DESIGNING & FACILITATING LEARNING EXPERIENCES WORKSHOP (ON COURSE II)

DESIGNING & FACILITATING LEARNING EXPERIENCES WORKSHOP (4 DAY)

An intensive workshop in designing and facilitating engaging, learner-centered education

At the Engaging & Empowering Learners Workshop (On Course I), participants learn dozens of strategies for empowering students to become active, responsible learners. At this Designing & Facilitating Learning Experiences Workshop, participant not only add more than 100 student-empowerment strategies to their repertoire, they also learn the essential design and facilitation skills necessary for being an effective learner-centered educator who can empower students to move from superficial to deep learning. These advanced design and facilitation skills also provide the knowledge and resources for participants to help colleagues provide more effective educational experiences for their students. The skills presented in this workshop are drawn from best practices in academic curriculum design, brain research, learning styles, active-learning principles, corporate training methodology, and personal development strategies. This workshop is ideal for educators who want to help students become active, responsible learners and/or you want to take a leadership role in helping their college or university become more learner-centered!

Graduate Course Option: Attendees who participate in the entire workshop are eligible to enroll in a 3-credit online graduate course offered by the University of Wisconsin-Platteville and taught by instructors provided by On Course. For information about the graduate course, click

DESIGNING & FACILITATING LEARNING EXPERIENCES WORKSHOP AGENDA:

Day 1	Session Descriptions
1:00-2:30	SESSION 1: GETTING ON COURSE Reviewing the characteristics of successful students and introducing the foundational concepts of the workshop (in learner-centered ways, of course).
2:30-2:45	Break
2:45-5:00	SESSION 2: DESIGNING LEARNER-CENTERED EXPERIENCES (1) Assessing participants’ learning preferences, understanding the variety of students’ learning preferences, introducing Problem-Based Learning (PBL), and forming teams that will work together on a self-determined learner-centered curriculum design, one they will present on the final day.

Day 2	Session Descriptions
8:30-10:00	SESSION 3: DESIGNING LEARNER-CENTERED EXPERIENCES (2) Learning and experiencing the four components of an effective learner-centered design.
10:00-10:15	Break
10:15-12:00	SESSION 4: USING LEARNER-CENTERED STRUCTURES AND STRATEGIES Defining the building blocks of learner-centered practices, introduction to more than 100 structures and strategies, and a second design team meeting to continue the creation of each team’s learner-centered design.
12:00-1:00	Lunch
1:00-2:30	SESSION 5: FACILITATING LEARNER-CENTERED EXPERIENCES (1) Learning the three steps of effective learner-centered facilitation and practicing some of their associated skills.
2:30-2:45	Break
2:45-5:00	SESSION 6: DESIGNING LEARNER-CENTERED EXPERIENCES (3) Learning and applying to the design teams a number of theories for creating productive teams of learners; a third design team meeting.

Day 3	Session Descriptions
8:30-10:00	SESSION 7: FACILITATING LEARNER-CENTERED EXPERIENCES (2) Practicing additional skills for effectively facilitating powerful learner-centered experiences.
10:00-10:15	Break
10:15-12:00	SESSION 8: DESIGNING LEARNER-CENTERED EXPERIENCES (4) Learning and practicing strategies for helping teams of learners work more effectively; a fourth design team meeting.
12:00-1:00	Lunch
1:00-2:30	SESSION 9: FACILITATING LEARNER-CENTERED EXPERIENCES (3) Learning and practicing skills to effectively debrief a learning-centered experience and provide empowering feedback to learners.
2:30-2:45	Break
2:45-5:00	SESSION 10: DESIGNING LEARNER-CENTERED EXPERIENCES (5) Learning and practicing strategies to help students think about their thinking (metacognition) and draw out transformational lessons from their learning experiences; the final design team meeting to put finishing touches on the design.
5:00-6:00	Dinner Break for those staying for optional evening session
6:00-9:00	ANOTHER WAY OF KNOWING This optional session is designed for participants who want the opportunity to improve their own lives, personally as well as professionally. Many participants report this session to be extraordinarily valuable in helping them discover their next steps for creating the rich, full life they want.

Day 4	Session Descriptions
8:30-12:00	SESSION 11: STAYING ON COURSE Presentation of learner-centered designs; feedback on the designs; design team celebrations!

This past spring we were privileged to host an On Course II workshop on our campus for the purpose of enhancing one of our key college-wide initiatives, “On Course Infusion Across Campus.” In attendance were deans, department chairs, and faculty leaders whose purpose was to take their On Course knowledge to the next level, moving from using it mainly in their own practice to serving as a model for colleagues in their respective divisions. That is exactly what happened! By working together to use On Course principles and strategies to create a product addressing a real need, there were powerful shifts in each individual. Now we as a college are engaged in a process where these leaders now support their colleagues to use and adapt On Course to empower themselves and our students to grow in responsibility, motivation, awareness. With this perspective in place, there is no limit to what can be accomplished.–Barbara Brownsmith Campbell, Associate Director, Faculty Development and Assessment, Asheville-Buncombe Technical Community College, NC

The design team project brought all aspects of On Course together in the same way my dissertation process brought my doctoral studies together. Well done and thank you!–George Daniel, Director, Student Success Center, University of Tennessee-Martin, TN

Receiving 100% positive feedback from participants in any faculty professional development event is rare. Yet Skip Downing did just that when he facilitated an On Course II Workshop recently at Broward College. Having held two On Course I Workshops over the previous two years, the Faculty Professional Development committee wanted to take the training to the next step. Specifically, we wanted our faculty to design collaborative, learner-centered experiences to help students become more responsible learners. Skip delivered a fully-engaging all-inclusive, and extremely gratifying On Course II program that has every faculty participant buzzing about the possibility of On Course III. As one OC II grad so aptly remarked, “Even after a span of two years since completing OC I, my passion for it remained and was further fueled by going through OC II. I’m even more inspired to apply the 101 strategies and structures to the varied projects I pursue.”–Pat Senior, Vice-President HR, Professional Development/Training, Broward College, FL

I am going to use more of the strategies we learned when I work with faculty. I facilitate an informal professional development seminar called Chalk Talk. I am going to bring a new structure to each seminar and ask faculty to participate in them.–Lana Carter, Chairperson, Social Science and Education, Pueblo Community College, CO

I loved On Course I–Introduction of the skills was so valuable. I treasure On Course II for providing the practical structures and strategies to implement those ideas. Every person I’ve spoken to “gets” why we’re here and you are the best designer and facilitator I’ve ever had the privilege to know and observe. You walk the walk–always.–Joan Luebbe, Counselor, Central Florida Community College, FL

DESIGNING & FACILITATING LEARNING EXPERIENCES WORKSHOP (ON COURSE II)

DESIGNING & FACILITATING LEARNING EXPERIENCES WORKSHOP (4 DAY)

DESIGNING & FACILITATING LEARNING EXPERIENCES WORKSHOP AGENDA:

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