Culminating Portfoilio Complete Draft2

8/15/2019 Culminating Portfoilio Complete Draft2

1/88

Adult Education Masters Culminating Portfolio Project

Karl L. McKinnon

Candidate for Master of Arts in Adult Education

Presented to:

Dr. Vivian Mott

Dr. Elizabeth Knott

Dr. Steven Schmidt

March 2007


2/88

Karl L. McKinnon Personal Education Philosophy 1

I am very fortunate in that I not only get the opportunity to reflect on my personal

philosophy of education, but I have ample opportunity to voice it to a wide and diverse audience

as I convey the mission and direction as a museum professional each day. My adult audienceconsists of individual contributors, volunteers, and corporate citizens, philanthropists that may

fund programs and activities for the children of eastern North Carolina. I also consider my

colleagues and team mates as a significant segment of my audience. My leadership directly

affects their opportunities to succeed and I have come to understand that we are learning partners

in the organization as well as coworkers and service providers.

My personal educational philosophy and passion have been the most significant element

of my success in the informal education community. This knowledge and drive towardeducational advocacy has provided the road map for me personally and the organization I

represent my entire career.

My personal educationphilosophy is rooted in a three foundational beliefs: 1. curiosity

is the essential motivator of education and discovery; 2. we all have the capacity to learn; and 3.

learning is a lifelong process that has no terminal point and should be savored, enjoyed, and

pursued. How do these deeply held beliefs extrapolate to Adult Education? Additionally, it is

important to ask how will these beliefs be of use as a practitioner of adult education?

Experiences

The most salient experience in my decision to pursue science and education occurred

when I was nine years old. On a rare family trip, we went to visit relatives in Pennsylvania. My

father, my uncle, William Bud McKinnon, and I visited the Franklin Institute in Philadelphia,

PA.. During that visit I got to do something extraordinary for my family, I was treated with a

visit a science museum. As I crossed through the threshold of the museums front entrance a new

world of experiences facilitated through kinesthetic learning opened before me. Explanations of

my daily experiences were there for me to touch, to hear and to smell. My most vivid memory of

the day, as fresh today as it was that day, came from my encounter with the Giant Heart Exhibit.

An enormous exhibit of an anatomically correct, 200:1 scale model of the human heart pounded

into my brain. The exhibit complete with the rhythmic, base beat thumping of life touched me


3/88


physically, aurally, and mentally. As I thrust my hands into the Purkinje Fibers hanging from the

roof I was instantly mesmerized by the new way of studying science.

This experience was so different and exciting, and so dissimilar to what I had

experienced in a classroom I knew this was a way for me to learn. That day I discovered science

was cool and my curiosity sparked. I also reasoned that my many trips to the creek behind my

house and the foraging I did in the stand of trees in my neighborhood were actually science

exploration. Curiosity motivated me then and today. As I continued through my educational

process I became aware of a desire to convey information to others. Whether it be through study

groups in college, small group work in fifth grade, or holding an impromptu demonstration

beside the Tidal Pool at North Carolina Aquarium at Fort Fisher, I realized that I had an ability

to share my curiosity with others in a fun, relevant, and meaningful way. An educator emerged

from the cocoon of facts and figures, spreading my proverbial wings to the sunlight of

knowledge and sharing the beauty that teaching provides others. I also realized that curiosity was

a motivation for others to learn.

I also came to understand that the adults standing alongside the tidal pool were as excited

about learning as the children. Adults were curious and had the capacity to learn as well. I

witnessed their eagerness to learn despite their age. Education and curiosity do not have a shelf

life.

Application

As a museum professional, I have ample opportunity to share my curiosity with others

and facilitate the exploration of curiosity of others through the outlet that originally sparked my

interest in learning. I am convinced that curiosity is the driving force behind education. I believe

that curiosity is the most critical element of learning. Without the interest to explore, to

investigate, to reach beyond the known, education simply represents the regurgitation of facts

and figures and the simple application of those facts to our current condition. Curiosity is what

changes the world. Wanting to know how to speak a new language, work on a computer, pursue

a new career, seek new knowledge is born from curiosity. I know if we pull back the layers of

the education and motivation onion we will find curiosity at the center.


4/88


Adult learners are faced with many obstacles in pursuing education. Typically, adults

face family, vocational, and social hurdles when they desire to seek education. Family

responsibilities can challenge the learner whether it is caring for school aged children, caring for

aging parents in the odyssey of reversed parental roles, or a combination of both life situations as

the term the sandwich generation has been coined to describe. Vocational responsibilities

provide the adult learner with the obstacle of carving out the time away from work to attend

class, time management efforts to read material for class, or write a paper. Employers, me

included, are not only asking for, but requiring, workers to be more productive with less

assistance and available resources. The social issues surround additional education can be

pressure filled. Friends, colleagues, and family have expectations in the social setting. Often it is

difficult to be socially active and place importance on the work of education. There is a delicate

balance in prioritizing the social requirements versus those of the syllabus. In essence, the major

obstacle can be summarized as time and the solution is time management. The positives of

pursuing education as an adult is that there will be behavior changes and soul-searching as one

prioritizes the things that are important. Secondly, adults have the benefit of experience to fall

back on. Working an eight to ten hour shift places the working learner in a place where they can

work for prolonged periods without the need for a break. A long attention span is generally

lacking in the 18 year old freshman that has learned to live in 4585 minute attention spans

during their entire school experience. Life experience also provides a plethora of anecdotal data

that can be drawn from to provide background or even an answer to a problem as the adult leaner

journeys through education. That background information serves both the learner and the

practitioner well as they travel hand in hand through the process of education.

Education is a life-long pursuit and I believe that one of my roles as an educator in the

informal and formal setting is to provide the young a good beginning of their journey and serve

as a porter for adults already on their journey. We all have the capacity to learn and facilitating

the process is my favorite pursuit. It is often stated that if you would continue to do the work youare doing without financial reward then you have discovered your lifes work. Being a conduit

for curiosity and learning is reward enough for me.


5/88


The Role of the Adult Education Practitioner

I believe that adult Education practitioners need to be mindful of the needs of adult

learners. I believe that while sparking curiosity is the penultimate goal of education, each adult

comes to the educational process with their own set of experiences, goals, objectives and

outcomes they want to achieve. These adults come with background experiences to draw upon

that will aid them in achieving their goals. As adult educators I believe that it is our

responsibility to guide, assist, and partner with the learner to achieve their desired outcomes.

I believe that adults are capable of working together and solving problems if given the

resources and guidance. My definition for determining if learning has occurred is the change in

knowledge over time. I believe that my definition fits well with the role of being a learning

partner. I also believe that the didactic approach has a place in providing foundational

information, but that exploratory learning and discussion can provide the best platform for

learning to take place for the majority of learners. I believe must always be mindful to take into

account the learning styles of our students and assist them in the way that suits their style best.

As educators our ability to be flexible in approach is paramount to our role in guiding learning.

To facilitate this flexibility, I believe that as educators we must engage our students as

partners in determining what it is they want to learn. The adult learner should needs the latitude

to express his or her interests and needs in determining the content to be taught. However, there

are curricula that require a linear path of learning. There are also bench marks that must be

accomplished and rubric that are used to measure accomplishment. With regard to difficult or

controversial topics, I believe that there is a time and place for everything and diverse viewpoints

must be honored, but should not become a distraction or diversion from the topic at hand.

Matters that are not within the scope of the institution are better suited for other forums. The

example of the overthrow of government discussion within the confines of a state supported

institution is out of bounds as far as my personal beliefs are concerned. To me the role of theeducator is to be the facilitator and co-learner rather than being the all knowing arbiter of

knowledge. Granted the educator needs to have a solid grasp of the information which will

provide for answers to questions as well as guiding the student in pursing information. As I have

described earlier, there are subjects that require foundational knowledge before the student can

be given the freedom to explore additional information. I am a constructionist to a point, but I


6/88


also believe that there is a point that students can develop misconceptions that will ultimately

need to be deconstructed, if possible, to build new information.

The Zinn Scores

As for the formal description of my educational philosophy, using the Zinn Philosophy of

Adult Education Inventory, I am predominately a humanist progressive. My scores have changed

somewhat from my first PAEI. Originally, my scores were almost equally alignment across the

all of philosophies except the Radical Philosophy. My scores reflect my science background and

proclivity to explore the natural world as a Progressive educator. I have a desire for practical

knowledge and enjoy imparting this knowledge to others. I enjoy problem solving which is in

tandem with my belief that curiosity is a motivating factor. I believe that experience is upmost

importance for it is from the experience that we can draw on to make predictions about the

future. I believe this make-up makes me a strong adult educator.

The description of the humanist is perfectly aligned with my management role. I seek

opportunities to enhance my coworkers personal development. I want to facilitate, partner, and

make it possible for self-direction and I want encourage the motivation to learn. This does not

come without a price. I expect a level of personal responsibility and buy-in.

In reflection I truly believe that curiosity is a thirst that only knowledge can quench. AS

we travel through life our need and desire for types of education may change, but learning is a

life-long journey. Lastly, I know we all have the capacity to learn and I am always excited at the

opportunity to assist someone in increasing their knowledge.

Has my personal educational philosophy changed as a student of adult education? No.

Has my passion and understanding for education grown? Absolutely!


7/88

Karl L. McKinnon Learning Profile 6

As I begin to reflect on the thoughts that have been generated from studies as a graduate

student of Adult Education, I have come to a better understanding of my abilities as a learner. I

became more aware of my learning style as I studied the results of the Learning Styles Inventory

(LSI) (http://www.ncsu.edu/felder-public/ILSpage.html) developed by Richard M. Felder and

Linda K. Silverman. From this instrument I learned that I am an unequivocal active learner.

Felder states that active learners tend to retain and understand information best by doing

something active with it--discussing or applying it or explaining it to others

(http://www.ncsu.edu/felder-public/ILSdir/styles.htm ).

I am definitely a learner that enjoys putting the information into motion and tend to retain

the information that I process by doing much better than the information I simply read.

From the LSI I am considered a moderate sensor. As Felder says sensors prefer to learn

facts and are problem solvers. I am considered an excellent problem solver. This is one of the

primary occupational traits that I value most and feel most comfortable and confident in

performing.

I am also a little stronger as visual learner that retains visual input longer than I do verbal

or auditory input. However, I do rely on my ability to listen and unlike some visual learners

auditory input supplements the visual cues I receive. Graphs, photographs, television, computer

aided demonstrations are all excellent mechanisms for me to use to learn.

Lastly, the LSI identifies me as a sequential learner. I am more likely to learn something

that is presented to me in a stepwise process that provides information that builds on prior

information. As I stated in my philosophy of education, I value experiences. The sequential


8/88

Karl L. McKinnon Learning Profile 7

nature of my learning style provides some understanding of this might be true since experiences

provide a basis for understanding new information relative to my existing knowledge base.

Another interesting aspect to discovering my learning style came from the Keirsey

temperament Sorter (http://www.keirsey.com/). This instrument that is a Meyers-Briggs style

assessment that determines temperament based on four factors. The factors are Extroversion /

Introversion; Sensation / Intuition; Thinking / Feeling; Perceiving / Judging.

My scores on the Keirsey Temperament Sorter instrument place me as an ISTJ

(Introverted, Sensing, Thinking, Judging). ISTJs are described as extremely dependable on

following through with things which he or she has promised. They are also seen as individuals

with a strong sense of duty, they may have a difficult time saying "no" when they are given more

work than they can reasonably handle. ISTJs according to some will work for long periods of

time and put tremendous amounts of energy into doing any task which they see as important to

fulfilling a goal (http://www.personalitypage.com/ISTJ.html).

I consider this to be an adequate assessment of how I see my temperament. I am a rule

follower, deeply committed, and will work diligently for the things I believe. As for the I or

introvert, some say they cannot see this describing me given my classroom and small group

personality. However, generally I am interested being with only a few people and much of the

public personality is a forced behavior.

Conclusion

My learning style has a direct correlation to my teaching style, where I prefer to use

examples, graphs, drawings, demonstrations, and multimedia approached when I teach. My

classes have made it much easier for me to understand the strengths as a learner.


9/88


10/88

Karl L. McKinnon Teaching Profile 9

1) present concrete material, 2) pose reflective questions that elicit learners models of

interpretation, 3) introduce theoretical models and connect to personal observations, and 4)

develop practical applications.

The goal is to draw the students experiences into the discussion. From this point they

will make the cognitive connections and will experience the transfer of learning.

From a practical stand point my role as an educator is to develop opportunities for my

students, since I am a museum administrator this means my team members, an opportunity to

learn new information. I find that I can be a facilitator, a resource person, a motivator, a problem

solver, a content expert, an assessor, and evaluator individually or at the same instant in time. My

role as coach or the guide on the side appeals to me as a supervisor and professional developer

of staff members. My experience as a student of adult education has only strengthened my skills

and enhanced my ability to assist the adults that I work with. I have also experienced the benefits

of this knowledge in my family life as I have become more understanding and aware of the

various learning styles of those around me.


11/88

Karl L. McKinnon Scholarly Writing and Communications 10

To represent scholarly work in writing, I am providing two papers Anytime, anyplace:

Interactive program model of program planning for online delivery and Thomas Jefferson : Life

Long Learning. These two works embody numerous important aspects of my work as a graduate

student in adult education. Beyond a significant amount of time researching supporting articles,

distilling the information, and developing a well founded argument that is communicated

through a textual medium these papers exemplify important milestones in my cognitive and

attitudinal development. To the second point of the previous snetence, these articles represent

something more profound in my growth as a student and a practitioner of adult education in that

they reflect on my ability to now reflect on strongly held belief and open my mind to alternate

possibilities.

Anytime, Anyplace

A prime example of this paradigm shift is easily seen inAnytime, anyplace: Interactive

program model of program planning for online delivery (Appendix A-1). This paper was

authored as an assignment in ADED 6481 Program Planning. To say that I strongly advocate the

use of technology in distance education and that I am a proponent of online education is

considered by most of the students and instructors in our program as a significant

understatement. I have vociferously made my opinion that online education is the best

advancement in education in recent history. I have also been vocal that I feel that this will be a

solution to many of the bricks and mortar and geographical boundaries that face the increasing

wave of adults that are seeking educational opportunities today and in the future. My beliefs

were supported through my research as follows:

Vrasidas and McIsaac (2000) point out that most salient point to online delivery

of classes is that they are independent of time, place, and space. The learner is

free to access the class anytime from any place that they choose if they have

access to the internet. Learners are no longer tied to the requirement of being in aparticular classroom, at a particular time, for a particular length of time, on a

particular day.

From the university perspective classes can be conducted by a faculty member without an

office in a class that requires only virtual space only on a server neatly tucked away in a room.


12/88


Without the need for walls, parking spaces, and the associated elements and costs of

infrastructure the expenditure per hour of instruction drops while the ability to increase the

number of classes increases revenue potential.

While my belief was supported in the literature it was also modified and changed by

other articles I read. The following excerpt from my writing describes some of the issues

encountered with online delivery:

While online education may seem to be a panacea for adult education it is not a

magical cure-all. With more than 80 percent of the United States colleges and

universities offering some level of online delivery of its classes it is important to

keep in mind that there is also an almost epidemic level of attrition of students

enrolled in these programs. It is important to note that this attrition seems to be

independent of age, race, marital status, and learning style for the graduate

students participating in a study at Nova Southeastern University in Florida

(Terrell, 2005). Although a universal statement cannot be made as to the reason

why online classes may see high rates of attrition it can be surmised that

improperly planned and implemented online delivery of content can be

detrimental to learning and a determinate cause in students leaving these

programs.

I also came to appreciate that from the administrative perspective that it is

possible for educational organizations to rush to implement distance education via the

online delivery system. Administrators are excited to expect lower delivery cost since

there is a lack of infrastructure costs. Administrators can easily be lead to believe that it is

simple to transition a face-to-face class to online delivery. My research showed the

thought and effort must be put into insuring that the experience is beneficial to the

students and not simply a lecture place in digital format.

No matter what mechanisms are used within the online delivery format it is

important to remember the background and experience of the participants,

availability and expertise of the supporting staff, costs, technology requirements


13/88


of both the students and the organization, program content, expected outcomes,

and the context in which the learning will take place (Caffarella, 2002).

Technology use for technology sake can be a barrier to the transfer of learning.

Without proper evaluation and planning for the students needs with regard to the

usability of the format a program planner is taking a tremendous risk. Alex

Koohangs research in 2004 showed that E-learning design must shift from a

programmer-perspective to a learner-perspective. That is, programmers /

instructional designers must incorporate e-learners experiential and perceptual

feedback to build better-designed e-learning courseware (p.136).

Anytime, anyplace: Interactive program model of program planning for online delivery

represents a shift in that thinking. The entirety of the paper is included in the appendix of this

portfolio. I believe that this paper reflects that I came to the understanding that distance

education is an important strategy for educational institutions. I believe that it also demonstrates

and ability to process information that was researched and to come to a different preconceived

notion. I came to understand that not all classes will fit in online curriculum without some

significant changes in the current delivery system and a change in the support structure behind

the delivery system that will make the class possible in a distance education format.

Thomas Jefferson: Life Long Learning

Thomas Jefferson: Life Long Learning (Appendix B-1) was the first assignment I

undertook in ADED 6445 Introduction to Adult Education. The assignment was to select some

event or person that had an impact on adult education. I chose Thomas Jefferson for a couple of

important reasons. The first reason was that I had tremendous respect for Thomas Jefferson as anentrepreneurial scientist that made the Lewis and Clark Corp of Discovery Expedition possible.

Cloaked in a desire to examine the newly purchased territory from France, Jefferson truly wanted

to have a scientific understanding of the world that lie beyond St. Louis.


14/88


Secondly, Jefferson had been brought to my attention as the father of the community

college system. I had not known this fact and wanted to know more about this declaration by Dr.

Rusty Stephens, president of Wilson Technical Community College. As the excerpt from the

paper demonstrates I was able to easily discover the origin of this claim;

Thomas Jefferson would be pleased and supportive of the Community College

System that is alive and well today across the United States. The Community

College today provides a plethora of educational opportunities from continuing

education and hobby classes to professional education such as radiology

technician, surgical technician, and nursing. Community Colleges have also been

the college of choice for the trades (electrician, plumber, and machinist). With 59

colleges serving citizens in all of North Carolinas 100 counties, the North

Carolina College system approximates Jeffersons dream of district colleges,

which shall place every father within a day's ride of a college where he may

dispose of his son. (http://etext.virginia.edu/jefferson/quotations/jeff1370.htm).

The more I researched the more enamored with the fourth president of the United States I

became. Jefferson was a believer, just as I am, that hard work and dedication are the foundations

of what makes America strong. He also knew that education was an important aspect to a

sovereign land. The following excerpt from my writing reflects my understanding of Jeffersons

belief in the importance of education:

Knowledge is Power

"Preach... a crusade against ignorance; establish and improve the law for

educating the common people. Let our countrymen know that the people alone

can protect us against these evils [of monarchial government]."

(http://etext.virginia.edu/jefferson/quotations/jeff1370.htm).

According to Sharan Merriman and Ralph Brockett, the purpose of

education in Colonial America was to pass along religious morals, customs, and


15/88


promote salvation among the population by learning to read the Holy Bible. After

the Revolutionary War the role of education changed to the purpose of

enlightening and informing the citizens of the newly formed democratic republic

their civic responsibilities. (Merriman and Brockett, 1997, 17)

Thomas Jefferson emphasized that through education, the new America

could withstand the perils of a government that equated wealth with power.

Jefferson feared the new government would be composed of aristocrats with the

ultimate outcome being a new monarchy to replace the rule of King George. To

have democracy of any kind, Jefferson theorized, it must be built on having a

population that feels it can control its own destiny. Jefferson stressed the yeoman

as the ideal American citizen. He saw the yeoman as the independent citizen who,

because of that independence, could participate freely in a democracy. By tilling

the soil, developing self sufficiency through hard work, the yeoman would be the

backbone of the new democratic republic.

"Those who labor in the earth are the chosen people of God, if ever he had

a chosen people, whose breasts he has made his peculiar deposit for substantial

and genuine virtue." (Peden, 1955, 164). Jefferson felt that the yeoman was doing

Gods work and would ultimately be blessed with a good life and freedom. A

freedom that he could have a voice regardless of wealth or station in life and that

all men were created equal. Jefferson had witnessed the decline of agriculture in

Europe and the increase of manufacturing. Along with the manufacturing

economy came the filth and crowding of centralized cities and ultimately the

servitude to the wealthy. While we have land to labour then, let us never wish to


16/88


see our citizens occupied at a work-bench, or twirling a distaff. (Peden, 1955,

165)

This paper represents what I believe is an ability to develop a clearly written article that

explains a well developed and thought-out concept. I began the research on Jefferson to

determine one fact that I had been introduced too. I came out with a deeper appreciation for a

historical figure that I would not have known otherwise. As I reflect on the selection of Jefferson

over someone like Malcolm Knowles, Septima Clark, or some other person I did not have any

knowledge of was the right one for me. I have since had opportunity to learn of the remarkable

work that these educators have done in education so I have not lost out on knowing them.

In reflection on my writing I should add that through the guidance and direction of myprofessors I have learned to become more directed in my thinking and have developed the skill to

match my verbosity to the limits of the assignment. As for the ability to research and read

scholarly articles I am a confident researcher and have honed skills that afford me the ability to

use the online resources with ease. As a consumer of this research I have developed an eye for

critical review of the information provided and do not take the information provided at face

value.


17/88

Karl L. McKinnon Applied Knowledge 16

The projects selected for inclusion in this portfolio are excellent examples of the

application of information and skills gained through courses in the adult education program at

East Carolina University. I have chosen a pilot study research project from ADED 6491

Research Problems in Education and a professional development program developed for ADED

6461 Introduction into Training and Development.

Greene Early College: A Students Perspective

The included research project examines the student perspective of a new dual enrollment

program in Greene County Schools called Greene Early College. The program, through Lenior

Community Colleges Greene County Campus, provides the enrolled students the opportunity

complete an associates degree simultaneously as they complete requirements for their high

school diploma. Students enroll as ninth graders and attend one extra year beyond the traditional

senior year of high school. Greene Early College is one of 14 programs of its kind to begin in

2006 in North Carolina. The purpose of the research project was to assist Greene Early College

to determine how the program was progressing from the students perspective as it completes its

first year of operation. This information will be important as they begin to select their second

ninth grade cohort to enter the program.

Kim Joyner, Angela Harris, and I began the project with a review of the literature on the

concept of Early College, Middle College, and dual enrollment strategies. In the literature we

found that there are numerous programs that use a dual enrollment strategy as a way to assist

various populations of high school students to earn college credit simultaneously while

completing their high school curriculum. We found an excellent definition of the Early College

strategy in the Nancy Hoffman and Katie Bayerl article, Accelerated Learning for All, that

describes early college as;


18/88


An early college experience is exactly what is helping thousands ofhigh school

students attain college degrees before they finish high school, even if they are the

first in their family to attend college and, often, among the most struggling

students of their age group.

Currently, over 125 early college high schools have opened across the country;

these autonomous high schools will serve 45,000 students at full capacity. The

Early College High School Initiative, funded by the Bill & Melinda Gates

Foundation and others, is a radical secondary-postsecondary redesign that targets

populations underserved in higher education.

The project surveyed 47 ninth graders that formed the cohort for Green Early Colleges.

These students would traditionally have attended Greene Central High School. In addition to a

new paradigm in attending high school these students were given the opportunity to enroll in

college credit classes. Some of the college level classes required the student to have completed

either prerequisite course and / or have a passing score on a placement test. Greene Early College

offers a couple of college level classes are preparatory in nature and all students can enroll in

these classes without any prerequisites.

Our research team developed a survey instrument of six Likert scale questions and three

open ended comment type questions. All nine questions sought to determine the students level

of preparedness for the program or their satisfaction with the enrollment in the program.

Additionally, the survey instrument includes demographic information (age, gender, ethnic

origin) but does not ask for a name or other identifying characteristic. Each survey returned was

coded with a respondent number for future reference.


19/88


The survey instrument was checked for validity with the teachers and staff of Green Early

College and then administered to the students. In addition to the survey instrument the research

team performed classroom observations in two college classes at Greene Early College. The

classes included Introduction to Computers and Health Sciences. In preparation for observations

an observation protocol was developed to eliminate as much individual bias and to direct our

focus on specific criteria. I have included the survey instrument, the observation protocol, field

observation, notes, and the data set in Appendix C.

The results of our observations were diametrically different depending on the

requirement for enrollment in the college level class. TheIntroduction to Computers class

requires both prerequisites and a passing score on a placement exam. The enrollment in the class

that was observed was eight students. During the observation period students were observed to

participate in the class with little need for instructor guidance. The students were generally on

task and were highly motivated in their approach to the individual projects that they were

working on. Students interacted with each other in a collegial manner and there was very little

off topic or social conversation. Students assisted one another, sought advice from the instructor

and the class progressed in a way that would be expected of the same class of traditional college

students in the same topic. One student was observed negotiating the project requirements from

their project rubric to meet the criteria that they had used. The instructor agreed with the

students rationale for a change in the criteria. This was a definite difference from what is

typically observed in traditional ninth grade classrooms and more akin to what might occur in a

college atmosphere.

The class that required no enrollment prerequisites was a different experience. The class

had many of the disruptions that would be expected from a traditional ninth grade classroom


20/88


with the exception that this was a college credit class. Social conversations, in appropriate and

out of context questions, and an edge of disrespect for the instructor were all observed during

this session.

The survey results revealed that by-in-large the students are pleased with their enrollment in the

Green Early College. Many of the comments demonstrate reflection and realization of the

opportunity that this program affords the students. For example respondent 20 stated It has 2

free years of college and you don't have a lot of people in your class I like GEC because it is a

great opportunity for a better education."

The results ultimately showed that the program is successful, but needs to make a few

changes to meet the needs of their students. The program needs to address physical education or

a sports program that will provide a physical outlet for their students. The second most discussed

issue is the lack of a hot meal for the students. Currently, they are served a bag lunch. This is a

serious derailment issue going forward and as the program recruits the second ninth grade

cohort. The program is in the process of building a separate facility that will offer many of the

amenities that the current building lacks.

Harmful Animals in the Field

The second application project included in the portfolio is a profession development

training session developed to be presented to the field employees for the City of Wilson. This

project originated through the Administrative Services Division for the City of Wilson and is

designed to give the field employees increased awareness and skill to recognize some of the wild

animal hazards they may encounter while performing their duties along the ditch banks, meter

boxes, catch basins, high grass, and under houses. They did an needs assessment with the various


21/88


field divisions to determine topics that they considered important for their employees to

understand. The field supervisors of the Water Distribution and Sewer, Wilson Energy, and

Streets departments stated that live animal encounters were of significant importance since

employees often endanger themselves by trying to dispatch a snake or some other some other

animal they may see in the field.

The PowerPoint based program includes numerous photographs and basic identification

strategies for the common venomous reptiles, non-venomous reptiles, spiders, stinging insects,

and mammals that can be found in eastern North Carolina. The seminar teaches program

participants numerous identification strategies and a comparison of distinguishing marks of the

animals they are likely to encounter on a given day working in the field. In addition to

identification the session includes a discussion on strategies to avoid encountering these animals

and what they should do if they have a negative encounter that results in a bite or a sting. Simple

safety tips that are applicable to work and recreation in a field setting are discussed. Safety

awareness such as watching where you reach or step, looking into holes and pipes before picking

them up, and rolling logs toward you rather than away from you to provide a measure of

protection in the event that a harmful animal may be underneath.

A multimodal approach is used to reach as many learning styles and interests as possible.

A combination of photographs, hand motions, preserved specimens and live specimens are used

reinforce the information provided during the class.

To seek Level 1 and Level 2 evaluation, a pre and post survey instrument is distributed.

However, given the potential for encountering low literacy employees there are specific slides

presented during the program to provide formative evaluation as the program is presented.


22/88


I have included the program information that was developed for this program (Appendix

D-1).

In conclusion these two examples are representative of the transfer of learning that has

taken place in the adult education program. Both application exercises are thorough and

fundamentally sound in their development and implementation.


23/88

Karl L. McKinnon Technical Knowledge 22

I have included in this portfolio a Compact Disc that contains a PowerPoint presentation,

Generation Collisions in the Workplace. This presentation was developed as a group project

assignment for ADED 6490 Generational Differences. I chose this presentation as representative

of technological proficiency because it was an extremely well done project. The project was

completed online with Melissa Kuhn and Kim Joyner. Our collaborative efforts made this an

enjoyable project. Beyond the good feelings of working together Generation Collisions in the

Workplace demonstrates the ability of people in geographically distant locations to work together

with an excellent outcome as the result.

Technologically, this PowerPoint presentation is a higher level than most others in that it

will run independently of use input once the slide show has begun. The color combinations and

use of graphics is of high contrast, taking into consideration the needs of older viewers. While

there are animated graphics and text elements they are done in a manner that adds to the

presentation rather than detracting from it. Given that the presentation is automated the animated

sequences do not provide an impediment to manipulating the show or cause confusion as is often

the case.

In conclusion, I chose this project because it exemplifies the potential of what distance

education can provide a team of students separated by geographic distance and time availability

constraints. Our team was able to work together to develop this presentation via email and online

discussions. The outcome is an excellent product.


24/88

Karl L. McKinnon Reflection Paper 23

I can easily remember enrolling for ADED 6445Introduction to Adult Education and

being involved in the early discussion boards. Excitement, anxiety, vim and vigor are all

representative terms that can be used to describe those early days. I am, as my PAEI and

personality profile substantiate, conservative in my thoughts, beliefs, and the manner in which I

carry out my life. While pragmatic in politics I can lean far left or far right depending on the

discussion. These ideals were the biases that I drew upon in those early discussion board

postings.

Economic Discourse in Early Discussions

My interests were narrowly focused on the economic discourse occurring in eastern

North Carolina and the role that adult education can and should play in remedying many of these

issues. This has changed. While still strongly believing that education will be the remedy to these

issues I have come to a more global understanding of the field and the role that adult education

has in society. Practitioners touch many lives across the world and have no idea that they are

even considered educators. Some educators touch adults and never consider themselves as

educators of adults.

Distance Education the Panacea

A second shift in my approach to education is my stance on distance education. I still am

keenly interested in the ability to learn online and through blended classes. I have abandoned my

belief that online delivery systems are a panacea for overcrowding, infrastructure costs, reaching

a broader audience, and inclusion of rural areas that make up eastern North Carolina. Granted all

of these issues are addressed through distance education in a positive way. I have come to

understand through research and reflection that distance education is not the singular answer that

I once believed it to be. There are classes that will not transition well to online and even distance


25/88


delivery. Some classes still need that face to face synchronous interaction with a professor.

Students benefit from being able to receive a response in the moment. A secondary issue is the

fact that while the majority of class offerings can be taught online the undisclosed truth is the

cost of transitioning these classes to the online format. Online delivery and distance education

requires more than simply scanning and posting your classroom notes and publishing the

PowerPoint presentation to the online classroom management software. My research has shown

that there is a three hour cost in time to prepare for online delivery for each hour of face to face

classroom delivery. The ROI is considerable for distance delivery.

I also would like to add that the ability of the technology has outpaced the institut ions

ability to keep up with technological changes. I see a future that includes video streaming, live

interactive audio chats rather than text based chats. Lessons delivered via streaming media or

podcasts. All of this is possible today if the students have the technology and the broadband

capability. However, it comes at a cost on the administration side. Instructional technologists to

support these initiatives will need to be funded. Professional development and continued training

and support will be required to keep pace with the technology as it is implemented and changes.

Literacy

Before taking ADED 6379Issues and Strategies in Adult Literacy I had no real

understanding of low literacy or the significance of the reports on literacy rates in the United

States. This class made a tremendous difference in my thoughts and approaches to those I

encounter on a daily basis. I am better prepared today to work with an employee or student that

has limited reading ability. I also have a deeper appreciation for different cultures such as the

Hmong as a result of taking this class. While we discussed the Hmong in terms of teaching


26/88


reading strategies there was an epiphany that culture perspectives play a tremendous role in the

way an individual may approach his or her job.

When Dreams Came True

While this may seem contextually out of synch the assignment with the biggest impact on

my understanding of education and adults was the book review for ADED6445 Introduction to

Adult Education. I chose to read and review Michael Bennetts book, When dreams come true:

The GI Bill and the making of modern America. This assignment had a profound effect on me

because so much information coalesced to make sense of the experiences and opportunities we

have today. This book details the efforts to form the GI Bill of Rights and the impact that the

legislation had on returning soldiers from World War II.

As a piece of legislation the GI Bill changed the United States from a country of two

extremes, poor and wealthy. The middle class was almost nonexistent. The two extremes of

wealth were reflected in all aspects of life. Education, health, nutrition, housing, leisure time and

employment are a few of the examples of areas of extreme difference.

The passage of the GI Bill made access to education universally available and paid for to

the 20 million return veterans of World War II. The result was a developing middle class and an

explosion of professionals such as doctors, lawyers, and engineers. The GI bill also made it

possible for a veteran and their family to purchase a new home in Levittown and the new

planned suburban communities that popped up all over the country.

The beginning of the civil rights movement has its roots in the passage of the GI Bill.

Since men and women of all colors and nationalities gave their life to protect the solider in the

fox hole with them there was a crack formed in some of the racist foundations that permeated the


27/88


country prior to the war. The GI Bill also provided equal access to all soldiers regardless of

color. Even as racist principles still existed some of the most prestigious minority colleges in the

United States can find their heritage in the funds that the GI Bill provided to black soldiers.

This book set the stage for me to be able to grasp more global concepts as my studies

continued.

Final Reflections

Each and every class has added substantially to my skill set and to my understanding. I

have found common ground and application as a supervisor, mentor, coach, husband, son-in-law,

and community servant. During my interview for admission to the program it was stated to me

that some of the classes I would take would give me the foundational knowledge for issues I was

already dealing with in the workplace. This was the case. Am I changed as a result of the

instruction I have been given and the experiences in the classroom. The answer is yes and it is in

a positive way.


28/88


29/88

Karl L. McKinnon Professional Development Plan 28

Lastly, as a lifelong learner I will constantly keep my sail into the wind of knowledge. I

always envision myself being a constant learner. I am happiest when I am working on a new bit

of knowledge or reading about something new.

In conclusion, I will take the knowledge I have gained through this educational journey to

partner with other learners in some capacity, teacher, instructor, trainer, coach, guide, or friend.

Together we will work to achieve an educational goal that we can share mutually. I see the

completion of this journey in the Masters of Education in Adult Education as the beginning of

the next phase of the trip. I have enjoyed learning and growing here and I am excited about what

the future holds.


30/88

Appendices


31/88

Karl L. McKinnon A-1

Anytime, anyplace: Interactive model of program planning for online delivery

There is little argument that the face of education has and continues to change as a result

of the impact of the interactions made possible through using technology. This is not unforeseen

and not a surprise since Moores Law has predicted the propensity for technology and digital

information to double every 18 to 24 months (http://en.wikipedia.org/wiki/Moore's_law). This

assertion, developed by one of Intels founders in 1968, has had tremendous implications on all

aspects of life. Everything from simple consumer devices to educational delivery systems has

been touched by the geometrical explosion of technology and the iteration of digital sources

known as the internet. The ubiquity of the internet and the myriad of appliances available to

access the digital medium represent a manifestation of Moores Law. Thanks to the ease of

access to the internet it is predicted that online courses will continue to grow and become more

prevalent. Some even predict that online delivery systems will become the primary source of

educational opportunities in the future. Couple this prediction with the current and future trend of

burgeoning student enrollment across all demographic categories, accountability, and the need to

capture revenue by colleges and universities online delivery formats will certainly continue to

grow. For purposes of definition this paper will address online delivery as the delivery of class

content entirely via internet strategies and techniques. While many of the methodologies would

be the same in blended or hybrid classes or classes that use some form of electronic

communication such as e-mail, discussion board, or FTP server for documents (syllabus, articles,

power point presentations) to supplement the face-to-face classroom experience they will not be

taken into consideration in this discussion.

Vrasidas and McIsaac (2000) point out that most salient point to online delivery of

classes is that they are independent of time, place, and space. The learner is free to access the

class anytime and from any place that they choose. The only prerequisites are access to the


32/88



internet and an appliance to use the internet. Learners are no longer tied to the requirement of

being in a particular classroom, at a particular time, for a particular length of time, on a particular

day. Online delivery addresses many of the framework conditions which are largely a

function of the circumstances in which people live allowing greater access to educational

opportunities (Merriam and Brockett, 1997, p.188).

From the university perspective classes can be conducted by a faculty member without

providing an on campus office in a classroom that requires only virtual space on a server neatly

tucked away in a room. Without the need for walls, parking spaces, and the associated elements

and costs of infrastructure the expenditure per hour of instruction drops while the ability to

increase the number of classes and number of students enrolled in these classes increases revenue

potential.

From the professors point of view there are some of the same benefits as those for the

student. Classes continue without the need to be in a given location allowing for the ability to

work anytime and from any place. Instructors can hold virtual class from any location where

access to the internet can be found. Virtual office hours can be observed from anywhere the

computer can link to the World Wide Web. As for the downside, it has been shown that

preparation for online classes can take as much as three times longer when compared to face-to-

face delivered classes. Abitt, Odell, and Graham (2000) in discussing course design point out

some of the barriers that online programmers face;

Instructors, however, are continually faced with either adjusting their instructional

design to fit the course system available or creating a completely customized

course website based on their design. Creating a customized course website


33/88



allows the instructor complete control over the design of the course, but time, or a

lack thereof, is often an obstacle for those designing web-based courses.

Curtis Bonk (2001) explained that professors and online content developers are taking a risk in

establishing the content for these programs without an ethical and legal definition for royalties,

ownership, and copyright of their materials. In many cases instructors are expected to teach

online classes as an extension of their normal load without being compensated for overload or

contract work.

While online education may seem to be a panacea for adult education it is not a magical

cure-all to increased student enrollment or need to find alternatives to the need for classroom

space. In 2005 more than 80 percent of the United States colleges and universities offered some

level of online delivery of classes. It is important to keep in mind that the counter point to this

statistic is the almost epidemic level of attrition of students enrolled in these programs. The

alarming rate of attrition appears to be independent of age, race, marital status, and learning style

for the graduate students participating in a study at Nova Southeastern University in Florida

(Terrell, 2005). Although a universal statement cannot be made as to the reason why online

classes may see high rates of attrition it can be surmised that improperly planned and

implemented online delivery of content can be detrimental to learning and a determinate cause in

students leaving these programs before they reach a terminal goal such as a degree, diploma, or a

certificate.

Having laid this foundation the remainder of this paper will look at online delivery

systems through the lens of Rosemary Caffarellas (2002) Interactive Model of Program

Planning.


34/88



Discerning the Context / Identifying Program Ideas

Much of the contextual analysis and the needs and interest assessments will have been

conducted prior to offering the online or face-to-face class. Instructors and program planners for

online delivery of content are wise to continue the process of understanding the needs of the

student that they will be teaching.

Hsiu-Mei Huang (2002) contends that constructivist approaches to education are best for

online delivery since students in these classes students will have to be self-motivated to read,

respond and interact with their classmates, their instructor and the content. From the

constructivist approach it is vital that the instructor keep the coursestudent-centered and

constantly reference the transfer of learning strategies that have been developed.

Online delivery presents a challenge to the instructor to determine the context of the

audience that they are asked to teach content. Online students come from a variety of

backgrounds and it may be difficult to discern their wants, needs, motivations, expectations,

goals, objectives, and overall interest without the benefit of the visual and aural cues that are

offered through face-to-face interactions. The instructor can ascertain that there is a reason the

student is enrolled in the class. Generally degree and certification programs are the reasons but

there may be any number of reasons for participation in online classes. It is the sub-context level

that the instructor will work with the student to reach their goals and objectives.

Program planners for online content will be challenged to find out those goals and

objectives due to the limited interaction with the students and the method of communication. It

may be difficult to discern tone, angst, and sincerity from an e-mail, discussion board, or online


35/88



chat. Much like the face-to-face classes extroverts may take a primary role in class discussions.

The online format can afford the student a higher level of anonymity. The affect of this

anonymity can afford all students the opportunity to have a voice without the embarrassment

often found in face-to-face classrooms. Instructors act as a facilitator and develop strategies to

engage the students as much as possible. This can come from a variety of techniques such as

synchronous communications (chats, virtual classrooms; all learners on at the same time),

asynchronous communications (discussion boards, posting papers and responding), and group

discussions that will generate learner to learner discussions and group answers.

Caffarella discusses the power relationships in terms of discerning the context. It will be

incumbent for everyone involved to understand the power structure within the online delivery

system and work to insure that the student has power in the process.

Building a base of support

The burgeoning number of online delivery of classes is an indicator that many

universities and colleges support this modality for engaging learners. Many universities and

colleges see the online delivery system as a new source of increased revenue. The hope is that

this revenue can be generated without the associated monetary investments in infrastructure so

support is strong, and in many cases departments are mandated, to develop more and more online

programs. Jamie Farber (1998) writes flippantly about a collaborative online university (Western

Governors University) that has no faculty and offers degrees via online programs. It would be

hard to imagine anything more efficient. Students pay the money, punch in the requisite

competencies, and a degree comes out. Clearly Western Governors University regards itselfas an

idea whose timehas come (p. 798).


36/88


37/88



provide a multi-specialist approach in supporting the content specialist with formatting and

establishing sound online delivery methods and remove the technology burdens from instructors

that are not prepared or not interested in developing the packaging technology aspects needed for

online classes (Kahn, 2004). Organizations will need to support their online delivery with the

funding to make them work for the student and insure that the transfer of learning goal is

achieved. Underfunded programs will be a source of technology breakdowns, a source of

frustration and a source of the attrition rate discussed earlier.

Lastly, organizations will need to have the support of the instructors to carry out their

online delivery plan. Instructors that are ill prepared or not supportive of the use of online

strategies will present problems in successful online delivery.

Sorting and Prioritizing Program Ideas

What classes will be offered online can easily fall into this category of the interactive

model of programming. The answer to the question may be as simple as all of the face-to-face

offerings can lend themselves to online content delivery to the technology does not readily exist

to support a particular program offering. If an organization is determined to offer a science

course that requires a laboratory component through online delivery the preparation time and

sophistication of effective delivery increases. Simple discussion boards, chat sessions, and e-mail

communication systems will not provide the student with the level of experience that they will

need to gain to be proficient in the same skills that face-to-face counterparts will receive. This is

not to say that technologies do not exist to make online delivery of many laboratory experiences

a rich one. Indeed they do and are being practiced at institutions all over the United States. The

University of North Carolina at Chapel Hill is using online supplements to their dental classes

through the use of Adobe products Flash and Connect (formerly Breeze). These multimedia


38/88



approaches to difficult scientific concepts are considered highly successful and worthwhile

expenditures of time for both student and instructor (Moss, 2004).

Program Objectives

Just as with face-to-face classes the learning objectives must suit the students needs and

support the transfer of learning that is being planned. This process should occur throughout the

planning an implementation of the course work and meet the competencies as outlined by the

sponsoring organization. All too often online delivery can become bogged down in the

technological aspects of the program. Program planners and instructors will need to focus on

providing clear statements of the anticipated results to be achieved through education and

training programs (Caffarella, p. 156). Likewise it is wise to establish program goals and

answer why the program is being done.

As with any delivery system online program planners need to establish objectives that are

rational, practical, concrete, and address the transfer of learning that is planned for the course.

Caffarella states using the program objectives as an internal consistency check is especially

helpful in matching instructional, transfer of learning, and evaluation plans to what people want

to see happen (p. 163).

Instructional Plans

The outcomes that Caffarella describes, acquiring new knowledge; enhancing cognitive

skills; developing psychomotor skills; strengthening problem-solving andfinding capabilities;

and changing attitudes, beliefs, values, and or feelings, are consistent with online delivery

approaches to program planning and delivery as well as other methodologies and delivery

systems (p. 169).


39/88



Determining the content that the program will present is an area that online programmers

will find challenging. The online medium does not lend itself to all learning styles. Instructors

will need to be innovative in insuring that all of their students are engaged during the course.

Developing online programming is more than a repackaging of the face-to-face notes and

making them available for download by the students. Farmer (2002) states that

Instruction itself necessitates additional decisions about several elements: content,

resources, sequencing, pacing, choice of format (e.g., video, Internet, face-to-

face), instructional aides (e.g., guide sheets, multimedia presentation, charts, etc.)

Indeed, too often technology is added on top of existing instruction, like icing on

the cake, rather than transforminginstructional design. Some of the changed

elements include: the locus of control form teacher to learner, just-in-time

learning, emphasis on resource-rich inquiry, and heightened interaction. Each type

of technology has its own specialized characteristics, so matching tool with

instruction and learning becomes a more complex decision. Additionally, the

comfort level of both instructor and learner must be taken into account more than

ever in terms of the technology tools to be used (p. 2).

Farmers observations lead to an important point concerning the interactions that online delivery

can generate. Student to instructor; instructor to student; student to student; student to group; and

student to outsiders via technology all are possible mechanisms for collaborative and cooperative

efforts to occur. The transfer of learning can occur through any of these relationships. These

relationships also support the notion of online learning being an excellent venue for

constructivist approaches with individual experiences enlightening others.


40/88



Online delivery may take unusual and unanticipated twists as these relationships and

interactions develop. It is highly likely that the discourse may take a different path from where

the instructor or moderator may have originally planned. The new path may lead to interesting

insights and result in mentally solidifying a concept that will later be used. The result is the

transfer of learning as was intended. The conversation may lead to a different area of discussion

that is a wide departure from the original topic of discussion. The conversation may be off topic

and yet of importance to the students. The diversion in conversation may answer an inquiry the

students may have had thus resulting in meeting a different outcome. Face-to-face classes are not

immune to this getting off topic and in fact this happens all the time. Skilled instructors can

easily redirect the conversation. In asynchronous online delivery these divertive conversations

take place in a way that is difficult to moderate due to the asynchronous nature of online

discussions.

As was discussed in an earlier section, it may be difficult to address all learning styles

through the online medium. It is also challenging to provide the authentic experience of

attending a lab section with hands-on experiences taking place in the online environment.

Technology can provide an answer to some of these needs. Computer simulations, power point

presentations, podcasts, and animated graphical representations can ameliorate the lack of the

actual hands-on experiences. The downside to these technologies is the learning curve by both

student and instructor to become proficient in the use of these methodologies. There is also the

issue of the difficulty in incorporating these learning objects into the online delivery system.

Many multimedia learning objects are possible through the technology. Unfortunately, a single

instructor without the support of a technology team will be able to accomplish only a small part

of the possibilities available to enhance online delivery.


41/88



A cautionary note for online delivery programmers is that it is important to constantly

remain focused on the learner and their outcomes. Technology is a tool and a means to an end,

not the end itself. What is possible through technology may not always be the best method of

teaching. Much can be said for creating an online environment that encourages students to have

dialog, to work together, and support one another in the transfer of learning.

Transfer of Learning

In planning any educational program it is important to constantly remain focused on the

student and plan for the transfer of learning to take place. When participants take the knowledge

they have gained and apply it in context outside of the learning environment learning has been

transferred. The concept is one of multi-dimensions with the key element being the application

of the information presented during the course. All elements of the programming plan require

that the transfer of learning (before, during, and after) be considered. While this is easy to state it

may be a bigger challenge in the application.

Program planners for online delivery should consider Hall and Hords Stages of Concerns

(SOC) model. The SOC model is composed of seven categories in three levels of concern (self,

task, and impact). Online instructors can use the SOC model as the program is progressing to

gage where participants may be in the process. Using reflective strategies the instructor can

determine where students are and can make adjustments to address transfer of learning

(Caffarella, 2002).


42/88



Program planners must understand their span of decision-making control, recognize their

own limits for action, and know when and how to call on people who can and will be helpful in

the transfer of learning process (Caffarella, 2002, p.219).

Evaluation

The online format has a distinct advantage over the face-to-face delivery system for

student evaluation. Since participants are typically writing their responses and participation can

easily be gauged by the number and quality of the responses. In the face-to-face environment it

may be difficult to quantitatively judge the responses given verbally. Another advantage for

student evaluation is that the technology can give online instructors the opportunity to develop

online quizzes that can be automatically scored and provides immediate feedback to the student.

From the students perspective online delivery has the advantage over the face-to-face

delivery since the level of anonymity can provide even shy participants the opportunity to

provide answers and participate. In asynchronous communications the student is further insulated

from embarrassment since there is a lag in delivery and an answer can be thought out thoroughly

and reformulated as needed before it is posted. Unlike face-to-face classes a student that does not

participate is noticed (Smith, Ferguson, and Caris, 2001). Collaborative and cooperative work

groups as well as the high degree of interaction can afford the participants another venue to

learn. Giving participants in these groups an opportunity to self-evaluate can motivate them to

work as a unit and contribute their fair share of effort to the process of working on a project.

Vrasidas and McIsaac (2000) note one major deficiency in online delivery versus face-to-

face delivery;


43/88



One of the major disadvantages of text-based CMC is the lack of visual and

audible cues during communication. Body language, facial expressions, gestures,

and voice intonation are all excluded from such an environment. A simple face

expression can often communicate so much more than any text message. The

same expression said with two different voices, can also have different meanings.

This lack of richness of communication in cues communicated is one of the major

disadvantages of CMC. (p.2)

From a class perspective online program planners and instructors should evaluate their

course just as they would in the face-to-face delivery setting. Using formative evaluation to

change, improve, and evolve the class while it is in progress and summative evaluation to

determine the outcomes and if the objectives were met. Also as with all types of program

planning it is important to consider evaluation plans from the beginning and interweave them

throughout the process. Through continual evaluation the course can be altered to meet the needs

of the students and reach the goal of transfer of learning.

In order for evaluation to be affective it is important for the instructor to see the process

as an opportunity rather than a criticism. A key word to the entire process and evaluation is

flexibility.

It is vital when planning for evaluation that the fact that there are pitfalls that can occur in

evaluation. Caffarella (2002) notes that there may be too many variables to easily quantify

results as to the transfer of learning; that some variables such as personal, organizational, or

societal changes may not provide quantifiable data; there are costs associated with evaluation


44/88



that must be planned for from the outset; that evaluation for evaluation for evaluation sake will

be dismissed and unless it is used as a change agent should not be undertaken.

Planners are encouraged to view evaluation opportunities at the three major points

(before, during, and after). Pre-class evaluations can be used to establish base line data.

Evaluation during and after can be compared to the baseline data to evaluate instructional

processes and competencies.

Making Recommendations and Communicating Results

As a program planner and instructor of online classes reporting the results of the program

to the sponsoring organization will be a function of your duties just as they would be in a face-to-

face delivery system. The reporting mechanism and format may or may not be dictated by the

organization that you are representing. Executive summary of a formal report, formal report,

briefings, oral report, power point or some other electronic medium will all serve as potential

reporting formats.

AS Caffarella reminds us of Knowles advice program reports should be made frequently

to individuals and groups intimately involved in the program (p.274).

Selecting Formats, Schedules, and Staff Needs

The online delivery format has been the root of this paper. The online delivery format

itself has many formats underlying its use. Online delivery can be as simple as e-mail

correspondence or a simple web page that features the opportunity for participants to download a

syllabus and reading assignments. Online delivery can be as complex as a media rich simulation

exercise file downloaded from a server to a synchronous duplex video conference between


45/88



geographically isolated individuals. Online delivery can encompass large group synchronous

sessions to asynchronous discussion boards and group boards.

No matter what mechanisms are used within the online delivery format it is important to

remember the background and experience of the participants, availability and expertise of the

supporting staff, costs, technology requirements of both the students and the organization,

program content, expected outcomes, and the context in which the learning will take place

(Caffarella, 2002). Technology use for technology sake can be a barrier to the transfer of

learning. Without proper evaluation and planning for the students needs with regard to the

usability of the format a program planner is taking a tremendous risk. Alex Koohangs research

in 2004 showed that E-learning design must shift from a programmer-perspective to a learner-

perspective. That is, programmers/instructional designers must incorporate e-learners

experiential and perceptual feedback to build better-designed e-learning courseware (p.136).

Scheduling and pace should reflect the transfer of learning plan and mesh with the overall

program objectives. Since the online delivery system is generally chosen for the anytime, any

place attributes program planners need to be cognizant of the participants schedules and

availability. Course documents should be available in advance of when they are needed to

accommodate students needs and study availability. Online synchronous chats need to reflect

student availability and varying times of day and days of week to insure participation by all

students over the course of the program is important.

Staffing has been addressed in an earlier section when the concept of the design team was

introduced. Suffice it to say that online delivery requires a great deal of time and effort on the

program planner and instructors part. This endeavor is best approached as a team of specialists.


46/88



Budgets and Marketing Plans

Online delivery programs are not dissimilar to other programs that are taught in a face-to-

face environment. Carrs (2001) analysis of a report issued by the Alfred P. Sloan Foundation on

the impact six colleges use of Asynchronous Learning Networks revealed that defining program

costs was difficult and hard to discern. Many of the same budgetary items for traditional

delivery have to be considered. Budget items such as instructor salary, support salaries, and use

of technology have to be included.

Items that can be unique to online delivery that also need to be considered when

formulating a budget are conversion of documents to digital format, programs to develop

multimedia experiences, training and professional development costs to support the learning of

the new programs, maintenance of the digital equipment. If sophisticated delivery systems are

employed costs such as the purchase and maintenance of audio visual production equipment,

studios, and production staff to manage these items will be required.

Marketing of online delivery programs can follow the same methodologies as used by

traditional face-to-face delivery systems.

Coordinating Facilities and Site Events

Since online delivery takes place in a virtual world it would seem that there is little to

consider when developing content for online delivery. Arranging the furniture in the online

learning space can be very important to creating an interactive and usable learning space.

Developers need to keep in mind that clearly defined access points to communication, course

documents, e-mail, class roster, and other salient areas of the course design are imperative. The


47/88



student needs to be comfortable in the learning environment to motivate their use. Instructors

need to be aware that a welcome message on the various elements of the site, an invitation to

explore the site, and a reference to where they can find assistance are important aspects of the

online delivery system.

Courseware products such as Blackboard Learning can make this process much easier

for the instructor and for the student to use. However, there may be occasions where an instructor

may not have access to a courseware product and may be put in a position to develop these areas

independently.

Conclusion

Online delivery systems are a substantive alternative to face-to-face programs. Research

has revealed that little if any significant difference in the results of transfer of knowledge and

importance of learning style between face-to-face and online programs. Online delivery is a boon

to the motivated student that needs the freedom to learn independent of time, space, and place.

This advantage to the student can also mean a disadvantage for the program planner and

instructor. Without the ability to pick up on visual and audible cues the instructor must be more

vigilant in their awareness to what students write. Planners and presenters will also contribute

approximately 3 times as many hours to online delivery without the benefit of compensation and

in many cases a reduction in traditional class load.

Program planners and instructors are encouraged to use Caffarellas interactive model for

program planning. They should be prepared to make modifications to the model to insure that it

fits the online delivery system. Effort should remain on encouraging students to interact with one


48/88



another and use the strengths of the various interactions (student to content, student to instructor,

instructor to student, student to student) as a means to promote the transfer of learning.

Lastly, it is easy to get caught up in the technological aspects of the online medium.

Presenting something in a sophisticated way because you can may be counterproductive to

achieving the learning objectives and transfer of learning. In all efforts it is important to remain

student centered and work towards the goals of developing the student.


49/88



References

Bonk, C. J. (2001). Online teaching in an onlineworld. Bloomington, IN: CourseShare.com.

Caffarella, R. (2002). Planning programs for adult learners: A practical guide for educators,

trainers, and staff developers. San Francisco: JosseyBass.

Carr, S. (2001). Is anyone making money on distance education? Colleges struggle to figure out

how much they are spending on online programs. The Chronicle of Higher Education:

Information Technology.

Documents

Culminating Portfoilio Complete Draft2