Transformational Learning by Carly Pease

 Assignment 6: Transformational Learning

Goals/objectives: To empower participants to become environmental activists, reflect on, and address environmental challenges from cultural, personal, and societal perspectives. 

Rationales: Transformational learning shows how individuals undergo significant shifts in their perspectives and overall understandings in the world. This includes critical reflection while looking into alternative viewpoints. The goals of these modules and activities are to integrate new insights to create a more inclusive perspective. 

• Experience: This part of the module is meant to immerse learners in a different community or environment to engage them in a new perspective. The first activity includes a Guided Nature Exploration where learners learn more about their local environments. Here they are encouraged to observe and listen to the environment in order to foster a deeper connection to nature. This is a great way of introducing a planetary view for learners to experience. This shows the interconnectedness between us and our natural environments. The goal of this activity is to help learners transform their old views about our impacts on the environment into a new one which values this interconnected system. This nature walk helps learners immerse themselves in a natural environment, which could potentially challenge any assumptions they had prior to this activity. The end reflection helps learns take actions to want to change their pre-existing perspectives and assumptions about the environment and environmental activism.
  
  
• Reflection: Learners will reflect on their experiences and engage in discussion. Participants look into their own energy usage and overall impact to reflect as a group. Encouraging discussion about different cultural approaches to sustainable living helps learn on a more cultural context. This activity applies to several different approaches. For instance, reflecting on these experiences and engaging in group discussion aligns with Daloz's idea of mutual storytelling. This encourages conversation about any challenging perspectives through those shared stories of cultural perspectives on sustainable living. Daloz's Psychodevelopmental Perspective is shown when reflecting on one's energy usage as well as any cultural approaches which contribute to personal development. 
  
  
• Critical Discourse Analysis: This section is meant to help learners observe different perspectives on the main topic like through social media. Learners are encouraged to search more about environmental activism and sustainable living on various forms of media. There will there be a group discussion to go through these findings as a group. This conversation is meant to discover the many societal, cultural, and political factors that affect any of these environmental perspectives. This is a prime example of Freire's Social-Emancipatory View where learners become more aware of the societal, cultural, and political factors influencing these external forces that shapes one's consciousness.
  
  
• Action: This activity allows learners to take initiative by making plans of action to solve the main issue. The goal is to implement a community-driven initiative for sustainable living. Learners are encouraged to reflect on the impact of their actions. This activity aligns with the transformative learning perspectives by incorporating experiential learning and critical reflection. The reflection reinforces the transformative learning in this context through a community-driven initiative to create a more sustainable life. 
  
  

References:

Merriam S. B. & Baumgartner L. M. (2020). Learning in adulthood : a comprehensive guide. Jossey-Bass.

Transformative learning by Mike White

 (1) Goals/objectives: Mental Well Being is translated into Physical Well Being and finding balance in your work life can aid you to this point. Lean Change management assists employees in finding balance with creating better processes through eliminating waste internal and external to the processes most employees use in their daily management systems. Transformational Learning can help the employee understand and assist the employee in ownership of the problems they face instead of feeling weighed down by the possibility that no-one wants to let the employee fix the problem. 

 

(2) Rationales: 

•  Mezirow’s psychocritical approach: learners share with others their experience which is conflicted or disoriented from their previous perspectives/assumptions, and take actions to change their pre-existing perspectives/assumptions to better understand the current disoriented experience. Mezirow’s approach has 10 steps/phases, in which experience, critical reflection, reflective discourse and action are four main components. Applying these main points for directing humans into a better state of existence can lead to some very fundamental transformations psychologically and mentally. Satisfaction in life increases your gratefulness and gratefulness increases your ability to love unconditionally. 

• Tell us how you want to use these main ideas to frame your design: 

• Information saturation campaign. Sharing this link in emails. https://www.youtube.com/watch?v=EKEWk4oWmjYLinks to an external site.
• Blanket Flyers: Dropped to the students during Lean sessions so that they can realize that time management can duplicate into healthy work life mental health. 

 

(3) Design:

• Based on the main ideas in the Rationales, please design the main components of your project.

• Discuss how Lean Change Management would have created a different perception of the: 

  1. Disorienting Dilemma- The trigger for most process changes, what the employee seeking training has sought better understanding from internal training for. Causation into the internal professional development. 

  2. Self-Examination- How did this trigger help me identify the problem/waste needing eliminated from my daily management system? 

  3. Critical Assessment- Will anyone miss this trigger/problem from the process? Examine the steps and how they affect each other in the process. 

  4. Recognition of Shared Experiences- Network with others that may have had this shared trigger/problem and associate/meet with them to discuss their way of overcoming the trigger/problem and see if it helps you. 

  5. Exploring Options for New Behavior- Testing any of the other solutions presented to overcome the trigger/problem created by others from shared experiences. 

  6. Planning a Course of Action- Any implementation requires you to take action and make your work life better. 

  7. Acquisition of Knowledge- Implementing through standard work can make this solution more easy to see and use for a better shared culture and organizational understanding.

  8. Trying New Roles- If that behavior change doesn't demonstrate a better work life by having  autonomy to fix your problems, then look for a different role to address your work life issues due to interpersonal triggers that may not be alleviated by a simple process change. 

  9. Building Confidence- Your work satisfaction will grow as you display more ownership over the things that trigger/problems that make your work life difficult. 

  10. Reintegration- Coming back to the work unit with a change in perspective, by learning that others have the same issues and how they bridged the gap for the same trigger/issue. 

• Please tell us how these learning activities will work in practice? These activities can be mutually shared in a Team Chat/ The VA platform within Microsoft. Logging the simple fixes into the National Quality Improvement Tracking Tool, so that it's not reinventing the wheel. 

https://www.verywellmind.com/the-mental-and-physical-health-connection-7255857Links to an external site.

https://www.webmd.com/mental-health/how-does-mental-health-affect-physical-healthLinks to an external site.

https://www.youtube.com/watch?v=EKEWk4oWmjYLinks to an external site.

https://www.diygenius.com/transformational-learning/Links to an external site.

 

Transformative learning by Julee Sims

 Assignment 6: Transformational Learning

 

Goals/objectives: The purpose of this project is to convince people to adopt rescue dogs instead of going to breeders.

Rationales: Transformational learning is about changing people’s minds through education. Like the other learning theories that we have studied, transformational learning can be viewed through several different lenses. I chose to focus on Mezirow’s Psychocritical Approach and the four main components of the learning process: Experience, Critical Reflection, Reflective Discourse, and Action.

Experience: Andragogy assumes that adults have past experiences from which they can learn. There are different types of experiences and depending on the person, they may or may not lead to learning. Experiences can happen in the present time and be interpreted by past experiences (Merrium and Baumgartner, 2020). Experiences can also be imposed on a person by their beliefs and culture. For example, a student may not ever experience a school shooting, but they will still go through drills and prepare for the possibility of the situation since school shootings have become a recurring risk in our society and culture (Merrium and Baumgartner, 2020).

Critical Reflection: The learner must reflect on their experience and the beliefs that determine how the experience is interpreted (Merrium and Baumgartner, 2020). Upon reflection the learner revises, “specific assumptions about oneself and others until the very structure of assumptions becomes transformed.” (Merrium and Baumgartner, 2020). Mezirow defined three types of reflection(Merrium and Baumgartner, 2020):

1. Content Reflection – thinking about the actual experience
2. Process Reflection – thinking about how to deal with the experience, problem solving techniques based on what was learned
3. Premise Reflection – analyzing long held assumptions based on beliefs about the experience

Reflective Discourse: Now that the individual has a new mindset, they want to test whether their new viewpoint is correct (Merrium and Baumgartner, 2020). They seek different perspectives, look at evidence for and against their viewpoint, and assess their findings. It is important to understand that discourse is not a debate, but rather individuals working together to clarify and agree on a viewpoint.

Action: Action is the final component. It can range from “immediate action, delayed action or reasoned reaffirmation of an existing pattern of action”(Mezirow, 2000). It is when the individual acts on their new perspective.

*links in graphic do not work, please click here Download hereto view a PDF with working links

click here Download hereto view Critical Reflection survey

 

I thought that the experience of learning about breeders vs. shelters would give the person something to reflect on. To make it more immersive I could have the people share stories of past experiences with breeders or rescue groups. 

I chose to use a survey to help people really think about the purpose of their dog. If I could get the person to realize that they do not require a purebred then they would be more likely to skip a breeder and start looking at rescues. I thought presenting the issue as more of a problem that they needed to solve (What type of dog do I want, and where do I get it?) would force them to reflect on the purpose of their dog. I know a lot of people determine which type of dog they get based on appearances. But, if I could get them to conclude that they do not require a purebred and they simply want a nice dog, they could change their mind and start looking at shelters and rescue groups.

Download Bo,

MODULE	ACTIVITY	RATIONALE
Experience The learner will read articles that educate them on the benefits of supporting a shelter and not a breeder.	Top 10 Reasons to Adopt from a Shelter Buyer Beware: The Problem with Puppy Mills and Backyard Breeders 10 Reasons to Adopt a Shelter Dog	The learner will have the experience and the knowledge learned from the articles to begin to question their beliefs about where they will get their new dog.
Critical Reflection The learner will complete a short survey about what type of dog they want and why.		The learner will use Process Reflection to problem solve their question of What type of dog do I want, and where do I get it? The survey is meant to get them thinking about what they truly want out of a dog and if that can be accomplished through a rescue group instead of a breeder.
Reflective Discourse If the learner feels like they need a purebred dog, they will search for information on rescue groups for that specific breed. They also will search shelters for that breed using tools like petfinder.com.  If the learner does not need a purebred and simply wants a nice dog, they will search shelter sites like petfinder.com to view available dogs.	Petfinder.com	Now that the learner has determined if they will move forward with a purebred or a mix, they will research their options. Using their new information about breeders vs. shelters, it will help guide them to determine where their dog will come from.  The assumption is that once they are looking at photos and descriptions of available dogs who need homes, they will want to meet some and be excited at the prospect of adopting from a shelter or rescue group.
Action The learner will visit a shelter, rescue group, or adoption event to meet available dogs.		The learner knows that they helped save an animal by adopting a rescue dog. Their mindset has been changed from getting a purebred dog from a breeder, to adopting from a shelter or rescue group.

 

 

References: 

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th ed.). San Francisco: Jossey-Bass.

Andragogy by Tianna Tucker

 Name: Tianna Tucker

Assignment: Andragogy

Project Name: Introduction to Baking

Goal: Adult learners will demonstrate proficiency in a variety of baking techniques and recipes, showcasing their ability to create delicious and visually appealing baked goods.

 

Objective(s):

• Participants will build confidence in their baking abilities by completing at least three challenging recipes that include advanced techniques.
• Tailor the training content based on participants' skill levels, progressively introducing advanced techniques to experienced bakers and fundamental skills to beginners.
• Tailor the training content based on participants' skill levels, progressively introducing advanced techniques to experienced bakers and fundamental skills to beginners.
• Emphasize the joy and satisfaction derived from successful baking, fostering a positive attitude towards the learning process.
• Inspire participants by showcasing the artistry and creativity involved in baking, sharing success stories of renowned bakers, and highlighting the joy of sharing baked goods with others.
• Clearly define learning objectives for each session, providing step-by-step demonstrations and allowing participants to actively participate in the baking process.

 

Rationale(s): Andragogy serves as the guiding framework for this instructional approach.

• Fostering a sense of accomplishment and mastery enhances participants' self-concept, motivating them to explore more complex baking tasks.
  • Self-concept: emphasizing that adults are motivated to learn when they feel a sense of achievement and mastery.
  • Recognizing and celebrating accomplishments helps build participants' self-esteem and motivation.
• Learning through experience reinforces theoretical concepts and helps participants develop the skills necessary for independent baking.
  • Experiential learning: adults tend to learn effectively when they can relate new information to their existing experiences.
  • Learning through hands-on experience reinforces theoretical concepts and allows participants to apply knowledge directly in the context of baking.
• Adapting content to participants' readiness to learn ensures optimal learning experiences, preventing boredom or frustration.
  • Readiness to learn: adults are ready to learn things they feel they need to know.
  • By adjusting the content to meet the participants' readiness levels, the instruction becomes more tailored and relevant, which prevents boredom or frustration.
• A positive orientation to learning enhances motivation and encourages participants to approach challenges with enthusiasm.
  • Positive orientation to learning: adults are motivated when they perceive learning as relevant to their needs and when they have a positive attitude toward the learning experience.
  • Creating a positive learning environment encourages enthusiasm and engagement.
• Motivated learners are more likely to invest effort in acquiring new skills and exploring innovative baking techniques, aligning with the principles of andragogy.
  • Motivation: adults are self-directed and motivated to learn when they see the relevance of the content.
  • Exploring innovative baking techniques appeals to their intrinsic motivation and aligns with the idea that adults prefer to learn things they feel apply to their lives.
• Setting clear objectives and involving participants in the learning process ensures focused and effective skill acquisition, adhering to the principles of andragogy.
  • Adults prefer to be involved in the planning and evaluation of their instruction.
  • Setting clear objectives and involving participants in the learning

Design:

Class Design(s):

Class #1-

Class #2-

Class #3-

This 

Experiential learning by Mick White

 

(1) Goals/objectives: What are the purposes or objectives of your project?                                                                                                     Develop a feed back tool that can categorize real and consumable student understanding without boring the student and diverting attention from them to something else. Today's world, especially healthcare, there is always another squirrel for somebody to go look at out the window.

 

(2) Rationales: 

• What are the main ideas that you have learned in this week? and how will you apply these ideas in your project?  The experiential Learner is always wanting more life experience. My coaching of Lean students into the places they are weak and building their skills and confidence levels to a place that they hadn't considered possible before this professional endeavor. Feedback should be before and after each session so that I can instruct through the gaps addressed by the consumer. 

• Tell us how you want to use these main ideas to frame your design.                                                                                                                     My design will be a continuous feedback loop from beginning to end using the GROW model so that we can develop all of their possible goals while using those self driven indicators to track what they need or bring to the table. 

(3) Design: 

•  

  Boxes in A3 9-Box of Lean healthcare	GROW Model Coaching administering the Kolb's cycle approach.	GROW Model Coaching administering the Kolb's cycle approach.	GROW Model Coaching administering the Kolb's cycle approach.	GROW Model Coaching administering the Kolb's cycle approach.
  Box 1 Reason for Improvement	Walk through Goals for Box 1 while discussing the abstract concept of Box 1 in the Lean Model.	Walk through the Reality of Box 1 while discussing how to actively experiment for Box 1's requirements in the Lean Model.	Walk through the Options of Box 1 while discussing how to go through the experience of Box 1's requirements in the Lean Model.	Walk through the What's next step of Box 1, which ties into Box 2 while discussing how to do some reflection and maybe fine tune Box 1 before moving on to Box 2.
  Box 2 Current State Map	Walk through Goals for Box 2 while discussing the abstract concept ofBox 2 in the Lean Model.	Walk through the Reality of Box 2 while discussing how to actively experiment for Box 2's requirements in the Lean Model.	Walk through the Options of Box 2 while discussing how to go through the experience of Box 2's requirementsin the Lean Model.	Walk through the What's next step of Box 2, which ties into Box 3 while discussing how to do some reflection and maybe fine tune Box 1 before moving on to Box 3.
  Box 3 Target State Map	Walk through Goals for Box 3 while discussing the abstract concept of Box 3 in the Lean Model.	Walk through the Reality of Box 3 while discussing how to actively experiment for Box 3's requirements in the Lean Model.	Walk through the Options of Box 3 while discussing how to go through the experience of Box 3's requirements in the Lean Model.	Walk through the What's next step of Box 3, which ties into Box 4 while discussing how to do some reflection and maybe fine tune Box 3 before moving on to Box 4.
  Box 4 Gap Analysis	Walk through Goals for Box 4 while discussing the abstract concept of Box 4 in the Lean Model.	Walk through the Reality of Box 4 while discussing how to actively experiment for Box 4's requirements in the Lean Model.	Walk through the Options of Box 4 while discussing how to go through the experience of Box 4's requirements in the Lean Model.	Walk through the What's next step of Box 4, which ties into Box 5 while discussing how to do some reflection and maybe fine tune Box 1 before moving on to Box 5.
  Box 5 Solutions Approach	Walk through Goals for Box 5 while discussing the abstract concept of Box 5 in the Lean Model.	Walk through the Reality of Box 5 while discussing how to actively experiment for Box 5's requirements in the Lean Model.	Walk through the Options of Box 5 while discussing how to go through the experience of Box 5's requirements in the Lean Model.	Walk through the What's next step of Box 5, which ties into Box 6 while discussing how to do some reflection and maybe fine tune Box 5 before moving on to Box 6.
  Box 6 Rapid Experiments	Walk through Goals for Box 6 while discussing the abstract concept of Box 6 in the Lean Model.	Walk through the Reality of Box 6 while discussing how to actively experiment for Box 6's requirements in the Lean Model.	Walk through the Options of Box 6 while discussing how to go through the experience of Box 6's requirements in the Lean Model.	Walk through the What's next step of Box 6, which ties into Box 7 while discussing how to do some reflection and maybe fine tune Box 6 before moving on to Box 7.
  Box 7 Completion Plan	Walk through Goals for Box 7 while discussing the abstract concept of Box 7 in the Lean Model.	Walk through the Reality of Box 7 while discussing how to actively experiment for Box 7's requirements in the Lean Model.	Walk through the Options of Box 7 while discussing how to go through the experience of Box 7's requirements in the Lean Model.	Walk through the What's next step of Box 7, which ties into Box 8 while discussing how to do some reflection and maybe fine tune Box 7 before moving on to Box 8.
  Box 8 Confirmed State	Walk through Goals for Box 8 while discussing the abstract concept of Box 8 in the Lean Model.	Walk through the Reality of Box 8 while discussing how to actively experiment for Box 8's requirements in the Lean Model.	Walk through the Options of Box 8 while discussing how to go through the experience of Box 8's requirements in the Lean Model.	Walk through the What's next step of Box 8, which ties into Box 9 while discussing how to do some reflection and maybe fine tune Box 8 before moving on to Box 9.
  Box 9 Insights	Walk through Goals for Box 9 while discussing the abstract concept of Box 9 in the Lean Model.	Walk through the Reality of Box 9 while discussing how to actively experiment for Box 9's requirements in the Lean Model.	Walk through the Options of Box 9 while discussing how to go through the experience of Box 9s requirements in the Lean Model.	Walk through the What's next step of Box 9, which will lead to completion and certification and presentations for public speaking needs.
  Certification	Goals for next steps	Reality of next steps	Options for when the next steps happen	What's next and forming the plan to make it actionable.

  

(4) COMMENTS

One comment: Each student needs to post one comment each week. In this comment, tell us:

• What have you learned from your peers’ project (s)?
• What are your suggestions for your peers’ project(s)?

 

Experiential learning by Carly Pease

 Assignment 4: Experience and Learning - Carly Pease

Project Title: Beyond the Frame: Art History 

Goal: Equip students with foundational knowledge and understanding of visual arts throughout various cultures and historical periods.

Learning Objectives: This allows learners to encounter reflective observations where they can analyze and interpret the art they encounter. This encourages students to critically think and engage in artistic expression. Students will learn:

• How to openly discuss and analyze pieces of art without knowing the actual context of the art
• Deep dive into a specific piece of art defining the many pieces of symbolism while observing the historical context.
• Further understand the different forms and styles of art from an art historian
• Take the skills they have learned and put it towards a virtually curated gallery they are in charge of 

Rationales: Experiential learning is a learning process model that consists of many forms of learning. This emphasizes the experiences that plays in the learning process like how we learn and develop. The Kolb experiential learning cycle allows learners to engage in these new experiences while reflecting on their own experiences. This brings a whole new understanding to these experiences. These observations allows learners to further engage and form abstract concepts from the experience while putting it into practice. 

There is a situated perspective that places more emphasis on authentic socio-cultural contexts (Merriam & Baumgartner, 2020) This form of experiential learning involves learning experiences that immerse the students in the socio-cultural contexts of art history. This style of learning helps actively engage students with art and their historical settings. Module 2 is specifically meant to further analyze art and its historical and cultural settings. Group discussions and projects help encourage the collaborative learning within a socio-cultural context. These modules are meant to enhance the students' connection with the material in order to foster a deeper appreciation for the cultural and historical significance of the art we study and admire.

Experiential learning contributes to the development of expertise (Merriam & Baumgartner, 2020). Repeated cycles of action and reflection contribute to the development of expertise from this style of learning. Showing students art and having them further analyze the many meanings of each piece shows the repeated cycles of reflection. Reviewing and opening forms of discussion improve the ways of learning along with retention. These modules are made to engage and fully immerse the learner in the many forms of art. The collaborative activities allows for learners to focus on what interests them. In the end, they put together everything they learned and show a thoroughly planned out project that they had to interact with over and over with the knowledge they learned. 

The final project puts together their knowledge analyzing art into an experience where they can teach others in the class about a specific theme they found the most interesting. By doing this, they feel the expertise of taking over the lesson and showing all they discovered in this learning journey. 

Design:

 

References:

Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4thed.). San Francisco: Jossey-Bass.

How to Meal Prep using Kolb’s Experiential Learning Methods by Amanda Huynh

 

Project Title: How to Meal Prep using Kolb’s Experiential Learning Methods

1. Goals: The goal of this workshop is to help any learner with adequate resources discover a meal plan that works for them and learn how to prep meals for the week. 

Objectives: Participants that attend this workshop will be able to:

• • • Participate in an introductory meal prep class and reflect on the course
    • Discover their personalized meal plan
    • Implement their meal plan to their lives

2. Rationales: In my project, I will be using Kolb’s theory of experiential learning which describes how people learn through experience. Using Kolb’s Experiential Learning methods, participants will be able to use concrete experience, observation and reflection, abstract conceptualization, and active experimentation to successfully implement meal planning in their lives.
   • Concrete Experience: doing/having an experience
   • Observation/Reflection: reviewing/reflecting on the experience
   • Abstract conceptualization: concluding/learning from the experience
   • Active experimentation: planning and trying out what you have learned

 

3. Design:

Modules	Learning Activity	Content	Rationale
1.      Take a beginner meal prep course	Participants will take part in an introductory meal prep course led by a meal prep instructor. In this course, students will learn how to organize and create one standard meal for one week.	·        Organize: students will learn what materials are needed for meal prepping and will figure out a schedule that is most suitable for them and their lifestyle. ·        Create: students will follow along as an instructor guides them through meal prepping a week’s worth of meals.	By having participants take this introductory course, students will have at least one concrete experience to refer back to as they continue to learn more about meal prepping. With an instructor present, participants can ask questions, make mistakes, and be guided to solutions during this experience.
2.      Reflect on course	Participants will take a reflection survey to assess and examine their feelings on the meal prep course.	The survey includes the following questions: ·        What did you learn from the meal-prepping course? ·        Did you like the meal that was prepped? If not, how would you change it? ·        Were you able to organize a tangible meal-prepping plan? If not, how can it be changed to suit your lifestyle? ·        Please circle at least 5 meals that you are interested in prepping:	In this module, participants are given the opportunity to observe and reflect on their experience in the meal-prepping course. By allowing students to examine their feelings about meal-prepping, they can make informed decisions on how to properly implement meal planning into their lives.
3.      Receive Beginner Meal Prep Guide	To conclude the course, participants will be given a personalized meal prep guide based on their experience and survey responses from the meal prepping course.	This meal prep planning guide will include: ·        A personalized calendar that helps students stay organized in their meal-planning ·        Meals and recipes that the participants would enjoy prepping and eating ·        A shopping list that corresponds with each week’s meal ·        A reflection page for each week to continue to make assessments about meal planning.	By supplying learners with a personalized meal prep guide, students will be able to take what they have learned in the course and conclude it with a solid meal plan. The idea of abstract conceptualizationrelies on the learner's ability to recall what they have learned in an effort to apply it to their future experiences.
4.      Begin your meal prepping/ Implement personal meal-prepping plan!	After completing the introductory course, students are now ready to apply their learning to meal prep on their own.	Students are encouraged to begin meal prepping on their own!	Now that students have been equipped with the proper knowledge, materials, and skillset, students can now apply their learnings to test out what they have learned! Throughactive experimentation,students will be able to implement what they’ve learned in the course, as well as their own assessments, to meal prep on their own. After enough repetition, students will become meal-prepping experts in no time.

 

References: https://www.youtube.com/watch?v=Ek-i8NIYi_gLinks to an external site.