Have you been tasked with creating a workshop for staff but aren't sure where to start?
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| Ownership | Relevance | Active Involvement | Purpose |
|---|---|---|---|
Adults are self-directed learners and want to be in control of their learning. They want to be able to set their own goals, choose their learning activities, and assess their progress. | Adults learn best when the material is relevant to their lives. They are more likely to retain information when they can see how it applies to their work, their personal lives, or their goals. | Adults learn best when they are actively involved in the learning process and learn best when they can do - not just listen. They learn best when they can participate in activities, discuss the material, and reflect on their own experiences. | Adults need to know why they are learning something. They are more likely to be motivated to learn when they understand the purpose of the learning and need to know how the new information will benefit them as individuals (not just the institution). |
Road Map for Designing a Hands-on Workshop
Where to Begin?
Start designing your workshop with the end in mind. What are your overall goals for the workshop? What should learners do differently or be able to do as a result of the learning experience? Defining your learners' destination will help you determine how to get them there.
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| Goals, Outcomes, and Objectives | Activities | Assessment, Evaluation, and Feedback |
|---|---|---|
| What should learners do differently or be able to do as a result of the learning experience? | What specific activities will learners do to learn the things you want them to learn? | How will the learners know how well they’re doing? How will you know how well they’re doing? |
| Example (for one lesson): | ||
At the end of this lesson, learners will be able to:
| Learners will:
| Learners will:
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Structuring Workshop Topics
This framework, adapted from Dr. Greg Reihman's "Structuring Class Meetings: A Planning Guide," can help you design meaningful lessons for each of your topics.
| Opening | Short Lecture | Active Learning | Ending |
|---|---|---|---|
| CONNECT and SPARK | Inform, Explain, and Deepen | Engage, Apply, and Retain | Close, Praise, Plan, and Reinforce |
Go over the purpose of the section and why this information will be relevant or useful to the learner | Explain and show the information | Allow the learner to practice |
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| Example: | |||
"In this section, we'll discuss how to search for LinkedIn Learning courses based on your topic of interest, so that you can easily find activities that will be beneficial to you." | "You can use the search bar at the top of the page to find activities related to what you want to learn. For example, if you want to learn more about pivot tables, you can type "pivot tables" into the search bar. Then you can filter by 'type' then select video, course, or learning path, depending on the amount of time you have to devote to the topic. We'll elaborate on the differences after you get a chance to practice searching." | "Let's practice this so that you can better understand how to use the filters and what results they'll give you. What's a topic you'd like to learn more about? It can be work-related, or even a personal interest. Type your topic into the search bar, then hit enter. You'll see a list of items that match your search criteria. Now, filter by 'video.' What results display? What happens if you filter by 'course' instead? How did your results change? When do you think it would be best to view a video versus a course? When do you think pursuing a learning path could be beneficial?" | "Great job, everyone! It's fun to learn more about what activities interest you. To review, after searching for a topic in LinkedIn Learning you can filter by video, course, or learning path. Videos are generally best if you only have a short period to devote to a topic. These are great for 'just in time' needs, such as when you only need a quick refresher or the information to complete a short task. I use these whenever I need to remember how to create a pivot table. Courses are series of videos devoted to a topic, and are great for when you want to dig a little deeper, versus only wanting an answer to a quick question. So you might look for a course on pivot tables if you want a deeper understanding of pivot tables. Learning paths are a series of courses related to a broader, overarching topic. For instance, LinkedIn Learning has a learning path called 'Master Microsoft Excel,' which includes a course on pivot tables." |
Ideas to Engage
Consider giving a pre-assessment to find out what your learners already know. Ask your learners how this information may relate to their jobs and what they would like to learn about the topic. Create hands-on activities (may require the learner to bring a device). Ask questions and allow time to reflect and possibly write a response. Assign activities to small groups (Think>Pair>Share). Give practical scenarios, then ask your learners to create solutions or analyze them. Change activities every 20 minutes. Ask for a final Survey so that you can improve the workshop for next time.
Inclusive Practices
Consider Universal Design for Learning (UDL)
Per CAST, "The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn." Visit this link to learn more about UDL, then consider how UDL can be incorporated into your workshop.
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- Checklist for Designing a Course
- Template for Writing Course Objectives
- Final Workshop Survey Template
- Creating Effective Presentations
- Instructional Design: Adult Learners (LinkedIn Learning course)
- CDC's Guide to How to Captivate and Motivate Adult Learners
- Adult Learning Book List
Sources:
The University of Illinois COLRS's Foundations of Good Teaching
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