Learning Methodologies Inspiring Design of the FLOW Syllabus

Last modified by Administrator on 2023/02/17 01:53

Andragogy

The discussion-oriented approach employed here generally applies the principles expressed in the so-called andragogy approach to adult learning https://digital.library.txstate.edu/bitstream/handle/10877/3580/fulltext.pdf?sequence=1 originally introduced to adult learning in Germany in the early 1800s and elsewhere since then. http://www.ncolr.org/jiol/issues/pdf/6.2.3.pdf  The present course design adapts elements of the case-method (originating in the late 1800s at Harvard Law School) and the problem-method (originating in the 1940s at McMaster Medical School) of learning. Therefore we assume that anyone designing and delivering a course based on this syllabus will be serving as a short-term coach who is accountable to design a program for the particular needs and learning styles of the client team. This coaching role differs from instructors/lecturers teaching students/attendees. A coach must design and deliver conditions for self-motivated learning to occur in alignment with the team's priorities, preferences, time and budget. Ahead of tailoring the course, a learning coach might consider conducting a quick online survey with the planned participants to help gauge their particular needs and preferences, both as a team, and as individual professionals.

Learning outcomes are envisioned in terms of two week, two month and two year time horizons: "Have they acquired information or made decisions that will change their professional behavior? How will they synthesize two years from now the words of wisdom they heard in the seminar?" (Abadzi,H. 1990. Cognitive Psychology in the Seminar Room, The World Bank. (pg 3).

The Case Method

The Problem Method

Mnemonic Devices

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