Program Design

Transformational Learning Program Design 

Group 5: Amelia Boggess, Karin Gilbert, Mat Murphy

Ball State University

EDAC 634 Adult as a Learner

March 22, 2020

Change-Makers:
Inspiring educators to become transformational change-makers through collaborative professional development opportunities

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Group Members	Roles	Commented On
Amelia Boggess	Project Leader; Introduction; Rationale- Strategies; Program; Tables; References; Review & Post to Blog	Group 4 - Feminist Pedagogy
Karin Gilbert	Organize main ideas from literature reviews; Rationale-Practical Program 1; Rationale- Strategies; Reflection; Tables; References; Review	Group 3-Narrative Learning
Mat Murphy	Rationale-Practical Program 2; References; Review	Group 4- Feminist Pedagogy

Introduction

We are designing a program named Change-Makers. The purpose of this program is to inspire participants to become transformational change-makers through a collaborative professional development environment wherein they are able to see the connecting lines from experience, to motivation, to application. Our target audience will be formal and informal educators alike, who have a passion for serving others and desire to become change-makers not only within their own lives, but in the lives of others and their communities.  The purpose of Change-Makers is leadership development and personal or professional inspiration discovered through facilitated transformational learning experiences. The objectives are for participants to identify the driving force behind individual participation, to develop a deeper understanding of who they are and their personal motivations, to connect change-makers within a community of learning, and to inspire participants to experience transformation and become change-makers. Change-Makers strives to prepare participants for the creative application of their transformational experience by way of critical reflection of experiences, collaboration, and the production of a passion project. 

Rationale 

Our group is interested in transformational learning theory. The authors of Learning in Adulthood discuss transformational learning theory through seven lenses, including three individualistic conceptualizations and four sociocultural perspectives (Merriam, Caffarella, & Baumgartner, 2007). Although the seven lenses have unique and distinct characteristics that make them differ, three key concepts emerge that lead to a change-making transformation. We will use these key concepts of transformational learning to frame our program design. The main ideas of this program design are experience, critical reflection, and individual and sociocultural development. 

Idea 1: Experience is the foundation for transformational learning. The life experience of an adult serves as the resource for their and other’s learning. 

Idea 2: The intellectual growth of learners from reflecting critically on experience can lead to transformational learning.  

Idea 3: As an outcome of transformational learning, the process of emotional and cognitive development is essential. A fully developed learner arrives at the highest potential for acquiring the insight, ability, and disposition to make change in their own life, the lives of others, and their community. 

           In order to know how to apply these ideas in our program design, our group researched two uniquely different professional development programs for educators representing two profession types: youth-work and ministry. Both programs use the assumptions of transformational learning in their program design to influence change-makers. Following is a description of how The Journey and Mission Training Institute (MTI) apply transformational learning theory in practice. 

Practical Program 1: The Journey offers several personal and professional development programs for current and prospective youth workers in Indiana and around the country. The Journey is about those who have a passion for serving young people; both practicing professionals and students who are considering making youth work a part of their career. The purpose is leadership and career development, personal and professional renewal, and transformative learning experiences. The objectives are grounding people in who they are, connecting professionals to each other, and inspiring people’s beliefs about what they can accomplish on behalf of young people. 

The Journey has three program tracks with distinct program designs. The Journey Fellowship for Students track provides an opportunity for college students to explore careers working with youth while becoming more grounded and confident in who they are. The eight month program includes a paid internship at an Indiana youth-serving organization, retreats, and network events with leaders and professionals in the field. The Journey Fellowship for Professionals track is for youth workers in the first phases of their career (zero-ten professional experience years). The year long program includes retreats, career mentors, and connections to the larger field and its leaders. The Executive Journey Fellowship track is for youth serving professionals of influence. Each year 30 leading youth workers are nominated and selected to create a learning community and attend retreats to transform themselves and their profession. 

We collected data on The Journey’s website to learn about the program’s purpose, objectives, and main features (https://thejourneyonline.org/). Their informational video, “The Journey: Exploration and Renewal in the field of Youth Work” (TheJourney 2020) provided helpful background information from the leaders’ and learners’ perspectives. We then interviewed The Journey’s founder and facilitator, and several Journey fellows (learners) to learn about the specific features of the learning environment, activities, and materials that led to their transformational “journey.” Based on our research, The Journey uses the following activities to lead to transformational learning experiences: 

Activity 1: Journaling

The retreat learning environments promote unplugging, mindfulness and peace. Retreat locations are serene and tranquil settings throughout the state of Indiana that allow learners to transition from daily life busyness and stress to a mindset for self-awareness and self-care. There are opportunities to walk quietly and be still to find power in thought. Journal work is a critical component in The Journey for reflecting on the past, present, and future. One Journey fellow found the journal work to be “the key” to her transformative experience. The facilitator’s guided journal questions and writing prompts encourage critical thinking and personal reflection. The journal work serves as the foundation for rich, collaborative discussion with peers. 

Activity 2: Collaborative work-“The Circle,” Dyads, and Triads 

The retreat settings are shaped to promote a fun and interactive sense of community with a focus on development through guided discussions and activities. “The circle” is The Journey’s large group gathering where learners show up authentically to discuss, collaborate, and play. Small groups of dyads and triads provide opportunity for deep conversation and critical reflection of personal and professional experiences. Accountability partners and life-long connections with a “fraternity” of like-minded people organically form out of these collaborative experiences. One Journey fellow explains that the power of The Journey lies in the people; the participants who experience a risky and rewarding journey and the facilitators who nurture these learning opportunities.  Another fellow describes a “healthy hangover” and deep sense of respect and honor you feel from the motivational program facilitators. The collaborative work creates a community of support that is transformational and extends beyond The Journey program. 

Activity 3: Evaluations

Evaluations are used to measure progress and outcomes of The Journey fellows’ change in knowledge, perspective, and renewal. Evaluations are given at the end of each retreat. This feedback is used to make adjustments to programming in order to ensure the elements of programming are being utilized most efficiently for the greatest possible impact. Additionally, Journey fellows are given a pre-test at the start of programming and similar post-test at the end of programming that ask questions related to personal and professional development in youth work. The post-test uncovers “ah-ha” moments and the personal stories behind the discovered renewal and professional development. Following the post-test, Journey fellows write letters about the significance of their Journey to the funders of this program, Lilly Endowment.

Activity 4: On-going Connections & Learning Opportunities

One Journey fellow shared, “once you’re in, you’re never out.” The value of the experience is deeply personal, developmental, and significantly formative. The Journey experience is energizing and  infectious. A unique feature of The Journey is that participants desire to stay connected after the 8-12 months together. They feel inspiration and courage to take actions needed to be a catalyst for change in the lives of youth and youth workers, no matter the obstacles. The Journey fellows communicate regularly on their private Facebook group page. Some connect for fellowship and continued development at on-going retreats, conferences, and travel experiences. Some mentor or speak to current and prospective youth worker professionals. The consensus is that all become advocates and change-makers in the field of youth work. 

Practical Program 2: Mission Training Institute (MTI), located in a secluded and aesthetically pleasing location one hour outside of Denver, CO, strives to equip and develop cross-cultural messengers of the Gospel. Located in a beautiful part of Colorado, MTI is positioned geographically near shopping, sight-seeing, and outdoor activities including hiking and biking. MTI’s design is to bring connection with self, others, and trained and experienced professionals to ensure reflection of one’s past and preparation for one’s future as a cross-cultural Kingdom worker. With over 60 years experience preparing cross-cultural workers, MTI strives to prepare workers for vitality within one’s self, effectiveness with others, and longevity and endurance for eternal glory. MTI conducts follow up interviews with cross-cultural workers upon returning back to their primary culture in order to know how the program prepared them and what adjustments need to take place.

         MTI offers two long term programs, Pre-field Training - COMPASS and Debrief and Renewal (DAR), which both offer a Children’s Pre-field Program - CHIPs coinciding with the parents’ program. Additionally, MTI offers a variety of scheduled conferences over the course of the year. The scheduled conferences for 2020 include Member Care Workshop - CODAR (Consultation on Debriefing and Renewal), Kids in Family Member Care (KnF CODAR), Mental Health and Missions Conference (MHM), and International Congress on Language Learning (ICLL).

         COMPASS is a one-month program offered many times throughout the year. The objective is guiding future workers through liberal, experiential, and communal education. This multi-level approach allows for real change to take place within the learner. MTI recommends taking the one month program two to six months prior to going overseas. Shorter time results in logistics on the learners’ minds which hinders growth. Longer time results in the learner liable to not take the program seriously, which hinders a true transformation. DAR is a one week program that is recommended for four weeks after returning to the states from overseas. This program allows the former cross-cultural worker to transition by processing. DAR focuses on transition after traumatic situations.

             CODAR is a week-long workshop designed to train facilitators in how to guide personal debriefing and renewal as a routine part of any cross-cultural worker’s ongoing development. KnF CODAR is a week-long workshop designed to train facilitators in how to guide children of cross-cultural workers (TCKs) in a process of debriefing and living out of their own personal story and the whole families in debriefing the “together” story.  MHM is a weekend conference meant for counselors, social workers, psychologists, psychiatrists, and any other mental health providers. ICLL is a one-week conference to discuss tools and resources useful for language learning.

              We collected information from the Mission Training Institute (MTI) website (https://www.mti.org/). The website is easy to navigate, having separate tabs for all of the aforementioned programs and conferences. One of our group members works with a mission sending agency that uses MTI to train its cross-cultural workers. Based on our research and personal experience, MTI uses the following activities to lead to transformational learning experiences: 

Activity 1: Journaling

Writing allows the learner to process their thoughts and experiences. The journaling activity encourages self-reflection and transcends internal advancement. It focuses on personally reflecting on where a person has been and where he currently is. MTI also promotes communication with friends and family members “back home” through letter writing. 

Activity 2: Shared Learning Experience

MTI focuses on giving learners the opportunity to regularly meet with other learners to reflect on where they have been and where they currently are in the program. The lodge building provides a communal area stocked with games and activities and the premises offers a variety of outdoor activities. Conversation in fellowship and group discussions allows learners to further process their thoughts and experiences, making the transformation even more concrete.

Activity 3: Language Learning Tactics

Language learning is a challenge many cross-cultural workers experience. COMPASS teaches more than 30 language tactics allowing learners to identify tactic(s) beneficial for eventually entering a language school. Transformational learning in professional development focuses on the person learning along with the future audience. One of the best ways to show future friends and neighbors your passion and dedication is to learn the language and to learn it effectively. This information-based learning will foster personal preparation and increase the odds for longevity in the transformation.

Activity 4: Experiential Learning

Experiential learning activities can better prepare learners for transformation in professional development. Experiential learning is one of the main program elements at MTI that encourages collaboration for communal preparation. Graduates continually compliment the community learning experience that includes activities of discussions and gamification.

           We decided to borrow some of the strategies from The Journey and MTI in our own program design. These strategies align with the main ideas from literature that can lead to a change-making transformation: experience, critical reflection, and individual and sociocultural development. Specifically, we will have the following activities in our program design: 

Activity 1: Narrative Learning

·   PD Specialists will facilitate the identification of goals and critical reflection by offering a variety of narrative learning activities such as journaling and writing a narrative story.

·       The objectives of these activities are to examine past and present experiences, identify personal goals and internal motivations for participation, and to reflect on learning as it occurs.    

·       Experience is the foundation for transformational learning. The life experience of an adult learner serves as a resource for their and other’s learning. Journaling is a narrative learning activity that can help learners make sense of their life experiences.  

Activity 2: Collaborative Learning

·       PD Specialists will facilitate collaborative learning experiences to engage participants in critical thinking and the examination of beliefs and motivations.  Activities will include group discussion, the sharing of personal narratives, and group activities in learning cohorts. 

·       The ultimate goal of these collaborative learning experiences is for learners to practice critical reflection of their motivations and past experiences through the new lenses of the perspectives presented within collaboration. The objective is that this reflection leads to a deeper development of self-concept, identification of internal motivations, and a readiness to put learning into action.       

·       The intellectual growth of learners from reflecting critically on experience can lead to transformational learning. Collaborative learning experiences engage learners in critical thinking. Learners can reflect on the actual experience, think about ways to deal with the experience, and examine long-held, socially constructed assumptions, beliefs, and values about the experience or problem.       

 Activity 3: Passion Project

·       PD Specialists will support participants in the development of passion projects. The purpose of this project is for the immediate application of participants’ learning and inspiration.      

·       There is a dual objective. First, for participants to maintain motivation by revisiting their initially identified goal for participating in the program, to reflect on their learning throughout the program, and put that learning into immediate practice by the production of a self-identified passion project. Second, for participants to realize the potential they have for change-making, and to utilize their learning to implement change within their community of learners.        

·       As an outcome of transformational learning, the process of emotional and cognitive development is essential. A fully developed learner arrives at the highest potential for understanding the capacity to engage in transformational learning development. The passion project leads learners to acquire the insight, ability, and disposition to realize this potential in their lives. 

 Activity 4: Evaluation

·       The purpose of evaluations in our program is to critically examine the effectiveness of inspiring educators to experience change and become change-makers. Our evaluation will measure the program activities, strategies, and outcomes that lead to individual and sociocultural development. Feedback will allow us to improve program effectiveness and inform programming decisions that influence transformational learning. 

·       The goals of evaluation will be for participants to give valuable feedback, for our program to work on a continuous improvement model, and for participants to be able to examine what they have taken from their involvement in the program. 

·       Transformational learning is results-focused. Evaluations assess the developmental change that occurs in the transformational learning process. 

·       Below is a copy of The Journey’s Executive Pre-Test. The last question changes for the post-test to “what was the most significant part of the Journey for you?” 

    

Program 

Change-Makers is a professional development program with the goal to facilitate transformational learning opportunities that will inspire educators to realize their potential to become change-makers. The four-month program includes day-retreats each month, independent reflection through journaling and the creation of a personal narrative, and connection to a community of learning with others seeking to become influential in their fields. The program will culminate in the identification and creation of a passion project individually created by each participant in order to put their learning into action.

As described in the introduction and our rationale, Change-Makers is formed around the framework of transformational learning. The main themes of this theory are experience, critical reflection, and individual and sociocultural development. In this section, we will explore the three activity types used to support each of these three main ideas of transformational learning. We will also describe the specific strategies, tools, and/or methods we will use to facilitate each activity type. 

Narrative Learning

Experience is crucial to learning in adults. To facilitate reflection on past and present experiences, our program will use a combination of narrative learning activities.  Specifically, PD Specialists will assign and facilitate journaling, creating a narrative life story, and sharing these narrations within a collaborative community.

Private online journals will be assigned to chronicle the participants’ experiences and will be utilized as a reflective tool throughout the program. Journals will begin with an initial prompt to identify the “Big Picture Goal” that each participant hopes to obtain by his or her involvement in the program. PD Specialists will help participants make sense of their learning experiences with a series of journal prompts that encourage reflection on specific experiences within the program and how these experiences impact the participants’ assumptions on how learning and change occurs. The experiences reflected upon will be unique to each participant as they will be given freedom to journal about a reading, a discussion or activity, or something else entirely in relation to their learning as it occurs. Journaling will be a continuous assignment throughout the program. The final journal prompt will be a combination of a journal, narrative, and evaluation. Participants will be asked to synthesize their learning experience in the class by revisiting their journal entries throughout the program. This final learning journal will be submitted to the PD Specialists as a form of evaluation of the participant’s progress.

Once each participant identifies a Big Picture Goal for participation in the program, the assignment will then be to create a written (or oral) life narrative and to share this narrative with the collaborative group or small group community of learning.  The narrative should include reflection on past learning experiences, identification of personal motivations for involvement in the program, and reflection on individuals who have influenced change. Within the collaborative group, individuals will reflect personally and be prompted to discuss narrative elements that may have had an influence on the Big Picture Goal.

The purpose of these narrative learning activities is to utilize both experience and critical reflection on the learning experience as a tool leading to transformation.

Collaborative Learning

The experience of others coupled with the perspectives and support they bring can lead to critical reflection and a transformational understanding of experiences and the world. PD Specialists will facilitate collaborative learning experiences to engage participants in critical thinking and the examination of beliefs and motivations.  

Small collaborative learning groups will be formed by participant choice. After the initial Big Picture Goal journals are written, participants will be asked to summarize their goal and motivations in order to share these in an online format for others in the program to read. Based off of these online introductions of goals and motivations, participants will be asked to form a small group with members of their choosing. Depending on the attendance size of the program, these groups will be between 4 to 6 members each.

These groups will meet both online and in breakout sessions during each month’s day-retreat. PD Specialists will facilitate collaborative learning experiences including group discussion, research activities, and community fellowship in order for learners to reflect on the perspectives of others, their own experiences, and form social capital amongst other passionate educators. Groups will rotate in responsibility and will report back regular summaries of the highlights of their collaborative group to the program participants at large in order to be a part of a second, larger community of learning. Participants will be encouraged to meet with each other in mixed-group breakout sessions during day-retreats in order to discuss these highlights, share ideas and experiences, and continue to ensure exposure to perspectives and experiences outside their own small collaborative group.

During the culminating assignment of the Passion Project (described in our next section), collaborative groups will be tasked with support and feedback of their fellow small-group projects. 

Passion Project

According to our research on transformational learning, a fully developed learner arrives at the highest potential for acquiring the insight, ability, and disposition to make change in life, the lives of others, and the community. 

 Participants will be asked to revisit their Big Picture Goal for participation, as well as their journal entries throughout the program. This review, reflection, and collaborative discussion is intended for participants to not only realize their goals of becoming change-makers, but to inspire them to create a project of passion. In the final month, a plan for a passion project will be designed to be implemented, relating to an identified area where change could be made in individual communities.

           PD Specialists will facilitate the development of the plan, but ultimately, each plan will be uniquely formulated by each participant with the support and feedback of his/her small group community. Though the assignment will not be to put the passion project into action, it is the program’s goal that participants will have experienced a transformational experience in how influence and change occurs and become aware of their own capabilities to create that change in their lives, the lives of others, and their communities. By assigning a project that is passion-based and problem-centered, it is the hope that participants will feel empowered and capable to put their plans into action.

 Evaluation

           As described in our rationale section, the purpose of evaluations in our program is to critically examine the effectiveness of inspiring participants to experience change and become change-makers. Our evaluation will measure the program activities, strategies, and outcomes that lead to individual and sociocultural development. Feedback will allow us to improve program effectiveness and inform programming decisions that influence transformational learning. Formal evaluation will be a post-program survey (see The Journey survey for a model). However, the participants will be asked to submit their reflective learning journal to the PD Specialists in order to further evaluate the effectiveness of the program.          

           In addition to the framework of transformational learning theories, this program has been carefully crafted to ensure each participant is involved in the planning and evaluation of one’s learning (identifying one’s big picture goal and the final learning journal); one’s experience is utilized as the foundation of growth/collaboration/learning, and that it is problem-centered (passion project) and immediately applicable to the life of the learner.  The journals, reflective prompts, and the final passion project are a variety of ways that participants can evaluate their own learning and the effectiveness of the program. 

Reflection

Highlights

Our group originally formed based on a shared interest for exploring transformational learning theory through the lens of professional development for educators. The three of us have a passion for inspiring and educating others. We are educators in our professional work; yet have three different education focuses. Amelia’s background is teaching English as a second language (ESL) and facilitating professional development for teachers in adult basic education and ESL. Karin is a professional development trainer, coach, and speaker in the field of child and youth development. Mat is both a teacher at a community school on the island of Saipan teaching bible and PE to K-8^th grade students as well as a pastor mobilizing stateside local congregants to do international work. The highlight of this assignment was exploring how transformational learning practices can be applied to the field of education in order to inspire change and develop change-makers with a variety of education focuses.

Process

Our group held an initial video conference to plan our program design approach, roles, and responsibilities. We determined the main themes and ideas from our individual literature review papers and combined them to form the focus of our program design. The length of time we had for this assignment allowed us sufficient time to research practical programs that supported our program focus and interview the program founder/facilitator and learners of the program. Their feedback was instrumental in guiding the direction and design of our program. The research and interview feedback needed for the rationale content prepared us to then dive into our program design and add the final touches. We created a shared google document in Canvas Collaborations that allowed us to individually add content and share ideas and comments with one another. The shared documents accommodated our group style of working at different paces and at different times of the day (Mat is on a 15-hour time difference). We stayed connected throughout this process on Facebook Messenger. This allowed us to check-in periodically. Amelia and Karin particularly enjoyed Mat’s scenic views of the Saipan beach and motivational videos from his students (with the ocean waves crashing behind them)!

Table 2: Summary of the Literature Review

Main Ideas from Literature	Application of the Main Ideas in Practice
Idea 1: Experience	PD Specialists can help educators make sense of their life experiences by offering a variety of narrative learning activities such as: journaling, writing a narrative story, or letter writing.
Idea 2: Critical Reflection	PD Specialists can facilitate collaborative learning experiences to engage educators in critical thinking. Activities such as group discussion and group activities in learning cohorts and community fellowship can lead learners to reflect on the actual experience, think about ways to deal with the experience, and examine long-held, socially constructed assumptions, beliefs, and values about the experience or problem.
Idea 3: Individual and Sociocultural Development	PD Specialists can prepare educators for individual development and school culture change by helping them acquire the insight, ability, and disposition to realize potential in their lives. PD Specialists can incorporate motivation to encourage development and evaluation to assess the developmental change that occurs in the transformational learning process.

Table 3: Summary Program Design

	Rationales	Purpose/objective of the design	Learning environment	Activities	Methods/Tools/ Strategies
1.	Experience is the foundation for transformational learning.  The life experience of an adult serves as the resource for personal and others’ learning.	The purpose of this program is that participants will have a transformational experience through the examination of past experiences, exposure to the experiences of others, and the reflection on learning experiences as they occur.	Online  (Independent) In-Person Day-Retreats (monthly)	1.     Journalling 2.      Creating a Narrative Story 3.     Collaborative Learning 4.    Passion Project	Private online journals assigned  to identify Big Picture Goal and facilitate reflection on learning experiences as they occur.  Narrative story assigned (oral or written) to be shared with a small group to reflect, identify, & discuss the influence of past experiences of previous transformational learning.  Online discussion & monthly in-person collaborative learning groups to facilitate the sharing perspectives, experiences, and reflection on new lenses to learning. Assigned “Passion Project” for individual participants to reflect upon the experiences within the program, make a plan of action, and put that action into reality.
2.	The intellectual growth of learners from reflecting critically on experience can lead to transformational learning.	The objectives are to examine past and present experiences, identify personal goals and internal motivations for participation, and to reflect on the learning experience as it occurs. The purpose is to utilize reflecting experience as a tool leading to a transformational experience.	Online  (Independent)  In-Person Day-Retreats (monthly) Collaborative Small Group (in-person & online)	1.     Journalling 2.      Creating a Narrative Story 3.     Collaborative Learning 4.    Passion Project	In this program, reflection is at the core of each and every method/strategy. See the methods and strategies listed in the above cell as experience and reflection are listed together.
3.	As an outcome of transformational learning, the process of emotional and cognitive development is essential. A fully developed learner arrives at the highest potential for acquiring the insight, ability, and disposition to make change in one’s own life, the lives of others, and the community.	The objective is for participants to realize their ability and potential to make change, and to put that insight into a call to action, which is identified and addressed by the individual participants.	Collaborative Small Group (in-person & online) Independent	1.     Journalling 2.      Creating a Narrative Story 3.     Collaborative Learning 4.    Passion Project	Assigned “Passion Project” for individual participants to reflect upon the experiences within the program, make a plan of action, and put that action into reality. Assigned final learning journal The journals, reflective prompts, and the final passion project are a variety of ways that participants can evaluate their own learning and the effectiveness of the program.  Final journal prompt will be a combination of a journal, narrative, and evaluation. Participants will be asked to synthesize their learning experience in the class by revisiting their journal entries throughout the program.

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