CREATING SIGNIFICANT LEARNING EXPERIENCESZachary George, Lake Forest CollegeJennifer Keegan, Knox CollegeAnne Kremer, DePaul UniversityCaitlin Smith, Northwestern University

BEFORE WE BEGIN…

Take a moment to think of a program, workshop, seminar, training you either attended or planned…

LEARNING GOALS Understand the three phases of creating significant learning

experiences with a particular emphasis on learning goals, teaching and learning activities and feedback and assessment.

Relate and assess what you are learning about the creation and implementation of significant learning experiences to your own work as designers of workshops, events, training and other programs.

Identify resources and other professionals to use, collaborate with, and assist regarding your continued learning about developing and executing significant learning experiences.

Get excited applying this model to any workshops, events, training or other programs you have designed or will be designing.

3 PARTS: SIGNIFICANT LEARNING EXPERIENCES

LEARNING GOALS Start backwards…

What is it that I hope participants will have learned; what will still have value after this workshop, event, training, program is over?

Learning-centered approach verses leader-centered approach

Focus on lasting impact of the workshop/event/training/program over time

LEARNING GOALS Ask yourself:

What key information is important for participants to understand?

What kind of thinking is important for participants to learn? What skills are important for participants to learn? What projects do participants need to know how to manage?

What connections should participants be able to make?

What should participants learn about themselves?

What would you like to see participants take an interest in or care about? What changes would you like to see?

Not all will apply necessarily…

TEACHING & LEARNING ACTIVITIES

Only “receiving” information and ideas Listening to lecture Reading a book

Limited and limiting in terms of types of learning

Lacks application and reflection

“Doing” and “observing” experiences Case studies, simulations, role-play Stories via film, literature, oral history Actively doing/observing in action what

you want them to learn What do you want them to know/know

how to do when the workshop is over? Can be “doing” as well as “observing”

Reflection People are meaning-making beings What one is learning How one is learning Alone or with others

Passive Learning Active Learning

Shape the nature and quality of the learning experience

FEEDBACK & ASSESSMENT To measure success, must tie learning goals and teaching

and learning activities to feedback & assessment Avoid only backward-looking assessments:

Mid-terms and finals “We have covered topics X, Y & Z , do you get it?”

Attempt: Forward-looking assessments

Case study or hypothetical situation – if you were in this situation, how would you apply X, Y & Z?

Replicate contexts for which participants can apply knowledge Self – Assessment

Create multiple opportunities for self-assessment and reflection on performance thus far

Important to know how to assess and measure work as well as the work of others compared to criteria and standards identified

Frequent and immediate feedback Other examples: surveys, testimonials, benchmarking, focus

groups, colleague feedback

CONNECTING THE DOTS…

Where do you want to go? Ideally what do you want learners to learn?

How will you know if your participants get where you want them to go? How will you know if they are achieving the goals you’ve set?

How are you going to get participants there? What teaching and learning activities will help them best meet your learning goals?

APPLICATIONNorthwestern University: Tour Guide TrainingKnox College: New Staff TrainingLake Forest College: Ambassador ProgramIACAC: Middle Management Institute

NORTHWESTERN UNIVERSITY: TOUR GUIDE TRAININGLearning Goals:

Understand that as a tour guide it is their responsibility not just to remember the foundational facts, figures, and route of the campus tour, but more importantly to fulfill your roles as a storyteller.

Create an emotionally memorable tour for visiting families by sharing personal stories about their experience as a student at Northwestern.

Be able to identify resources on campus that can help them improve their knowledge about campus (including academic programs, special student projects, on campus activities, etc.).

Have the desire to gather more stories and experiences not only about themselves, but about their fellow classmates to share with visitors on campus.

Value their role as a tour guide and the important work that they do in recruiting wonderful students to Northwestern.

NORTHWESTERN UNIVERSITY: TOUR GUIDE TRAININGTeaching and Learning Activities

Storytelling Ice-Breaker *focus on narrative Veteran tour guides share their favorite tour story with the

group New guides share a favorite Northwestern memory

Pseudo-competitive Jeopardy

Mock Tour Mix groups of novice and veteran guides Each guide gives 1/7 of tour Pause for feedback from entire group following each

portion of tour

NORTHWESTERN UNIVERSITY: TOUR GUIDE TRAININGFeedback & Assessment

During Training: Peer feedback throughout group tour End-of-day reflection

Ongoing/Post Training: Exec board – 2 training gurus Shadowing and feedback Quarterly joint tours Visitor comment cards

NO

RTHW

ESTERN U

NIVERSITY:

TOU

R GU

IDE TRAIN

ING

Audit

KNOX COLLEGE: NEW STAFF TRAININGLearning Goals

Understand staff member’s role as an admission counselor in the context of the university as a whole.

Remember and application of office procedures, technical competencies and time management.

Develop and be able to apply knowledge of the institution, academic programs, research opportunities when talking with families.

Come to see themselves as members of a team.

Get excited about being a member of the admission profession and representing Knox College.

KNOX COLLEGE: NEW STAFF TRAININGTeaching & Learning Activities

Lecture Sessions Informational Competencies:

Knox College Basics, The Admission Interview, FA & Scholarships, Travel Planning, etc.

Day-to-Day Competencies: Meeting w/ HR; computer, voicemail and calendar set-up; tour of

admission office; expenses at Knox Professional Development Competencies

Office Gatherings

Mentoring

On-going training through January

KNOX COLLEGE:NEW STAFF TRAININGFeedback & Assessment

Traveling with senior staff member Observe senior staff member interacting with

prospective students and families at college fairs and high school visits

Apply what they have learned by taking the lead in these situations

Vet High School Visit Presentation Utilize the information they have gleaned from

readings and in session, to create a presentation they would give during a high school visit

Veteran staff member offers constructive feedback

KNO

X COLLEG

E: N

EW STAFF TRAIN

ING

Audit

LAKE FOREST COLLEGE: AMBASSADOR PROGRAMLearning Goals

Use dynamic communication skills and speak confidently about the university to a variety of audiences

Identify the similarities between their college search experience and that of prospective students

See this opportunity as one to propel them into the work force applying public speaking and communication skills to job interview experience.

Relate to diverse audiences and apply appropriate interpersonal skills

Come to see themselves as representatives of Lake Forest College and a role model for incoming students

LAKE FOREST COLLEGE: AMBASSADOR PROGRAMTeaching and Learning Activities

Monthly Meetings Group Presenters = highlight professional

development aspect Business Cards Two Trainings per Year

LAKE FOREST COLLEGE: AMBASSADOR PROGRAMFeedback & Assessment

Still in progress… 1/1 meetings with Ambassadors to discuss

internships & letters of recommendation

LAKE FOREST CO

LLEGE:

AMBASSAD

OR PRO

GRAM

Audit

IACAC:MIDDLE MANAGEMENT INSTITUTELearning Goals

Identify your communication/behavior style and develop an understanding of how your communication/behavior style effects others

Understand, respect, appreciate and value individual differences in communication and leadership

Come to see yourself authentically as leader within your office (regardless of your title)

Understand best practices for middle managers as well as how to manage up and squeeze every experience out of your current role to ensure professional development is maximized.

Identify the similarities and differences between enrollment managers and admission directors

Create short and long term goals that identify skills and experiences you need to get to the next step

Be ready to build on your personal skill sets and strengths so to become more attractive and prepared for your next career move

Develop a network of peers and professionals supportive of your personal and professional growth

IACAC: MIDDLE MANAGEMENT INSTITUTETeaching & Learning Activities

DiSC Assessment

Leadership & Communication Strategies

Q& A Panel with Current Deans and Directors

Goal Setting

Budgeting

Resumes & Interviews

IACAC: MIDDLE MANAGEMENT INSTITUTEFeedback & Assessment

Survey Immediately following 6 months 1 year out

Using feedback to develop MMI 2012

Incorporate MMI participant in planning/committee member

IACAC:M

IDD

LE MAN

AGEM

ENT IN

STITUTE

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GRADE YOUR OWN

QUICK QUIZThinking back to the program we asked you to

reflect on… Did your program identify learning

goals/objectives (to your knowledge)? Did the “teaching and learning activities” relate

to goals and objectives identified? Was active learning implemented to assist in

transmitting the information? Did the feedback and assessment methods help

determine if goals were achieved? Are all of your dots connected?

LET’S WALK THROUGH ONE TOGETHER

DISCUSSION, REFLECTION & FEEDBACK

IDEA SHARING

IDEA SHARING Business cards Write the following:

Student Employee/Ambassador Training Tour Guide Training New Staff Training Special Workshops Staff Seminars On Campus Events Off Campus Events

Share a Tip

THANK YOU! Questions/Comments:

Zachary George zgeorge@lakeforest.edu; 847-735-5013

Jennifer Keegan jkeegan@knox.edu; 309-341-7163

Anne E. Kremer akremer@depaul.edu; 773-352-7693

Caitlin Smith caitlin-smith@northwestern.edu; 847-491-4396

REFERENCES

Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.

THANK YOU!