TPACK+in+Adult+Learning

=TPACK Instructional Design and Analysis 2 : Project-based learning with Windows Moviemaker or iMovie = Description: This lesson is target to adult learners through project based learning. The lesson entails how using video editing software, such as iMovie or Window’s Moviemaker can be an effective strategy in presenting and learning new concepts. Using such strategy will increase student engagement, as well as creative freedom to express themselves.



= = = = =TPACK Instructional Design and Analysis 2 : Resume Building = Description:

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The overall basis of this design and analysis is to ensure the correct build and model for resume building. Listed will be various types of resume formats, the way things should be formatted including necessary info on the individuals resume. Using Google Docs, the student will be able to exercise social learning, as well as collaborative learning with the students as well as the instructor.=====

= = =media type="youtube" key="RKM_LZ0ujX8" width="560" height="315"=

mabarnes618
=**TPACK Instructional Design and Analysis 1: ****Surgeon Certification Course for Refractive Surgery using the STAR S4 IR Excimer Laser System **= =__De____scription:__ = The trainees targeted for this lesson are ophthalmologist, nurses, technicians and various other medical professionals in the ophthalmic setting. When a board-certified ophthalmologist purchases a STAR S4 IR Excimer Laser System they need to be trained and certified prior to use on live patients. The first step in this process is sending the designated trainee a link to the online training course. The second step is hands-on training at the Laser and the third step is proctoring 10 cases to complete certification. Proctoring requires a trainer from Johnson & Johnson Vision to observe proper use of the system. The final step is completing an online quiz and printing out their certification of completion. =**TPACK Instructional Design and Analysis 2: ****Application Support Manager Catalys Precision Laser System Calibration Training using FaceTime® **= =__De____scription:__ = The trainees targeted for this lesson are ASM’s (Application Support Managers) within Johnson & Johnson Vision. The ASM team primarily deals with the clinical and technical components of the Catalys Precision Laser System, and have extensive clinical knowledge, but minimal technical knowledge. This is where I come in from the medical affairs team. We teach them how the Catalys Precision Laser System works inside the eye and how to properly calibrate and program the system. In many circumstances, this is done using the intuitive FaceTime software. = = =**Adult Learning in the field with FaceTime technology**=

=__De____scription:__ = This video example is how FaceTime can be used to train busy working professionals in the field. Also, many companies are trying to safe on travel costs, so this may be a viable option. clink on the link below the picture.



[|Catalys FaceTime Training example]

=__D____escription:__ = Adult education exists in many forms, including professional development, lifelong pleasure-based learning, on-the-job skills training, and leadership enhancement, among others. Many resources are available to teach "teachers" how to utilize TPACK model in the K-12 setting. However, there is less published research about specific use of the framework in adult learner settings. Nonetheless, educators can utilize TPACK but within it, must also focus on andragogy, the unique characteristics and needs of adult learners. Kelly (2012) emphasizes the principles of andragogy in the quotation of three Malcolm Knowles’ adult learner characteristics; 1) when teaching adults the lesson should have a value of practical applicability, 2) contain relevancy to adult experience, and 3) within the lesson the ability to accentuate autonomy. Inquiry-guided learning and an experiential learning approach are two excellent andragogical approaches for adult learning. Both instructional approaches provide reflective autonomy for the adult learner in the achievement outcomes.

=BrainMass put together a short video series titled __ "Adult Learning Techniques For Facilitators" __ that addresses many of these considerations. =

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=__<span style="color: #1e2f87; font-family: "Lucida Sans Unicode","Lucida Grande",sans-serif;">Self-Directed Learning through Web 2.0 Technologies __= <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">For those of us facilitating adult learning, the knowledge that enters our classroom can fall anywhere from novice to expert. In the past, lesson planning was more of a “One size fits all” approach. As we gain understanding of the TPACK framework, and the research behind it, we must learn to plan to meet the learner where they are. With the numerous technological platforms available, lesson planning can move from lecture to a more self-directed pedagogy. Offering different avenues of learning through technology can meet the adult learning needs and styles where they are, on demand for a continuous learning experience. Below are two papers one a journal article “ <span style="font-family: "Trebuchet MS","sans-serif"; font-size: 13.33px;">Reorienting self-directed learning for the creative digital era” identifying strategies for self-directed learning through incorporation of technology and the other “Understanding self-directed learning in the context of mobile Web 2.0” a study looking at learner outcomes.



=**__ Adult Learning /Training and Development __**= <span style="font-family: Arial,Helvetica,sans-serif;">E- Learning has become a significant component of training and development within the corporate environment. Ensuring that e-learning facilitates the acquisition of knowledge and skills can be challenging if the e-learning teams cannot assert competency in creative applications of instructional design, learning theories, and technology. While how to value the adult learner in online courses in the academic environment has received some attention, very little is known about how the adult learner in e-learning is valued within corporate settings.

<span style="font-family: Arial,Helvetica,sans-serif;">The adult learner and e-learning within a corporate setting is tied to performance and productivity. As a result, the value for the adult learner in e-learning starts with the integration of four champion factors, they are: leadership, learning culture, technology infrastructure, and finance. The link provided is to the article entitled: Valuing the adult learner in e-learning: part one- a conceptual model for corporate settings.

While instructing adult learners in the corporate setting, it is advantageous that the instructor is best able to recognize and suite each type of individual learning style. Corporate offices usually have certain requirements that each new hire must achieve in order to learn the order of operation and further their employment. Some of those process include, adapting new and improved technologies with in various workspaces, using several different organizational systems, etc. With in adult learning, there are numerous focuses each one should take into consideration while trying to gain a positive skill set.

Adult Learners are sometimes not as open to new ideas and methods. As an adult learner, especially with in the corporate realm it is always better for the students to possess a strong sense of personal development. It is important that they are aware of how they learn, the type of motivation in which they possess ( whether intrinsic or extrinsic) and being able to apply those skills towards the workplace. Allowing adult learners to practice the craft in which they are trying to perfect, also creates a great sense of self efficacy, and allowing themselves to become responsible for their personal learning goals.

(Attached below will be a mock new hire training that will give rationales as well.)

=** TPACK: An Exercise in Metacognition **= Though there is little published related to TPACK and adult learning, particularly as it relates to corporate training and education, I have found great value in working through lessons in this EDT 514 course because these lessons have forced me to reflect on my thinking as an adult educator. I've been required to break down processes and think critically and analytically on practices and tactics that have become so second-nature to me that they occur almost without thought as to why we do certain things or how the various stages and processes relate to one another. In forming TPACK-based lesson plans, the exercise of dissecting the pedagogy, the content, and the technology, and deliberating over their interconnections as a lesson is planned and delivered has helped me to slow down my thinking and be more purposeful in my planning. What I would hope to see in the future for the TPACK approach to be more applicable in the adult learning field is the application of andragogical frameworks and approaches to the model. I also think that a more purposeful ending to the TPACK process that moves into strategic implementation would be helpful.

=__<span style="color: #eb0b33; font-family: "Lucida Sans Unicode","Lucida Grande",sans-serif; font-size: 120%;">Sample TPACK Lessons __= =**__<span style="color: #2712a8; font-family: "Palatino Linotype","Book Antiqua",Palatino,serif;">TPACK Lesson Used in Defining Prospective Careers for Adult Learners __**= In spite of the need for autonomy in learning some adults are dependent upon teacher directives. Computer assisted career guidance (CACG) programs can provide quality assessments defining prospective career s for returning adults learners seeking better career opportunities.

=__**<span style="color: #2b199e; font-family: "Palatino Linotype","Book Antiqua",Palatino,serif;">TPACK Lessons Used in Teaching Nursing Skills **__= This lesson involves required skills for Registered Nurses:

The following lessons were all developed as tools to help Registered Nurses with Burnout: [|Superballs - Important for Life] [|Practicing Gratitude to Increase Positivity] [|Signature Strengths - One Way to Generate Bounce]

=__<span style="color: #1f1d9c; font-family: "Palatino Linotype","Book Antiqua",Palatino,serif;">TPACK Lessons Used in Resume Building __= The following lesson is designed for adult learners who are interested in increasing their success at finding a position in their field by strengthening their resumes with the guidelines provided.

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__ TPACK Lesson Plan for Adult Learners using Google Docs to build Resumes __

<span style="font-family: "Arial",sans-serif; font-size: 13.33px;">The following lesson is designed for adult learners (workshop attendees) in creating resumes to increase their chances of finding a position in a field they are interested in. This lesson was developed as a tool for adult learners to learn the importance of a resume. This lesson is designed using Google Docs as the technology of choice. This lesson reviews Google Docs as a tool for resume building in a Collaborative learning setting. In addition to sharing the TPACK lesson, I've also attached my resume building lesson I teach in workshop in a powerpoint below. <span style="font-family: "Arial",sans-serif; font-size: 13.33px;">

= References =

Dobinson, T., & Stokes-Thompson, F. (2015). The potential for utilising the collaborative learning spaces approach in the delivery of résumé development education. Australian Journal of Career Development, 24(1), 64-68. doi:10.1177/1038416214565671

Curabba, B. (2016). Students Perceptions Of Using Google Drive For Collaborative Writing And Classroom Projects. ICERI2016 Proceedings. doi:10.21125/iceri.2016.0751

Ku, D. T., & Chen, N. L. (2015). Influence of wiki participation on transnational collaboration learning anxiety in middle school students. Internet Research, 25(5), 794-810. doi:10.1108/intr-05-2014-0142

Brodahl, C., & Hansen, N. K. (2014). Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers. Journal of Information Technology Education: Research, 13. doi:10.28945/1960

=__<span style="color: #171da1; font-family: "Palatino Linotype","Book Antiqua",Palatino,serif;">TPACK Lesson Used in CLOUD computing in the Healthcare Industry __= Introduction to cloud computing with M+Box and M+Google and it's affordances and constraints in the healthcare setting.



=__<span style="color: #1a0bc7; font-family: "Palatino Linotype","Book Antiqua",Palatino,serif;">TPACK Lessons Used in Creating Online Courses __= The following TPACK lesson plans were designed for faculty who would be learning to create their own online courses in an internal proprietary learning management system.

=__<span style="color: #2116a3; font-family: "Palatino Linotype","Book Antiqua",Palatino,serif;">TPACK Lesson Used in Cyberbullying Forum __=

This is a TPACK-aligned lesson plan that teaches religious content by employing the andragogical method of project-based learning with the technological integration of Windows Movie Maker.
 * __TPACK Lesson Plan for Adult Learners Using__ __Project-based Learning__ __and__ __Windows Movie Maker__ **

This is a TPACK-aligned lesson plan that teaches religious content by employing the andragogical method of debate with the technological integration of multimedia.
 * __ TPACK Lesson Plan for Adult Learners Using Debate and Multimedia __**

=__TPACK Lesson Plan for Adult Learners Using 3D Virtual Modeling__=

This TPACK lesson plan highlights the benefits of using computerized 3-dimensional models to illustrate spatial concepts.

=__TPACK Lesson Plan for Adult Learners Using Interactive Whiteboards (IWB) Teaching Wiring Diagrams__=

This TPACK lesson illustrates how an IWB can be effectively implemented, into lectures discussing vocational concepts.

References

Cooper, B., & Naatus, M. K. (2014). Linkedin As A Learning Tool In Business Education. American Journal of Business Education (AJBE),7(4), 299. doi:10.19030/ajbe.v7i4.8815

Hmelo-Silver, C. E. (2004). Project-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. doi:10.1023/b:edpr.0000034022.16470.f3

Thomas, J.W. (2000). A Review of Research on Project-Based Learning. Retrieved from [|http://www.autodesk.com/foundation on 5 October 2010]

Tongsakul, A., Jitgarun, K., & Chaokumnerd, W. (2011). Empowering Students Through Project-Based Learning: Perceptions Of Instructors And Students In Vocational Education Institutes In Thailand. Journal of College Teaching & Learning (TLC), 8(12), 19. doi:10.19030/tlc.v8i12.6618

=__TPACK Lesson Plan for Adult Learners Using LinkedIn to Network professionally__=

<span style="font-family: "Arial",sans-serif; font-size: 13.33px;">The following lesson is designed for adult learners (workshop attendees) in creating LinkedIn to network professionally with individuals in a field they are interested in, and to also open the students to employment opportunities on LinkedIn. This lesson was developed as a tool for adult learners to learn the importance of a networking. This lesson is designed using LinkedIn as the technology of choice. This lesson reviews LinkedIn as a tool for networking in a Project-Based learning setting. In addition to sharing the TPACK lesson, I've also attached my networking lesson I teach as a workshop in a PowerPoint below. = =

=__ Additional Resources in Educational Technology for Adult Learners: __= =__<span style="color: #1b29a6; font-family: "Palatino Linotype","Book Antiqua",Palatino,serif; font-size: 120%;">Helpful Articles __=

=__<span style="color: #070812; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">TPACK Lesson Form __= What I thought was easily the most useful resource I encountered in this course, particularly given the rarity of exposure to TPACK's use in adult ed: @http://tinyurl.com/tpacklessonplanningform

__** TPACK Lesson Plan Template **__ Here is a quick guide to ensure that your lesson plan being created aligns with the TPACK concept. __ [] __

Here is a website that has more than 100 lesson plans for various project-based learning projects using movie-making software. It offers skills that cannot be otherwise garnered save participation in these types of projects. __ [] __
 * __Fully-Developed TPACK Lesson Plans Using Movie-Making Projects__ **

__** Johns Hopkins School of Education - “The Internet as a Path to Adult Learning” **__ This resource focuses on internet-based learning in the instruction of adult learners. This article covers: []
 * Imperativeness and history of internet-based learning
 * Current trends in learning
 * Andragogical theory
 * Learner-centered teaching with internet-based instruction
 * Learner-centered teaching without internet-based instruction

__** Digital Storytelling in Adult Education: Toward a Conceptual Framework **__ This resource delineates the benefits of utilizing the andragogical strategy of digital storytelling, which is at the center of project-based learning, in teaching adult learners. []

__** Engaging Adult Learners Through Project-based Multimedia Learning **__ While this resource focuses on K-12 students, the benefits of implementing project-based multimedia learning are universal. The skills fostered through this method are necessary for adult learners as well. This article explains project-based multimedia learning and how to implement it effectively into the curriculum. []

This resource does a pretty good job of delineating the variables and theories of adult learning. It also covers additional components of adult learning. The major topics include: [|__http://epltt.coe.uga.edu/index.php?title=Adult_Learning#Training_strategies__]
 * __Review of Adult Learning - Department of Educational Psychology and Instructional Technology, University of Georgia__ **
 * Andragogy
 * Variables affecting adult learning
 * Toolkit for facilitators of adult learning
 * Learning theories related to adult learning
 * Teaching strategies

=__References:__=

Kelly, N. (2012). The information battlefield. //Training, 49(6),// 10-12.

Kim, J., Pedersen, S., Baldwin, M., (2012). Improving user satisfaction via a case enhanced e-learning environment. Education & Training (54)2: 204-218. doi.org/10.1108/00400911211210305.

Schachar, M., Neumann (2010). Twenty years of research on the academic performance differences between traditional and distance learning: Summative meta-analysis and trend examination. MERLOT Journal of Online Learning and Teaching. (6)2:318-334.

Waight, C. L., & Stewart, B. L. (2005). Valuing the adult learner in e-learning: Part one - a conceptual model for corporate settings. //Journal of Workplace Learning,// //17//(5), 337-345. Retrieved from http://search.proquest.com/docview/198423992?accountid=14780

Ward, C.,Kushner-Benson, S. (2010). Developing new schemas for online teaching and learning: TPACK. MERLOT Journal of Online Learning and Teaching. 6(2)

___ = TPACK Lesson Guide Intergrating YouTube in College Orientations = ==== Below is a TPACK Lesson Guide for Higher Education professionals intergrading YouTube into new student orientation. While it is mandatory for all newly admitted students to attend an orientation, creating a digital platform that includes all orientation content will enhance the student experience, and serve as a resource for those students who need a different approach to learning. ==== ====<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">The goal of the intergrading YouTube into a college orientation is to use a visual platform to educate students' on resources that will promote student success in college, while relaying important university policies, guidelines and expectations. ====



<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">Resources

 * =====<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">Burke, Sloane; Snyder, Shonna. (2008). YouTube: An innovative Learning Resource for College Health Education Courses. Retrieved from <span style="color: #1155cc; font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">__ [] __ =====
 * =====<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt;">Cardine, Sara. (2008, July 21). Is Education Ready For Youtube? Retrieved from http://www.centerdigitaled.com/edtech/Is-Education-Ready-For-YouTube.html =====
 * =====<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">Kouyoumdjian, Haig (July 2012). Learning Through Visuals. Retrieved by <span style="color: #1155cc; font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">__ [] __ =====
 * =====<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">McKenzie, Jamie. (2008). Breaking the YouTube Blockade. Retrieved from <span style="color: #1155cc; font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">__ [] __ =====
 * =====<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">National Training Teacher Training Institute. Retrieved from [|__https://www.thirteen.org/edonline/ntti/resources/video1.html__] =====

=TPACK Lesson Guide Intergrading Degree Works in their College Academic Planning= ====<span style="font-family: &#39;Times New Roman&#39;; font-size: 12pt; vertical-align: baseline;">Below is a TPACK Lesson Guide for collegiate students using a digital curriculum tool, Degree Works, in a workshop setting to create their unique educational plans and register for courses. The targeted population for this given assignment will be transfer students, however workshops similar to these could also range from freshmen entering their first year as well. The goal of this workshop will be teaching students what courses they need to fulfil degree requirements, and ultimately register for courses. ====

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Resources

 * ===== Adrian Kirkwood & Linda Price(2013)Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review,Learning, Media and Technology. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/17439884.2013.770404 =====
 * Concordia University. (2011). How to Use Technology to Enhance a Lesson. Retrieved from __ [] __
 * Ellucian Degree Works. Retrived from __ [] __
 * Hill, Hanette; Song, Liyan. (Spring 2007). A Conceptual Model for Understanding Self-Directed Learning in Online Environments. (Journal of Interactive Online Learning). Retrieved from: R __ [] __