Table #1
Group Member
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Roles
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Commented On
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Bridgit Bucher
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Planned project, pulled together research, formulated and wrote rationale
| Group 2, Heather Allen: Learning Style
Group 4: Brain and Mind
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Kim Clist
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Planned Project, formulated and wrote syllabus, edited paper.
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.Group 1, Relationships with others
Group 4, Brain and Mind
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Introduction
This syllabus design is for a 7 day seminar on National Policy. The seminar will explore the US energy policy’s background, components, and relationships with other entities. Participants will be made up of a cohort of local government leaders who are eager to learn about federal policy creation and impacts on national and local issues.
Rationale
Environment and Context goes beyond the physical environment of the classroom. According to Mackeracher (2004), there are four other environments that factor into training and education: the ‘real-life’ environment, the cultural environment, the power environment, and the knowledge environment. This syllabus will place emphasis on both the physical and ‘real-life’ environments. The physical environment is made up of “anything affecting the physical comfort and well-being of both learners and facilitator” (Mackeracher, 2004, p. 187). This can be made up of chairs, tables, the classroom itself, lighting, technology equipment, and air quality, to name a few. The ‘real-life’ environment refers to learning within the context of putting the knowledge to immediate and specific use. Also called situated cognition, learners are immersed in an environment in which “one cannot separate the learning process from the situation in which the learning in presented” (Merriam, Caffarella, & Baumgartner, 2007, p. 178.
Because this is a cohort group, the importance of group unity cannot be overstated. Technology is valuable, and there is often temptation to use a webinar format as opposed to a seminar format. This seminar is a face-to-face program because “one of the unintended effects of asynchronous courses is the loss of the sense of community associated with synchronous courses” (Mackeracher, 2004, pp. 191-192). Cohort members are encouraged to travel together, eat together, and go sightseeing together. This approach is used to eliminate the impersonal feeling of self-directed learning, build relationship and trust amongst the learners, and thus create opportunities for deeper learning.
Like many hotel and conference centers, the Holiday Inn Central in Washington, D.C. has dedicated spaces for all-day training, conferences, and meetings. Chairs are upholstered and comfortable, climate settings can be adjusted within each meeting space, and audio, lighting, and visual presentation can be adjusted to meet the needs and comfort of participants. Commonly referred to as ergonomics, which is “the study of factors modifying the efficiency of persons in their working environment” (Mackeracher, 2004, p. 187), these accommodations serve to support participants’ learning. The facilitator would want to ensure that the space does not have uncomfortable accommodations that could distract participants from learning.
While arranging the classroom space to maximize learner comfort, it is important to also remember that “the seating pattern may also affect cognition by encouraging or discouraging different types of learner-learner or learner-teacher interaction” (Tessmer & Richer, 1997, p. 97). Seating arrangements are dependent on the subject matter for each element of the seminar; the intent is to establish an appropriate group dynamic for each component. On Saturday, which includes the introduction to the seminar, the Council Room will be set up in a traditional classroom style (Lawson, 2009, p. 155). While participants will face the presenter, the room will have multiple tables, which will foster small group discussion. For the remainder of the week, tables will be set up in a cluster (Lawson, 2009, p. 157) to emphasize small group discussion. Presenters will utilize remote control projection with their presentation software. This will allow them to move about the room and engage each table of participants; it will also prevent learners from looking at the same focal point throughout the session.
Use of technology is important, but the use of technology must have a specific purpose in the seminar. Therefore, this seminar will resist temptation to use updated presentation technology that contains “flash and excitement at [the] expense of thorough, solid, helpful information” (Jonassen, 1988, p. 17). For this seminar, current technology like projection of presentation software with a remote control will be used. Anything flashier might distract from the material.
An emphasis of this seminar is to mimic ‘real-life’ learning so that participants can participate in the process of policy updates. Developers of this seminar acknowledge that “experientially-based methods will be welcomed, especially when they parallel or simulate the work environment” (LeClair & Ferrell, 2000, p. 315). During the role-playing activity on Wednesday, participants can mimic the hands-on experience of a congressional aide. Many of the learners may not have had the chance to work with a congressional representative, so having the educators fill that role will better prepare participants to work with legislators in the future.
To ensure that the most can be gained from the experience, participants will be asked to participate in a pre-assessment during the weeks leading up to the seminar. Pre-session questionnaires can help facilitators design a program that is appropriate for the participants; needs and skill level. By reaching out to participants prior to the start of the program, the facilitator will help them get into the training mindset and “create a positive learning environment even before the program starts” (Lawson, 2009, p. 25). This assessment will seek to learn what participants hope to gain from the program and find specific ways in which they plan to use their new skills. In some cases, participants who are found to have significant knowledge of the subject matter can serve as resources to the facilitator (p. 23).
Students will receive orientation materials, consisting of the syllabus and the pre-assessment, approximately four weeks prior to the start of the program. This process will give learners a chance to “articulate their intrinsic goals for learning and help them to find the relevance by making connections between the materials and their own needs, interests, and applications” (Olgren, 2000, p. 12). The pre-assessment should be completed and returned to the facilitator within one week of receipt. Because participants will not be at the leadership program when completing the pre-assessment, they will be responsible for selecting an environment that supports reflection while they answer the questions. Participants with families will note that “time management can be difficult for adults who have to juggle the conflicting demand of work or family responsibilities and for whom there is no clear division between learning space and work or family space, as there is in a classroom” (Olgren, 2000, p. 13). For this reason, learners will be provided with some suggestions to remind them of the importance of setting aside dedicated time to complete this assignment.
Syllabus: Leadership Program – National Energy Policy
March 25-31, 2016 - Washington, DC
Transportation
Participants responsible for own transportation to and from their originating airport (MKE / MSP)
Airline reservations arranged by program and emailed individually to participants
Transfer from airport to Holiday Inn Central via SuperShuttle arranged for group by program.
All participants will receive a 1-week unlimited ride metro pass for transportation around DC.
Lodging
Holiday Inn Central, 1501 Rhode Island Ave NW, Washington, D.C. 202-483-2000 www.inn-dc.com
Seminar Objectives
Participants will examine the policy making process at the federal level and will learn how citizens, staff, agencies, and organizations can influence formulation and implementation of policy. The seminar will look at US energy policy with special attention to oil. Participants will gain a better understanding of:
How US energy policy is made
What US energy policy is
Why US energy policy is the way it is
How US energy policy interconnects with other policy arenas (i.e. Foreign policy, military strategy, global economic policy, role of government in economy, etc.)
How energy is a driver of economic development
Pre-Work Assignment - Complete and return via email 1 week prior to seminar
Please be sure to choose a comfortable environment to reflect upon and complete the following questions. If you do not have a dedicated private space to use, please consider reserving a reading room at your local library, or reserving a small private work space in your office area. Please allow at least one hour to adequately answer the questions.
1. List your current work responsibilities, including any special projects that you have worked on during the last three years that relate to setting public policy at the local level or are impacted by federal energy policy.
2. Have you attended leadership programs in the past? If so, what skills have you learned?
3. What information was especially helpful? Not helpful?
4. Can you list specific things that you would like to gain from this program? Are there particular skills that you hope to acquire?
5. Please review the syllabus. Do you already have working knowledge of any of the topics that will be covered during the program? If so, would you be willing to be partnered in a mentor role with participants who have less knowledge of the subject matter?
6. Do you have any questions or concerns about that material that will be covered during this program?
Attendance: Attendance is expected at all scheduled seminar events. Free time to explore the city is provide outside of seminar time.
Daily Dress definitions:
Business - suit jacket required
Business casual – nice slacks, no tie or skirt/slacks
Casual – slacks, jeans okay
Writers: Lilly Learnsalot, Dobby Fons, Mister Clist, Ninja Huggins
Participants responsible for written reflection of the group experience and learning for the week.
Moderators: Eevee Pokemon, Charlie Chocolate, Bilbo Baggins
Participants responsible for introduction of all presenters, supporting time management, and
participant attendance (roll call so no one is left behind)
Educators:
Kim Clist, Green Spaces County Educator, University of Ball Cooperative Extension
Bridgit Bucher, Center for Community Economic Development, University of Ball Cooperative Extension
SEMINAR AGENDA
SATURDAY, MARCH 25, 2017: MODERATOR: Eevee Pokemon
(Casual attire)
Flights:
11:00 a.m. Arrive in Washington DC -- Transfer to Holiday Inn Central via SuperShuttle and check into hotel.
2:00 p.m. Moderators and Educators ONLY -- meet in the hotel lobby to prep for week.
3:00 p.m. Introductory Activities for Seminar – Holiday Inn: “Council Room”
5:00 p.m. Depart for dinner
Walk SW on Rhode Island NW (go <0.1m), at Scott Circle NW take 3rd exit to stay on Rhode Island NW(go 0.3m), slight right at M Street NW (go 0.1m), Turn left at 19th Street NW (go 0.3m), Turn right at I Street NW (go <0.1m, on right)
8:00 p.m. Capitol Steps
The Ronald Reagan Building 1300 Pennsylvania Ave, N.W.
Capitol Steps began as a group of Senate staffers who set out to satirize the very people and places that employed them.
SUNDAY, MARCH 26, 2017 – MODERATOR: NOT NEEDED
Free Day to take advantage of the sights and experiences in Washington DC
All meals and costs for this day are at the participant’s expense
MONDAY, MARCH 27, 2017 – MODERATOR: Charlie Chocolate
(Business attire)
TUESDAY, MARCH 28, 2017 – MODERATOR: Eevee Pokemon
(Business attire)
7:00 a.m. Breakfast at Avenue Café in hotel or nearby (stipend provided)
8:00 a.m. Congressional Policy Process - Holiday Inn Central Hotel “Council Room”
9:30 a.m. Break
9:45 a.m. Different Economic Perspectives - “Council Room”
10:45 a.m. Break
11:00 a.m. Role of the Lobbyist and Media in the Policy Process - “Council Room”
12:00 p.m. Lunch (stipend provided)
Afternoon
Attend hearings-House and Senate sessions
Visit/Interview with your Representative in groups as needed
Paul Ryan – 2:00
Tammy Baldwin – 1:30
Ron Kind – 2:15
F. James Sensenbrenner Jr. – 3:00
Tom Petri – 2:00
David Obey – 3:45
Steven Kagen – 2:00
WEDNESDAY, MARCH 29, 2017: MODERATOR NOT NEEDED
(Business attire)
Foreign Policy
Issue: What role does and should U.S. foreign policy play in assuring access to a reliable, reasonably priced supply of petroleum sufficient to maintain U.S. economic prosperity and physical security?
Small group members: Eevee Pokemon, Bulbosaur, Charmander, Squirtle, Caterpie, Pidgee, Pikachu, Jigglypuff, Zappos
Oil Supply and Demand
Issue: Taking into account an ever increasing world-wide demand for oil, how can the United States assure adequate supplies of energy at reasonable prices?
Small group members: Charlie Chocolate, Willy Wonka, Veruca Salt, Violet Beauregarde, Augustus Gloop, Arthur Slugworth, Grandpa Joe, Mike Teavee, Sugarstuff
Alternative/Renewable Energy Approaches
Issue: Given that adequate, reasonably priced supplies of oil may be increasingly difficult to provide, what role should government play in assuring the development of alternative sources of transportation fuel and reducing short and long term demand for oil?
Small group members: Bilbo Baggins, Gandolf, Aragorn, Frodo, Gollum, Legolas, Arwen, Gimlie, Samwise
Global Climate Change
Issue: What leadership should government provide to address the effects of global climate change on future generation's quality of life?
Small group members: Snow White, Sneezy, Sleepy, Happy, Doc, Grumpy, Bashful, Dopey, Huntsman
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THURSDAY, MARCH 30, 2017 – MODERATOR: Bilbo Baggins
(Business attire)
3:30 p.m. Depart for Gallery
Walk E on Rhode Island Ave NW (go <0.1m), turn right at 15th Street NW (go 0.5m), turn left at Eye Street NW/I Street NW (go <0.1m), Metro will be on left Org/Blue line McPherson to Federal Triangle Station, walk S on 12th Street (go 0.3m), turn left Madison Drive NW (go 0.5m)
4:00 p.m. National Gallery of Art – 6th St & Constitution Ave, NW, Sculpture tour
FRIDAY, MARCH 31, 2017 - MODERATOR: Charlie Chocolate
(Business attire)
7:00 a.m. Breakfast at Avenue Café in hotel or nearby (stipend provided)
8:15 a.m. Participant Reflections of entire time in DC.
9:15 a.m. Evaluation & Introduction to the “Next” Seminar - “Council Room”
11:00 a.m. Lunch on your own – stipend provided
12:00 p.m. Return to Hotel
12:15 p.m. Depart to airport
2:00 pm – 2:58 pm
2:00 pm – 5:03 pm
WELCOME HOME
Reflection
Developing a syllabus with all the necessary components that reflected our research around learning context and environment was daunting. We had a concept in mind for the learning based on a program we were familiar with. However, the program does not utilize a syllabus, just agendas. Through this process we discovered how the agenda reflects back to the learning outlined by the syllabus and how each component needs to be thoughtfully and intentionally planned. From the quality of the meeting rooms to the support information provided to learners, all the details serve the purpose of creating the most effective circumstances for the learner.
Our group started by talking about the environments and contexts we researched and the important points we wanted to connect to. Then we divided up the work of pulling out more research support for these points and building the actual syllabus. This was an effective division of work for our group.
For the research phase, we were able to utilize a few of the same sources that had been used for the theory review and practice analysis projects. Since our focus had become more narrowed, we sought sources that specifically address the physical and ‘real-life’ environments. Occasionally, this posed a challenge because much of the literature and research on these areas tends to reflect K-12 learning environments rather than adult learning environments. The literature exists, it just takes a bit longer to locate.
Everything came together solidly in the end, because of our early conversations. It is important for a group writing a paper and for a team of educators to have a shared vision before they separate to work on different pieces.
Table #2
Rationales
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Learning Environment
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Activities
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Methods/Tools/Strategy
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Physical discomfort can distract from learning
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Seating, lighting, temperature, sound quality and background noises are all factors in the physical learning environment to be considered
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Physical environment can be controlled most easily for learning that occurs in classroom and meeting space settings.
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Check facility ahead of time to confirm quality of furniture, climate control, and audio/visual components.
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The correct configuration of the physical environment can enhance interaction and group dynamics
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Seating arrangements such as classroom (tradition & herringbone), clusters or rounds, hollow square or U-shape seating arrangements
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For lecture presentations, classroom setting discourages side conversations. For small group learning, clustering groups at round tables encourages discussion. For full group interaction, hollow square or U-shape allows for everyone to face each other and engage. U-shape allows the educator to penetrate the group and get closer to all learners.
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Each presenter will be asked how they will present to the class and what their preference is for set-up. Default setting will be clusters because of its adaptability for small group interaction.
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Learning that mimics real-life scenarios helps to prepare learners for specific interactions that they will experience in their careers
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Replicate the real-life environment, as much as possible even in a classroom setting
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Shadowing professionals, observing true scenarios, and role-play are all effect ways to implement employ real-life learning
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Group will speak with congressional aides, have an opportunity to see congress in action, and then will participate in an exercise where participants work with facilitators to simulate the policy-making process by role-playing congressional aids and elected officials.
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Technology can remove barriers of distance in order to aid learning
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A digital environment can allow for learning when getting to a classroom is inefficient or impossible.
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On-line surveys, discussion boards, blogs, videos, and readings all provide access to learning where the person is rather than the person going to the learning. r background and what they hope to gain from the program
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A digital Pre-assessment will be used in order to gather information prior to the seminar. This will prompt the learners to start framing their own experiences in preparation for the learning and provided valuable information to the educators in order to create more relevant learning.
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Table #3
Learners
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Current public employees, appointees, and elected officials who are on a leadership path, and need to learn the nuances of federal policy and how it impacts local issues.
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Purposes
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To prepare learners for the process of creating and supporting energy policy change and understanding how those policies impact their own communities.
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Objectives
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Participants will examine the policy making process at the federal level and will learn how citizens, staff, agencies, and organizations can influence formulation and implementation of policy.
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Rationales – ideas from literature
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Learning space should be a physically comfortable environment to ensure that participants are alert and ready to learn.
Space should be configured for appropriate learner-learner and learner-teacher interactions.
Program will seek to mimic real-life scenarios to prepare learners for specific interactions that they will experience in their careers.
Remote pre-assessment prior to the start of the program will help shape the details of the program to meet the specific needs of attendees.
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Highlights of syllabus
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Time is carved-out of the schedule to allow participants to socialize as a cohort to strengthen their bond.
Role-playing activity allows learners to work in groups experience the responsibilities of a congressional aides who are recommending policy changes.
Program provides a chance to meet with congressional representatives to illustrate the real-world application of the knowledge covered in this program.
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References
Jonassen, D.H. (1988). Using needs assessment date to design a graduate instructional development
program. Journal of Instructional Development, 11(2), 14-23. Retrieved from
Lawson, K. (2009). The trainer’s handbook. San Francisco, CA: Pfeiffer.
LeClair, D.T. , & Ferrell, L. (2000). Innovation in experiential business ethics training. Journal of
Mackeracher, D. (2004). Making sense of adult learning. Buffalo, NY: University of Toronto Press.
Merrian, S.B., Caffarella, R.S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive
guide. San Francisco, CA: Jossey-Bass.
Olgren, C. H. (2000). Learning strategies for learning technologies. New Directions for Adult and
Continuing Education, 88, 7-16. doi: 10.1002/ace.8801
Tessmer, M. & Richey, R. (1997). The role of context in learning and instructional design. Educational
Technology Research and Development, 45(2), 85-115. Retrieved from
