to assess learner’s knowledge and when asking questions to learners during instructional lessons.