Syllabus Design

                                                Workplace Environmental Learning Course

Group Members	Roles	Commented On
Mady Folz	Submit main ideas of individual theory reviews to Group Leader. Syllabus designer. Created reflection.	Groups: 1 & 2 Links:  https://635group1spring2021.blogspot.com/2021/03/group-syllabus-learning-styles.html?showComment=1616615929879#c6446773726558272299 https://635group2spring2021.blogspot.com/2021/03/syllabus-design_21.html?showComment=1616616175891#c7752151463143128749
Tomie Gartland	Served as group co-leader. Submit main ideas of individual theory reviews to Group Leader. Syllabus designer. Created syllabus design table.	Groups: 1 & 4 Links: https://635group1spring2021.blogspot.com/2021/03/group-syllabus-learning-styles.html?showComment=1616868958234#c8685541243885406489 https://635group4spring2021.blogspot.com/2021/03/physical-learning-syllabus.html?showComment=1616788982564#c5856237833716880843
Christi Martzall	Served as group co-leader. Submit main ideas of individual theory reviews to Group Leader. Write rationale. Syllabus designer. Combined parts and rough draft review.	Name Link
Jason Spencer	Submit main ideas of individual theory reviews to Group Leader. Write rationale. Syllabus designer. Created introduction. Reviewed APA style, added roles table to the top of the post, and posted to blog.	Groups: 1 & 3 Links: https://635group1spring2021.blogspot.com/2021/03/group-syllabus-learning-styles.html https://635group3spring2021.blogspot.com/p/edac-635-syllabus-design-group-3.html

Introduction

This is a course designed for workplace trainers and facilitators to understand the impact of learning environments and how to effectively deliver content based on this knowledge. For learning objectives to be met, an understanding of the learning audience must be there. Every learner has unique characteristics that impact their ability to meet established learning objectives. This course will cover the learning environment from all angles. A learner or facilitator’s culture, knowledge, or positionality are all factors that impact a learning environment. In addition, historical bias and privilege must be recognized and examined to have a true picture of whether the learning environment is conducive to meeting learning objectives. 

Rationale

Learning environment and context can be impactful on every learning experience. Often the impact a learning environment can have on the learning activity is taken for granted until it becomes an issue. The key components regarding environment and context in learning are the physical environment, the cultural environment, the power environment, the knowledge environment, and the “real-life” environment (Mackeracher, 2004).

The Physical Environment

              The physical learning environment encompasses the physical comfort and well-being of the learners and instructor (Mackeracher, 2004). The learning environment consists of physical-sensory elements such as lighting, sound, space, furniture, air quality, and temperature. The goal is to design a learning experience so that learning may proceed with minimum stress and maximum effectiveness (MeVey, 1996). All these learning environment elements are part of ergonomics, which is the study of factors modifying the efficiency of persons in their working or learning environment (Mackeracher, 2004). Some examples of pieces of the physical learning environment include the type and comfort of chairs or even the arrangement of chairs and tables. Sound, light, and visual quality can also enhance or negatively impact a learning experience (Mackeracher, 2004). Air quality and temperature are often overlooked until they become problematic. Poor air quality and increased temperature have shown to have a direct negative impact on learning experiences (Choi et al., 2014). Technology is also in important part of environmental learning. It is important to have a complete understanding of the technology that comprises a learning activity to ensure the learning environment is experienced optimally (Mackeracher, 2004).

The Cultural Environment

              Culture is a system of learned beliefs, customs, and behaviors shared by a group of individuals (Imel, 1998). It provides the unconscious lens through which we understand and view the world, and can be derived from family, community, workplace, religion, race, age, gender, language, ethnicity, sexual orientation, occupation, and any other social aspects of our lives (Shufflebarger, 2019; Mackeracher, 2004).  Social and cultural norms as well as influence from family and friends can create standards that sway adults to view education as important or not. (“Decisions of Adult,” 2018).  When analyzing the cultural environment’s impact on learning, it is crucial to develop an understanding and appreciation of cultures outside of your own (Imel, 1998).  Without an understanding of others, reflection on the best possible learning environment cannot take place. Learning in a culturally diverse setting has potential to contribute significantly to informal learning and can lead to correction of misled beliefs.  Being willing to openly discuss culture-related conflict that occurs and contributing to an atmosphere where individuals speak for themselves is important to this dimension of the learning environment (Mackeracher, 2004).

The Power Environment

              When discussing the power environment, the individual perspective and the social structuralist perspective must be examined. Men and women feel more empowered as their skills and knowledge increase (Mackeracher, 2004). Creating an environment that helps learners feel comfortable and grow in this way is part of the individual perspective. The facilitator helps provide an environment in which learners feel safe and empowered to find their voice (Mackeracher, 2004). The social structuralist perspective focuses on behavior and how it is influenced by power, privilege, and oppression. Each learner has a positionality based on the socially structured group they are a part of (Tisdell 1998). This could involve gender, race, or class. Learners and facilitators need to keep the power environment in mind when partaking in learning exercises.

The Knowledge Environment

              An epistemology is a system of knowledge (Mackeracher, 2004). Each knowledge system is developed in response to the environment and observations made within. No knowledge system is perfect, and we must keep an open mind, while understanding that the flaws in our knowledge system are probably easier to spot from someone on the outside. The most powerful epistemology is derived from historically white male point of view (Mackeracher, 2004). This epistemology is being challenged and examined to ensure its accuracy. For an optimal learning environment, viewpoints from all sides must be considered when examining the adult education epistemology (Mackeracher, 2004).

The “Real-Life” Environment

When discussing the “real-life” learning environment the conversation moves to context and situated cognition. Knowledge is contextually situated and is fundamentally influenced by the activity, context, and culture in which it is developed and used (Mackeracher, 2004). In situated learning, learning is a social process involving interaction with others within a learning environment that closely mimics a real-life practice environment (Stein, 1998). Some key pieces of situated cognition and the “real-life” environment are reflection, interaction, guiding, and using technologies that are part of the “real-life” context of the content being delivered (Mackeracher, 2004). Examples of this environment in context include simulations, internships, mentorships, coaching, and reflection involving open dialogue (Mackeracher, 2004).  Memorization of content is not the goal here, but rather discussing the meaning of experiences through open dialogue between the facilitator and learner (Stein, 1998).  It attempts to take learning beyond the classroom to promote reflection-in-action rather than reflection-on-action (Mackeracher, 2004).

SYLLABUS

AED - 638 Section 100: Workplace Environmental Learning Course

COURSE NUMBER: AED 638 Section 100

TITLE: Workplace Environmental Learning Course

CREDIT HOURS: 3 Credit Hours

DATE/TIME: 5/10/2021 – 7/17/2021

LOCATION: online

INSTRUCTOR:

Dr. Ida Rock, Professor

Center for Information and Communication Sciences

AT184A
Muncie, Indiana

Phone: 317-588-8000

Email: idarock@bsu.edu

Office Hours: Wednesday 11:00AM-5:00PM on-campus in AT1800A and/or virtual by appointment only

PREREQUISITES: None

TEXT:  No text is required for this course.

SOFTWARE/REQUIRED TECHNOLOGY

Desktop or laptop with a camera and microphone                                                                 

COURSE DESCRIPTION

To obtain knowledge of how the physical environment, the cultural environment, the power environment, the knowledge environment, and real-life environment are components of building community through discussion, interaction, and reflection to allow learners to develop a deeper understanding and gain knowledge in the workplace.

COURSE OBJECTIVES

1.     To identify how the physical environment impacts workplace learning.

2.     To identify how the cultural environment impacts workplace learning.

3.     To identify how the power environment impacts workplace learning.

4.     To identify how the knowledge environment impacts workplace learning.

5.     To identify how the real-life environment impacts workplace learning.

6.     To understand how all the learning environments impact workplace learning.

7.     To demonstrate knowledge of the all the learning environments and how they impact one another.

COURSE RATIONALE

The purpose of this course is to gain knowledge and insight to the learning environments and how it impacts the learning experience in the workplace. 

 

COURSE POLICIES

Attendance Policy, Participation and Timeliness:  Regular participation and timeliness are important to student academic success.  In this online course, regular participation takes the form of engagement in discussion forums, completing activities, tests, etc. as scheduled.  Students must be self-motivated and disciplined to meet all due dates.  Developing a routine is essential to academic success.  All assignments are expected to be submitted by their respective due dates and times.  To stay in compliance with federal requirements, weekly attendance in this online course is required.  Each week there are discussions, activities, tests, or exams that must be completed and submitted by the deadlines specified on the Course Calendar.  When these items are submitted, the Learning Management System assigns time stamps.  These time stamps will be used to document attendance during each week in the course and will serve as the official record.  As a minimum, students should plan on a applying a minimum of at least 6 additional hours (average per week) to class assignments. (3 course hrs x 2 hrs per course hr = 6 hrs x 10 weeks = 60 total hrs approx). Refer to the Course Calendar for a tentative schedule of topics and assignments. The sequence and depth of content may change to accommodate individual student characteristics, needs, and interests.

Students with Disabilities:  If you need course adaptations or accommodations because of a disability, please contact me as soon as possible. Ball State's Disability Services office coordinates services for students with disabilities; documentation of a disability needs to be on file in that office before any accommodations can be provided. Disability Services can be contacted at 765-285-5293 ordsd@bsu.edu.

Communication:  Please use your Ball State University email.  The professor is not connected to email 24/7, but will typically respond to messages within 48 hours of receipt (excludes evenings; weekends; holidays; and university breaks).  Please do not call the professor because voicemail is not checked regularly.  
 
Academic Integrity:  Adhering to the highest of ethical standards is critical for all involved in the educational process.  As such, Ball State University has established a Student Academic Ethics Policy regarding student expectations.  The expectations outlined in this policy will be followed in this course.
 
Late Assignments:  Late assignments are not accepted.  Please manage time appropriately. 
  
Netiquette Guidelines:  Be sure discussion forum posts are:  (1) within the context of the topic and course material; (2) respectful of others when submitting or replying to posts; and (3) reviewed and edited before submitting. 
  
Expected Grading Timeline:  Discussion forum posts and activities will be graded after the conclusion of the module; exams and tests will be graded upon submission.

Assignment Submission:  All assignments must be submitted to the Learning Management System (LMS) course site as per the specific directions set forth on each assignment sheet.  Failure to follow directions will result in a grade of a zero.

Due Dates and Times:  All due dates and times align with that of Muncie, Indiana, the location of Ball State University.  Please plan accordingly for those participants living in and/or visiting a different time zone.

Diversity Statement:  Ball State University aspires to be a university that attracts and retains a diverse faculty, staff, and student body. We are committed to ensuring that all members of the community are welcome, through valuing the various experiences and worldviews represented at Ball State and among those we serve. We promote a culture of respect and civil discourse as expressed in our Beneficence Pledge and through university resources found here.

Face Masks Requirement Statement:  To protect the health and safety of the Ball State University community, students, faculty, staff and visitors must wear face masks over their mouths and noses while on campus in all hallways, public spaces, classrooms and other common areas of campus buildings, and when in offices or other workspaces or outdoor settings when 6-feet social distancing cannot be maintained. Students needing accommodations from this requirement may contact the Office of Disability Services at dsd@bsu.edu.  Please note that in classrooms, faculty have the right to deny a student entry into the room if the student is not wearing a face mask.

METHODS OF INSTRUCTION

Methods of instruction may include:

Instructor lecture content and links to website reading material and videos

Directed discovery

Class discussion

METHODS OF EVALUATING STUDENT LEARNING

Methods of evaluating student learning may include:

Integrated assignments

Objective aligned class discussion

COURSE GRADING

 

	Assessment Item	Points
1.	Module 1 – Factors of the Physical Environment	10
2.	Module 2 – Factors of the Cultural Environment	10
3.	Module 3 – Factors of the Power Environment	10
4.	Module 4 – Factors of the Knowledge Environment	10
5.	Module 5 – Factors of the Real-Life Environment	10
6.	Module 6 – Apply Physical Environment Learning Strategies	10
7.	Module 7 – Apply Cultural Environment Learning Strategies	10
8.	Module 8 – Apply Power Environment Learning Strategies	10
9.	Module 9 – Apply Knowledge Environment Learning Strategies	10
10.	Module 10 – Apply Real-Life Environment Learning Strategies	10
	Total Points	100

 

GRADE APPEAL PROCESS

The professor will entertain grade appeals for individual assignments. Grade appeals must be e-mailed to the professor within one week from when the assignment was graded and returned to the student.

GRADING SCALE

 

100 - 94 %	of total possible points	= A
< 94 - 90 %	of total possible points	= A-
< 90 - 87 %	of total possible points	= B+
< 87 - 84 %	of total possible points	= B
< 84 - 80 %	of total possible points	= B-
< 80 - 77 %	of total possible points	= C+
< 77 - 74 %	of total possible points	= C
< 74 - 70 %	of total possible points	= C-
< 70 - 67 %	of total possible points	= D+
< 67 - 64 %	of total possible points	= D
< 64 - 61 %	of total possible points	= D-
below 61 %	of total possible points	= F

GRADE AVAILABILITY

All grades are available through the grade book in the Learning Management System (LMS) course site.  To protect the privacy of students, the professor does not discuss or distribute grades via e-mail, postal mail, or telephone.

COURSE OUTLINE AND SCHEDULE

Course Summer Semester

Module# and Week #	Tentative Activities	Objectives
Module 1 Week 1 Start 5/10 Due 5/15	Graded Deliverables 1.     Complete Module 1 - Factors of the Physical Environment. Link 1: https://courses.lumenlearning.com/lumencollegesuccessxtraining2/chapter/your-physical-environment/ Link 2: https://youtu.be/4y2IaAC5vj4 2.     Discussion 1 - What are the major forces of the physical environment in learning? Explain the impacts on learning and possible improvements. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify major forces in the physical environment in learning 2. To review how the physical   environment impacts learning. 3. To understand how the physical   environment can be improved for learning
Module 2 Week 2 Start 5/16 Due 5/22	Graded Deliverables 1.     Complete the Module 2 – Factors of the Cultural Environment.  Link 1: https://guides.library.pdx.edu/c.php?g=527355&p=3623937 Link 2: https://youtu.be/5Z4EKEg_ZrY 2.      Discussion 2 - What are the major forces of the cultural environment in learning? Explain the impacts on learning and possible improvements. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify major forces in the cultural environment in learning 2. To review how the cultural environment impacts learning. 3. To understand how the cultural environment can be improved for learning
Module 3 Week 3 Start 5/23 Due 5/29	Graded Deliverables 1.     Complete the Module 3 – Factors of the Power Environment.  Link 1: https://www.businessbusinessbusiness.com.au/three-major-impacts-environment-can-adult-learning-programs/ 2.     Discussion 3 – What are the major forces of the power environment in learning? Explain the impacts on learning and possible improvements. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify major forces in the power environment in learning 2. To review how the power environment impacts learning. 3. To understand how the power environment can be improved for learning
Module 4 Week 4 Start 5/30 Due 6/5	Graded Deliverables 1.     Complete the Module 4 – Factors of the Knowledge Environment.  Link 1: https://youtu.be/rqL_lsogeNU Link 2: https://youtu.be/_nWMP68DqHE 2.     Discussion 4 – What are the major forces of the knowledge environment in learning? Explain the impacts on learning and possible improvements. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify major forces in the knowledge environment in learning 2. To review how the knowledge environment impacts learning. 3. To understand how the knowledge environment can be improved for learning.
Module 5 Week 5 Start 6/6 Due 6/12	Graded Deliverables 1.     Complete the Module 5 – Factors of the Real Life Environment.  Link 1: https://youtu.be/aee4ONWZFj0 2.     Discussion 5 - What are the major forces of the real-life environment in learning? Explain the impacts on learning and possible improvements. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify major forces in the real-life environment in learning 2. To review how the real-life   environment impacts learning. 3. To understand how the real-life   environment can be improved for learning
Module 6 Week 6 Start 6/13 Due 6/19	Graded Deliverables 1.     Complete the Module 6 – Apply Physical Environment Learning Strategies.  Link 1: https://youtu.be/pV53_PjusA8 2.     Discussion 6 – Provide examples of positive and negative aspects of the physical learning environment and how to make improvements based on your research. Explain your strategy for the workplace environment. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify positive and negative aspects of physical learning environments 2. To discuss improvements to the physical learning environment 3. To identify and review professional sources of information relating to physical learning environments. 4. To provide solutions for physical learning environment strategies
Module 7 Week 7 Start 6/20 Due 6/26	Graded Deliverables 1.     Complete the Module 7 – Apply Cultural Environment Learning Strategies. Link 1: https://www.d.umn.edu/~hrallis/professional/workshops_attended/mactefa07/multicultural_incl_env.html 2.     Discussion 7 - Provide examples of positive and negative aspects of the cultural learning environment and how to make improvements based on your research. Explain your strategy for the workplace environment. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify positive and negative aspects of cultural learning environments 2. To discuss improvements to the cultural learning environment 3. To identify and review professional sources of information relating to cultural learning environments. 4. To provide solutions for cultural learning environment strategies
Module 8 Week 8 Start 6/27 Due 7/3	Graded Deliverables 1.     Complete the Module 8 – Apply Power Environment Learning Strategies. Link 1: https://youtu.be/8dTfgnkmJGs 2.     Discussion 8 - Provide examples of positive and negative aspects of the power learning environment and how to make improvements based on your research. Explain your strategy for the workplace environment. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify positive and negative aspects of power learning environments 2. To discuss improvements to the power learning environment 3. To identify and review professional sources of information relating to power learning environments. 4. To provide solutions for power learning environment strategies
Module 9 Week 9 Start 7/4 Due 7/10	Graded Deliverables 1.     Complete the Module 9 – Apply Knowledge Environment Learning Strategies.  Link 1: https://vimeo.com/511578591 Discussion 9 - Provide examples of positive and negative aspects of the knowledge learning environment and how to make improvements based on your research. Explain your strategy for the workplace environment. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify positive and negative aspects of knowledge learning environments 2. To discuss improvements to the knowledge learning environment 3. To identify and review professional sources of information relating to knowledge learning environments. 4. To provide solutions for knowledge learning environment strategies
Module 10 Week 10 Start 7/11 Due 7/17	Graded Deliverables 1.     Complete the Module 10 – Apply Real-Life Environment Learning Strategies. Link1: https://youtu.be/lQK_leHDX48 2.     Discussion 10 - Provide examples of positive and negative aspects of the real-life learning environment and how to make improvements based on your research. Explain your strategy for the workplace environment. Post due Wed 11:59PM and Peer Reply Post Due Saturday 11:59PM	1. To identify positive and negative aspects of real-life learning environments 2. To discuss improvements to the real-life learning environment 3. To identify and review professional sources of information relating to real-life learning environments. 4. To provide solutions for real-life learning environment strategies

  Start dates are always Monday at 12:00AM (EDT) and discussion post due dates are always Wednesday at 11:59PM (EDT) and classmate reply posts are due Saturday at 11:59PM (EDT).

PROFESSOR'S NOTE
 
The professor reserves the right to modify the class outline/syllabus if in his judgment such modification would improve the operation (teaching/learning process) of the class (i.e., assignment modifications, correcting typing errors, grading scale adjustments, policy changes, etc.).  The professor will notify students in advance of any changes.  The current edition of the Faculty and Professional Personnel Handbook and/or other official University documents will guide all other decisions not specifically addressed by the professor in this syllabus.

Reflection

Highlights

 

                Each person in the group worked independently and then we collaborated using email and zoom meetings. We followed our group plan to stay on track for the assignment due dates. We distributed the work based on our strengths and communicated effectively even though we all have very busy schedules.

 

Process

                Our group connected with email communication and zoom calls. We identified the theme of our course based on input from the theory review papers. We communicated effectively and distributed the work to allow each team member to contribute to the overall final product. We used email to communicate updates to the final project. We worked very efficient and did not waste any time with unnecessary meetings. Our team collaborated very well with email and zoom meetings.

 

Table 1. Summary of Syllabus Design

	Aims you wish to achieve in your design	Main theoretical ideas (You can cite some ideas from your Theory Review paper)	Main activities in your syllabus (should reflect the rationales)	Main methods/tools/strategies in your syllabus (should reflect the rationales)
1	We have a comfortable learning environment since this class is online and can be taken from anywhere the student chooses	Ergonomics as it relates to tables, chairs, and overall comfort allow for a better learning environment.	This is an online course and comfort is based on the student’s personal environment.	Student must have an internet connection and the ability to view content each week along with completion the assignments online.
2	Embrace cultural differences and respect in our course interactions	Beliefs, customs, and behaviors organize our lives as a group and help us learn.	The student posts must adhere to netiquette guidelines as stated in the syllabus.	Netiquette guidelines allow for a safe learning environment and reinforce cultural respect.
3	Use the power environment to enhance our learning experience.	For the power environment in learning, our course environment helps learners feel comfortable and grow in a way that is part of the individual perspective.	In weeks 6-10 the students must apply strategies to improve the learning environment from the perspective of a workplace trainer.	In weeks 6-10 students apply the knowledge obtained in weeks 1-5 by providing strategies for improvement from the role of a workplace trainer. This demonstrates the power environment by allowing students to serve in both the “student” & “facilitator” roles as well as encourages students to use their voices to execute their ideas.
4	Use the knowledge environment to optimize the learning experience.	Optimal learning environment viewpoints from all sides must be considered when examining the adult   education.	The syllabus reflects links and videos ranging from scholars to workplace training experts.	We utilized the various experts’ viewpoints in our weekly module content. These range from articles, research, meeting videos, and content videos.
5	Reinforce the real-life experience of learning.	Learning is reinforced by activity, content, and culture.	Students must complete a discussion post each week and a peer reply post to reinforce the learning.	By introducing the topics in the first 5 weeks of class and circling back to explore the topics further in the last 5 weeks of class allows the students to apply and reflect upon the real-world knowledge that was introduced in the first 5 weeks of class.
6	Reinforce real-life   learning with content.	Learning is reinforced by content.	Students will follow the same schedule each week and the format of the course is consistent allowing for an optimal learning experience.	Every module opens at the same time each week. All due dates are consistent on the day of the week. The content is framed in a way that allows for learning objective optimization since the consistent format removes any confusion with the course layout.

 

References

Ashley Odom. (2011, August 15). Motivating Adult Learners [Video]. YouTube. https://youtu.be/aee4ONWZFj0

Choi, H.-H., van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load. Educational Psychology Review, 26(2), 225–244. https://doi.org/10.1007/s10648-014-9262-6

Cordinar, Sarah. (n.d.). The Three Major Impacts that ‘Environment’ Can Have on Adult Learning Programs. Learn Magazine, Educate Your Market. https://www.businessbusinessbusiness.com.au/three-major-impacts-environment-can-adult-learning-programs/

Decisions of Adult Learners. (2018). Department of Education. Retrieved February 16, 2021, from https://files-eric-ed-gov.proxy.bsu.edu/fulltext/ED590017.pdf

EdTech Classroom. (2020, April 8). Supporting Student Social Emotional Learning (Distance Learning) [Video]. YouTube. https://youtu.be/lQK_leHDX48

Edutopia. (2013, August 6.) Remake Your Class Part 1: Planning for a Collaborative Learning Environment [Video]. YouTube. https://youtu.be/4y2IaAC5vj4

GreatCollegeAdvice. (2014, August 12.) Study Space in College: Why are They Important? [Video]. YouTube. https://www.youtube.com/watch?v=hJzAxhnrMGg

Haar, J. & Robicheau, J. (2007). Strategies needed to create cultural inclusive learning environments. Mankato State University. https://www.d.umn.edu/~hrallis/professional/workshops_attended/mactefa07/multicultural_incl_env.html

Halo Neuroscience (2019, February 8). The Neuroscience of Learning [Video]. YouTube. https://youtu.be/_nWMP68DqHE

Imel, S. (1998) Promoting intercultural understanding. Trends and Issues Alert. (ERIC Reproduction Document ED 424 451) https://files.eric.ed.gov/fulltext/ED424451.pdf

Learning News. (2021, February 12). Priorities shift for learning and development [Video]. Vimeo. https://vimeo.com/511578591

Mackeracher, D. (2004). Making Sense of Adult Learning. Toronto: University of Toronto Press.

Maha Bali. (2020, June 30.) Inclusive citation, inclusive academy webinar [Video]. YouTube. https://youtu.be/5Z4EKEg_ZrY

MeVey, G. F. (1996). Handbook of Research on Educational Communications and Technology. Springer. http://members.aect.org/edtech/ed1/36/index.html

Michelin. (2014, July 1). The "Empowering Organizations" work method | Michelin [Video]. YouTube. https://youtu.be/8dTfgnkmJGs

Portland State University Library. (2021, March 3.) Culturally Responsive & Inclusive Curriculum Resources: What is Culturally Responsive Curriculum? https://guides.library.pdx.edu/c.php?g=527355&p=3623937

Shufflebarger-Snell, A.M. (2019). A dialogic approach to exploring culture in community-based adult ESL classrooms. Retrieved February 16, 2021, from https://doi-org.proxy.bsu.edu/10.1002/tesj.450  https://onlinelibrary-wiley-com.proxy.bsu.edu/doi/full/10.1002/tesj.450#tesj450-bib-0027Tisdell, Elizabeth. (1998). Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice. Adult Education Quarterly - ADULT EDUC QUART. 48. 139-156. 10.1177/074171369804800302.

Stein, D. (1998). Situated Learning in Adult Education. Retrieved February 16, 2021, from https://files-eric-ed-gov.proxy.bsu.edu/fulltext/ED418250.pdf

Teachers Things That Work. (2018, September 18). Classroom environment and its impact on learning [Video]. YouTube. https://youtu.be/pV53_PjusA8

UOC - Universitat Oberta de Catalunya. (n.d.). George Siemens - Connectivism: Socializing Open Learning [Video]. YouTube. https://youtu.be/rqL_lsogeNU