design requirements
Technology
Course Design Overview
Work Load
Relevance
Time Constraints
Practicality
Flexibility
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
Course Design Overview
This e-learning course is structured to be modular and asynchronous, utilizing multimedia elements to engage and instruct. Designed with the flexibility to be accessed on technology platforms already familiar to educators, it allows participants to interact with content at their convenience, fitting into tight schedules effectively. Alongside these core features, the course includes several enhanced learning tools tailored to adult learners: integrated self-assessment checklists enable learners to monitor their progress and understanding actively; downloadable infographics serve as quick reference guides and job aids; and real-life scenarios facilitate problem-based learning, helping teachers apply theoretical concepts in practical settings. This comprehensive approach not only respects the professional demands and learning styles of adult learners but also employs Knowles' principles to ensure relevance and immediate applicability in the educational landscape.
Work Load
Recognizing that teachers frequently extend their professional responsibilities into their personal time, this course has been deliberately designed to be concise and easily digestible. In line with Malcolm Knowles' principles of adult learning, which advocate for respecting learners’ need to manage their own time effectively, the training is structured to minimize additional workload. This allows teachers to engage with the content efficiently and integrate learning into their busy schedules without excessive time commitment, ensuring that the training enhances rather than impedes their professional lives.
Time Constraints
Understanding the critical time constraints teachers face, especially with students beginning in DAEP settings within just three days, this training is designed to be efficient in its delivery. The course is structured to allow teachers to complete essential learning modules swiftly, ensuring they are prepared to effectively manage their students' needs from day one. This prompt and focused training approach aligns with Knowles' principles of adult learning, particularly emphasizing the readiness to learn, by ensuring that the educational content is not only relevant but also timely, matching the immediate application required in the educational environment. This ensures that teachers can quickly translate learned strategies into practical action in the classroom.
Technology
To leverage technology already familiar to teachers, such as school-assigned iPads and computers, the course will be delivered online through Eduphoria, a widely-used platform across Texas for professional development, assessment, and curriculum planning. This approach not only facilitates ease of access but also aligns with Knowles' principle of self-directed learning, ensuring that all teachers, regardless of technical proficiency, can engage effectively with the content. By using a well-known digital platform, the course respects adult learners’ need for a practical, accessible environment that accommodates varying levels of technological expertise.
Relevance
Only a small proportion of students are assigned to the Disciplinary Alternative Education Program (DAEP, or alternative school) each year. Each year, a vast majority of teachers will have zero students sent to alternative school.
This training is specifically tailored for teachers dealing with DAEP assignments, acknowledging that only a small proportion of the teacher population faces this scenario annually. By aligning the course specifically with Malcolm Knowles' principle of problem-centered learning, it is made mandatory only for those who will directly benefit from its content. This approach ensures the training remains highly relevant, addressing real and immediate needs without burdening those who are unlikely to encounter such situations. This respects adult learners’ preference for practical, applicable knowledge, thereby enhancing engagement and effectiveness.
Design requirements
Amy Houston
Created on July 12, 2025
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Transcript
design requirements
Technology
Course Design Overview
Work Load
Relevance
Time Constraints
Practicality
Flexibility
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
Course Design Overview
This e-learning course is structured to be modular and asynchronous, utilizing multimedia elements to engage and instruct. Designed with the flexibility to be accessed on technology platforms already familiar to educators, it allows participants to interact with content at their convenience, fitting into tight schedules effectively. Alongside these core features, the course includes several enhanced learning tools tailored to adult learners: integrated self-assessment checklists enable learners to monitor their progress and understanding actively; downloadable infographics serve as quick reference guides and job aids; and real-life scenarios facilitate problem-based learning, helping teachers apply theoretical concepts in practical settings. This comprehensive approach not only respects the professional demands and learning styles of adult learners but also employs Knowles' principles to ensure relevance and immediate applicability in the educational landscape.
Work Load
Recognizing that teachers frequently extend their professional responsibilities into their personal time, this course has been deliberately designed to be concise and easily digestible. In line with Malcolm Knowles' principles of adult learning, which advocate for respecting learners’ need to manage their own time effectively, the training is structured to minimize additional workload. This allows teachers to engage with the content efficiently and integrate learning into their busy schedules without excessive time commitment, ensuring that the training enhances rather than impedes their professional lives.
Time Constraints
Understanding the critical time constraints teachers face, especially with students beginning in DAEP settings within just three days, this training is designed to be efficient in its delivery. The course is structured to allow teachers to complete essential learning modules swiftly, ensuring they are prepared to effectively manage their students' needs from day one. This prompt and focused training approach aligns with Knowles' principles of adult learning, particularly emphasizing the readiness to learn, by ensuring that the educational content is not only relevant but also timely, matching the immediate application required in the educational environment. This ensures that teachers can quickly translate learned strategies into practical action in the classroom.
Technology
To leverage technology already familiar to teachers, such as school-assigned iPads and computers, the course will be delivered online through Eduphoria, a widely-used platform across Texas for professional development, assessment, and curriculum planning. This approach not only facilitates ease of access but also aligns with Knowles' principle of self-directed learning, ensuring that all teachers, regardless of technical proficiency, can engage effectively with the content. By using a well-known digital platform, the course respects adult learners’ need for a practical, accessible environment that accommodates varying levels of technological expertise.
Relevance
Only a small proportion of students are assigned to the Disciplinary Alternative Education Program (DAEP, or alternative school) each year. Each year, a vast majority of teachers will have zero students sent to alternative school. This training is specifically tailored for teachers dealing with DAEP assignments, acknowledging that only a small proportion of the teacher population faces this scenario annually. By aligning the course specifically with Malcolm Knowles' principle of problem-centered learning, it is made mandatory only for those who will directly benefit from its content. This approach ensures the training remains highly relevant, addressing real and immediate needs without burdening those who are unlikely to encounter such situations. This respects adult learners’ preference for practical, applicable knowledge, thereby enhancing engagement and effectiveness.