Question Instructions
The program you are proposing is centered on particular goals and outcomes, developed around stakeholder expectations. (see link for program) Link is for info
• Determine what data you will have at the completion of your program without evaluation tools (that is, based only on learning assessments).
• Determine what data you will need beyond that to address stakeholder concerns specific to your program. (It might help you to review Spaulding's guidelines for developing an evaluation report).
After you determine what data you will need in order to report to stakeholders:
• Identify points in your program where you could initiate data collection and describe the options that you would like to use at each point. Keep in mind that this is merely an initial proposal that will be finalized in a later week.
In developing your written assignment, you should present at least one well-developed paragraph describing each data identification point with options appropriate for that point. You are to include an introduction and conclusion.
Must Have:
Formulate an evaluation plan model/approach that best applies to the program being planned.
Develop data collection and analysis procedures that align with identified strategies for assessing participant learning and program goal evaluation schema.
Develop strategies for communicating results and recommendations to stakeholders.
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Instructional Component for UCLA Program: Community Literacy Program
Learning Goals
|
Element |
Details |
|
Format Selected |
Workshop Series |
|
Session Title |
Navigating Literacy: Finding and Applying Information |
|
Time Required |
2 hours |
|
Description of Activity |
Participants will engage in interactive workshops and discussions focused on identifying reliable literacy sources and discussing how to apply literacy knowledge in practical, everyday situations. |
|
Learning Objective(s)/Outcomes |
Identify reliable sources of literacy information. Discuss the application of literacy knowledge in daily life. |
|
Instructional Techniques |
Workshop facilitation with group discussions. Case studies and real-life scenarios. Peer learning and sharing of experiences (Martin et al., 2020). |
|
Justification |
Workshop series encourage active participation and peer interaction, fostering a supportive learning environment (Martin et al., 2020). Real-life scenarios enhance practical application, promoting better retention and transfer of knowledge. |
|
Draft Assessment Plan |
Written reflection on identified literacy sources. Group discussion participation. Scenario-based quiz assessing the application of literacy knowledge. |
|
Resources to be Used |
Handouts on reliable literacy sources. Case studies and scenarios. Whiteboard and markers for collaborative exercises. |
|
Facilities Needed |
Classroom or workshop space with seating arrangements conducive to group discussions. Audiovisual equipment for multimedia presentations. |
Instructional Component for UCLA Program: Community Literacy Program
learning objectives/outcomes
|
Program Goals and Objectives |
Learning Objectives/Outcomes |
Instructional Plan |
|
Goal 1: Develop a literacy program where participants feel welcomed, respected, and empowered. |
Offer formal classes, tutoring, and advisement. Ensure 70% achieve entry-level literacy within three years. |
Format Selected: Workshop Series. Session Title: Building Literacy for Employment Time Required: 10 sessions x 2 hours each (20 hours total) Description: Interactive lectures, group discussions, and hands-on activities. Learning Objectives: 1. Improve reading and comprehension skills. 2. Enhance writing skills for job-related tasks. 3. Develop effective communication strategies. Instructional Techniques: Interactive Lectures: Engages participants actively. Group Discussions: Fosters collaboration. Hands-on Activities: Provides practical application. Draft Assessment Plan: 1. Pre and post-workshop literacy assessments. 2. In-class participation and engagement. 3. Completion of job-related writing tasks (Martin et al., 2020).. Resources: 1. Literacy textbooks and workbooks. 2. Whiteboard and markers. 3. Guest speakers from UCLA Career Center. Facilities Needed: Classroom with seating arrangements for group discussions and activities, equipped with a whiteboard and audio-visual capabilities. |
|
Goal 2: Assist program participants in finding employment. |
Provide on-site employment counseling. Integrate job-related learning objectives into materials. – Set up a system for job interviews through local agencies. – Ensure 40% find employment. |
Format Selected: Counseling Sessions Session Title: Career Pathways Workshop Time Required: 4 sessions x 1.5 hours each (6 hours total) Description: Individual and group counseling sessions focusing on career planning, resume building, and interview skills. Learning Objectives: 1. Develop effective resume-writing skills. 2. Enhance interview skills and techniques. 3. Understand local job market trends. Instructional Techniques: One-on-One Counseling: Provides personalized guidance. – Mock Interview Sessions: Enhances practical skills. – Guest Speakers: Share insights into the local job market. Draft Assessment Plan: 1. Review and improvement of participant resumes. 2. Participation in mock interview sessions. 3. Completion of a personalized career action plan. Resources: 1. Career counseling materials. 2. Laptop and projector for presentations. 3. Local employment agency contacts. Facilities Needed: Counseling rooms equipped with audio-visual facilities. |
Learning Transfer Plan
|
People |
Timing |
Strategies |
|
Planning Process |
Before Program |
Establish a dedicated team involving program planners, trainers, content experts, organizational management, supervisors, and participating learners for comprehensive program planning. Conduct regular meetings to discuss, plan, and strategize the program goals and transfer strategies. – Engage learners in the planning process to foster ownership and commitment. |
|
Learner Characteristics and Motivation |
Before, During, After Program |
Conduct pre-program surveys to understand the motivations and characteristics of UCLA learners. Provide pre-program communication emphasizing the importance of the program and its relevance to individual and university development. – During the program, address individual motivations and encourage self-reflection among UCLA participants. – After the program, establish mentorship or coaching programs to sustain motivation and facilitate application at UCLA. |
|
Design and Delivery Methods |
Before Program |
– Align program delivery methods with adult learning principles, ensuring diverse methods for various learning styles at UCLA. – Communicate the chosen delivery methods to UCLA participants before the program, preparing them for an interactive and engaging learning experience. |
|
Learning Context |
During Program |
– Create an effective learning context during the program by considering the specific groups of UCLA learners and their preferred learning styles. – Encourage active participation and provide a supportive environment for open discussions and collaborative learning at UCLA (Radović et al., 2023). – Adjust the learning context dynamically based on participant feedback and evolving needs within UCLA. |
|
Immediate Application |
During, After Program |
– Emphasize immediate application during the program, allowing UCLA participants to apply new information or skills within the program's duration. – Provide opportunities for UCLA participants to develop action plans detailing how they will apply what they've learned immediately after the program (Radović et al., 2023).. – Post-program, facilitate ongoing support and resources for immediate application in real-world scenarios at UCLA. |
|
Workplace Environment |
After Program |
– Work closely with UCLA supervisors and management before the program to create a supportive workplace environment for learning transfer. – Communicate program outcomes to UCLA supervisors and management, highlighting the benefits of applying new knowledge or skills in the university setting. – Establish mechanisms for ongoing support and recognition within UCLA to reinforce learning transfer (Radović et al., 2023).. |
|
Eliminating Barriers |
Throughout Program |
– Identify potential barriers during the planning process and develop proactive strategies to eliminate or mitigate them for UCLA (Weller et al., 2020). – Implement a feedback mechanism during the program, allowing UCLA participants to express any barriers faced. – Post-program, conduct follow-up sessions to address persistent barriers and refine strategies for successful learning transfer at UCLA. |
References
Martin, F., Chen, Y., Moore, R. L., & Westine, C. D. (2020). Systematic review of adaptive learning research designs, context, strategies, and technologies from 2009 to 2018. Educational Technology Research and Development, 68, 1903-1929. https://doi.org/10.1007/s11423-020-09793-2
Radović, S., Hummel, H. G., & Vermeulen, M. (2023). The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines. Teaching in Higher Education, 28(6), 1173-1190. https://doi.org/10.1080/13562517.2021.1872527
Weller, H. G., Repman, J., & Rooze, G. E. (2020). The relationship of learning, behavior, and cognitive style in hypermedia-based instruction: Implications for design of HBI. In Multimedia and Megachange (pp. 401-420). CRC Press.