Have you been tasked with creating a workshop for staff but aren't sure where to start?
This page provides guidance for and what to consider when designing learning experiences for staff.
Key Adult Learning (Andragogy) Principles to Bear in Mind
How is adult learning (andragogy) different from pedagogy? Pedagogy is the teaching of children, or dependent personalities (like college students). Andragogy, on the other hand, is the facilitation of learning for adults, who are self-directed learners (such as learners in workplaces). In order to best meet the learning needs of staff and faculty, you'll want to bear the following adult learning principles in mind when designing your learning experience.
| Ownership | Relevance | Active Involement | Purpose |
|---|---|---|---|
Adults are self-directed learners and want to be in control of their own learning. They want to be able to set their own goals, choose their own learning activities, and assess their own 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 are able to 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). |
Tips for Designing a Hands-on Workshop
Where to Begin?
Start designing 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? Knowing where your learners should be headed will help you determine how to get there.
Activities (what specific activities will students do to learn the things you want them to learn?)
<<objectives>>
Assessment (how will the students know how well they’re doing? How will you know how well they’re doing?)
<<activities>>>
Outcomes (what will students know or be able to do because they took your class)
<<evaluation and feedback>>
Structuring Workshop 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 workshop and why this information might be relevant or useful to the learner. | Explain and show the information. | Give the learner an opportunity to practice. |
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| Examples: | |||
*Adapted from Dr. Greg Reihman's "Structuring Class Meetings: A Planning Guide"
Universal Design for Learning (UDL)
Universal design is an approach to the design of learning that takes into consideration the variety of abilities, disabilities, racial/ethnic backgrounds, reading abilities, ages, and other characteristics of learners.
Additional Resources
- Handouts on how to design a workshop
- Lehigh Branded Presentation Templates
- Instructional Design: Adult Learners (LinkedIn Learning course)
Sources: