the ohio watershed academy applying principles of adult education theory to a professional...
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The Ohio Watershed Academy
Applying Principles of Adult Education Theory to a Professional Development
Program for Watershed Group LeadersJoe Bonnell and Anne Baird
Ohio State University Extension
Introduction to the Ohio Watershed Academy
Purpose Build the capacity of current and future
watershed group leaders in Ohio to facilitate the development of community-based watershed action plans.
Audience Watershed coordinators and natural resource
professionals
Course Design
Five-month course Instructional components
On-line modules and assignments Face-to-face meetings In-depth learning projects
Desired Outcomes
Gain confidence in applying process skills. Exposure to new ideas and tools for
stakeholder involvement. Broader perspective on engaging
stakeholders.
Components of Adult Learning (Merriam and Caffarella, 1992)
Life experience as content or triggers to learning
Self-direction and autonomy Self-reflection Expression of learning
Evaluation
Capture reactions of recent graduates and non-graduates.
What was helpful? Helped build confidence.
What would you change? Timing of modules. More modules.
Evaluation
What was helpful? “It made me take a hard look at how focused we are and
what the lack of focus is going to do to our project.” 2004 Student on-line comments on module 5 “Strategic
Planning.”
What would you change? “The concept is important but the resources were
overwhelming. I spent way too many hours on this.” 2004 student on-line comments on module 7.1 “Getting Water
Quality Standards to Work for Your Watershed.”
Life experience as a trigger to learning
Student project: “A Guide for Developing a Watershed Presentation” Student objectives:
Develop a sense of the audienceDevelop an audience friendly presentationDevelop motivational skills
Self-direction and Autonomy
Students select the most appropriate and timely modules.
Multiple assignment options depending on level of expertise.
Exposure and access to new resources.
Self-reflection
“Looking over the many strategies and forms provided with this exercise…I feel the SWCD meeting that I discussed could have used round-robin or small group techniques to have better gained input from the group on important activities for the SWCD to work on.”
Expression of Learning
Assignments lead to useful products
e.g., Stakeholder involvement module: Identify stakeholder groups. What’s in it for them? What’s in it for us? Required action
2004 Mid-course Evaluation Findings
What is not working about the Academy?
Number of required readings, more instruction on in-depth projects.
“I had trouble finding time to do all the readings. They have been mostly useful but, but if required readings could be condensed to a couple of most important that would be good.”
“In-depth project was difficult to coordinate for group effort…”
(3/16/04, OWA participants)
2004 Mid-course Evaluation Findings
What is working? Assignments, resources, flexibility, and networking opportunities.
“I have learned from the assignments they have “forced” me to make time to look into issues I would not have been able to do otherwise.” (3/16/04 OWA participant)
Reflections
Started with prescriptive, step-by-step approach.
Moving toward more adaptive approach: Exposure to new ideas. Try out new ideas – reflect on practice. Develop new perspectives.
Reflections
Moving away from expert model to peer-teaching.
Student creation of knowledge. Moving toward ‘just-in-time’ versus ‘just-in-
case’ learning.
Additional information
Ohio Watershed Academy Web-site:
http://ohiowatersheds.osu.edu/owa/index.html
Anne Baird: [email protected]
Joe Bonnell: [email protected]