assignment #16 final project adult instructional program ... · heather bayne ate 656 instructional...

Heather Bayne ATE 656 Instructional Planning for Adult Populations

Instructor: Dr. Feon Smith August 2, 2015

Assignment #16 Final Project Adult Instructional Program Plan

Portfolio

TECHINTEGRATION TRAINING SESSION

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Table of Contents Proposal Paper ............................................................................................................................................. 2

Bio Sketch ................................................................................................................................................. 2

Organization ............................................................................................................................................. 3

Targeted Audience, Purpose, Description of the Course and Conference ............................................. 3

Needs Analysis Instrument .......................................................................................................................... 4

Program Ideas ........................................................................................................................................... 4

Needs Analysis .......................................................................................................................................... 6

Prioritizing Program Ideas (Alternative Intervention Document) .............................................................. 7

Prioritizing Program Ideas ........................................................................................................................ 7

Program Goals and Objectives ................................................................................................................. 7

Program Format ....................................................................................................................................... 8

Program Schedule ........................................................................................................................................ 9

Program Schedule .................................................................................................................................... 9

Program Staff Needs ................................................................................................................................ 9

Instructional Plan Outline for the Training ................................................................................................ 11

Instructional Plan: Learning Objectives ................................................................................................. 11

Instructional Plan: Instructional Techniques ......................................................................................... 12

Instructional Plan: Resources................................................................................................................. 13

Instructional Plan: Assessment .............................................................................................................. 13

Transfer of Learning ............................................................................................................................... 14

Program Evaluation Instrument ................................................................................................................ 17

Program Evaluation ................................................................................................................................ 17

Recommendations & Communicating Results ...................................................................................... 19

Program Budget .......................................................................................................................................... 19

Program Budget and Cost Reduction Plan ............................................................................................ 19

Promotional Material Document ............................................................................................................... 20

Marketing Plan ....................................................................................................................................... 20

Coordinating Facilities and Onsite Events ............................................................................................. 22

References .................................................................................................................................................. 23

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Proposal Paper

Bio Sketch Heather Bayne is a teacher for the Marion County Adult and Community Education

Center located in Fairmont, WV. She received her bachelor’s degree from Fairmont State

University Arts and Education in Social Studies 5-Adult, and later received her Technology

Integration Specialist Credential from Marshall University. Heather is currently attending

Marshall University and is seeking to obtain her master’s degree in Adult Education.

Throughout her career in adult education Heather continually strives to increase her

knowledge of adult education. She has done this by becoming an active member in the West

Virginia Adult Education Association (WVAEA). She has been a member of this organization

since 2009 where she has, on a yearly basis, attended adult education conferences to educate

herself on new teaching trends in adult education. She was then asked by the WVAEA leaders to

become a member of the West Virginia State Curriculum team in 2013. Her role on this

committee is to help develop adult education curriculum for the state as well as play an active

role in training adult educators. Through here role as a trainer she was then asked to be a

member of the West Virginia Technology Quest Team. She and the team provide leadership,

staff development, and instructional support to all instructional and administrative staff.

Develops and offers state wide instructional technology education for teachers and

administrative staff. Assists in the development and implementation of curriculum and

technology integration projects. Provides instructional staff with the essential support needed to

complete technology-based instructional management and productivity functions.

Heather is currently developing and designing the new West Virginia Adult Education

Technology website that will be utilized by adult education teachers and staff throughout the

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state. When Heather isn’t working on her projects she takes an active role in her church and is

the vice president of her church women’s volunteer group.

Organization The West Virginia Adult Education Association (WVAEA), Inc. supports the

development of life-long learning in West Virginia by unifying interested individuals and

groups; encouraging participation in local, state, and national conferences; and taking an

advocacy role in adult education legislation. Membership is open to all institutions, businesses,

organizations, students, and individuals interested in the field of adult education and literacy

(Killion, 2015). The West Virginia Technology QUEST Team are members of the WVAEA

consisting of five Technology Integration Specialists who create technology curriculum together

to train adult educators who are members of the WVAEA. Each member of the team has an area

of technology that they specialize in to form an overall cohesive group. I am a member of both

the WVAEA as well as a member of the Technology QUEST Team. My role in the group is an

advisor where I advise the group on what new technologies are up and coming, and whether

these technologies should or should not be integrated into the training curriculum. I specialize in

web 2.0 tools as well as designing and maintaining the West Virginia Adult Education website.

Targeted Audience, Purpose, Description of the Course and Conference The adult education instructional program that I would like to create is called

TechIntegration. The Technology Quest Team has decided that we would like to develop a

training (TechIntegration) for the WVAEA Fall Conference where we teach adult education

instructors specific web 2.0 tools that they can integrate into their lessons and classrooms. We

will be using the SAMR (Substitution, Augmentation, Modification, and Redefinition) model to

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help train teachers as well as using ISTE (International Society for Technology in Education)

standards. Participants will be engaged in hands on learning where they will utilize the new web

2.0 tools that is being introduced to them. As part of this training participants will be asked to

complete a follow up activity where they will learn about twenty-three more web 2.0 tools as

they complete the 23 Things Module. We have decided as a team to launch this training session

at the WVAEA Fall Conference because this is the one time of the year that all West Virginia

adult basic education instructors are in attendance and we can present to our targeted audience on

a mass scale.

Needs Analysis Instrument

Program Ideas In researching for this training we have come across adult education programs who are

using the SAMR Model as well the ISTE standards for technology integration. We are following

models from an adult education group in Arizona, South Carolina, and West Virginia. Those in

West Virginia who specifically influenced us was Bodie Fulford and Lori Whitt from the state

education department. They used the 23 Things model from ISTE standards to train West

Virginia Technology Integration Specialists (TIS). We felt that using this model is a great hands

on experience for our teachers to learn and experience. These sources other than WV were

found online from websites that explained their trainings.

The source of ideas for this would be from personal development. A few of us in our

group actually went through the 23 Things Module when we were becoming TIS’s. This module

was fun and creative and taught us the most about how to integrate technology into the

classroom. So we discussed integrating the 23 Things Module into our training so others can

learn how we were taught.

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We as a group identified that at the local level as well as at the state level that our adult

educators were struggling with technology integration which is mandated by the state that they

integrate into their classrooms. So we as a technology group decided to address these issues by

teaching them how to use technology and web 2.0 tools as well as why they should integrate

them into their lessons.

Our group did use a focus group consisting of the other members of the state curriculum

team. After we generated our ideas we then presented these ideas to the larger group to

determine if our ideas was something they felt a training program should be developed for

technology integration. This was very helpful to use because as a small group whose main focus

is technology, the other groups focus was not and this gave us vital information on their feelings.

They said that because they were not “techy” they felt like the TIS’s were an elite group and

creating a training using the same methods that were used to teach us made them feel like they

could rise up to the same knowledge base as us who were “techy”.

Sample Needs Analysis Instrument:

1. Do you currently utilize technology to aid in your teaching? If yes explain what type of

technology you use and how you use it to aid in your teaching.

2. Do you use technology currently to aid you in teaching subjects you are not comfortable

teaching? If yes please explain the technology that you are using and how it helps you.

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Needs Analysis Needs Analysis Instrument for Focus Group:

3. How long have you been with West Virginia Adult Basic Education?

4. What do you specialize in teaching?

5. Do you currently utilize technology to aid in your teaching? If yes explain what type of

technology you use and how you use it to aid in your teaching.

6. Do you use technology currently to aid you in teaching subjects you are not comfortable

teaching? If yes please explain the technology that you are using and how it helps you.

7. What skills do you feel like you are lacking in technology when trying to use a new

technology tool?

8. Does you utilize your assigned TIS to help you when you are having issues integrating

technology into your classroom? If no why?

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Prioritizing Program Ideas (Alternative Intervention Document)

Prioritizing Program Ideas If participants needs are not being met during the training session then the groups is

prepared to adjust their teaching styles to accommodate the participant needs. A PowerPoint

presentation will be created and posted on the learning management system Schoology course

for participants to access when they are working on their follow-up assignments. The

PowerPoint is also used to in case of Internet issues that are unforeseen. The PowerPoint will

have all examples included so participants can see how tools are utilized. If the needs of the

participants are not being met when participants are working on their follow-up assignments than

the alternative intervention that our group has created is the West Virginia TIS Website where

participants can go to learn from West Virginia Adult Education TIS’s and how we use the web

2.0 tools in our adult education classrooms that we are teaching them in the TechIntegration

training. This website is still being developed but the video tutorials of the web 2.0 resources

pages is complete.

(Alternative Strategy)To access this website go to: http://www.wvadulted.org/video-

tutorials.html

Program Goals and Objectives As a part of WIOA (Workforce Innovation and Opportunity Act) our goals for

TechIntegration include:

Goal Statement One:

To teach adult educators how to utilize web

2.0 tools to help determine student’s

employability skills as well as how to

integrate these tools to prepare students for

employment.

Program Objectives:

To provide participants with web 2.0 tools that are

specifically designed to aid in determining student’s

employability skills as well as how to use these

tools to help students gain the necessary skills they

need to obtain employment.

SMART Objective One:

By the end of the training adult educators will be

able to access and utilize web 2.0 tools with 90%

http://www.wvadulted.org/video-tutorials.html

http://www.wvadulted.org/video-tutorials.html

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accuracy that will help determine student’s

employability skills as well as how to integrate

these tools in their lessons with 100% accuracy to

help prepare students for employment.

Goal Statement Two:

To assist adult educators in learning how to

integrate web 2.0 tools to aide in guiding

students in career exploration as well as

using web 2.0 tools to develop career

portfolios.

Program Objectives:

To provide participants with web 2.0 tools that will

assist students in exploring and determining goals

that they set in career exploration. Teachers will

also learn how to use web 2.0 tools to help students

understand how and why they should build career

exploration portfolios.

SMART Objective Two: By the end of the training adult educators will have

been assisted in learning how to integrate web 2.0

tools that aide in guiding students in career

exploration as well as using these tools to develop

career portfolios with 100% accuracy.

Goal Statement Three:

To aide adult educators who are seeking new

technology tools to assist their adult students

seeking to acquire their high school

equivalency diploma to improve their FFL

(Federal Functioning Level).

Program Objectives:

To provide participants with web 2.0 tools to help

students increase their FFLs. Participants will use

these tools and provide evidence of how they used

these tools by creating a blog with their artifacts

and how each artifact can be used to help students

increase their FFLs.

SMART Objective Three:

By the end of the training participants will have

been provided the web 2.0 tools necessary to help

increase student FFLs by at least two grade levels.

Participants will also demonstrate 100%

understanding of these web 2.0 tools by creating a

blog to post their web 2.0 artifacts to be completed

in six weeks after the training.

Program Format The format of TechIntegration will be a hands on collaborative learning and the reason

our group has decided to format this training like this is because we feel the more participants

can see, do, and work together to complete a task the better they will remember when they

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complete their follow up assignments. We have designed the training where participants in the

morning will be learning the material and practicing with the presenters and then in the afternoon

participants will have an opportunity to work together in starting their follow up assignments.

This gives the presenters an opportunity to observe participants to check for participant

understanding as well as obtain feedback from participants, and allow presenters to assist

participants who might be struggling.

Program Schedule

Program Schedule

8:00-8:15 a.m.

Doors open participants find seating and

get their prepared to begin

8:15-8:30 a.m.

Welcome participants and purpose and

objectives for the TechIntegration Training

8:30-9:45 a.m.

SAMR Model of Technology Integration

Small Group sessions practice SAMR

9:45-10:05 a.m.

Refreshment break and time for

networking

10:05-11:45 a.m.

What are web 2.0 tools and how can they

be utilized and integrated into the adult

education classroom?

23 Things Module

11:45 a.m.-12:30 p.m. Lunch break

12:30-1:30 p.m.

Collaborative work session on 23 Things

Module (Transfer of learning)

Participant/Instructor Q&A (Observation)

1:30-2:00 p.m. Follow-up Activities and dismissal

Program Staff Needs

Criteria

Name and role of

instructional staff members

Why I believe the staff

members chosen will meet

the criteria appropriate

for their roles

Content Knowledge Heather Bayne-Technology

Integration Specialist

Nick Northup-Technology


Both staff members created

the content for the training

and have done extensive

research on SAMR Model

and 23 Things Module

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Competence in the Process of

Instruction

Heather Bayne-Technology




Both staff members are

adult education teachers and

have done many trainings

individually as well as team

teaching.

Ability to respond effectively to

the background and experience

of the participants






adult education teachers and

all participants of the

training will be adult

education teachers so the

staff members will be able

to respond to and understand

the background and

experiences of the

participants

Belief that caring for learners

matters






passionate about adult

education and understand

the needs of participants.

Both want the learners to

walk away having a positive

and fun learning experience.

Credibility Heather Bayne-Technology




Both staff members have

been Technology Integration

Specialists for three years,

and both have trained and

mentored adult educators

throughout the state in

technology and are very

well known to other adult

educators.

Enthusiasm and Commitment Heather Bayne-Technology




Both staff members are very

passionate about technology

and each continually seek to

educate themselves on

cutting edge trends in

technology and adult

education.

Personal Effectiveness Heather Bayne-Technology




Both staff members are very

down to earth people yet

very knowledgeable about

technology. They

continually seek to help

others in any way that they

can. They are quick to think

out of the box when

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teaching participants who

are not grasping concepts.

Enterprise Knowledge Heather Bayne-Technology





themselves employed as

adult education instructors

and are volunteer trainers.

They have a full

understanding of the

participant’s jobs and

programs because they also

work for the same

organizations.

Ability to Teach from the Heart

and Spirit, as Well as the Mind





Both staff members have

done the same trainings they

are asking participants to do,

so they understand how to

go about learning this new

information because they

have experienced it

themselves.

Skills in using technology

effectively





Because both staff members

are technology integration

specialists they are

extremely proficient in using

technology as well as

teaching others how to use

the technology.

Instructional Plan Outline for the Training

Instructional Plan: Learning Objectives Objective One: The adult educator participants will demonstrate employability web 2.0 tools

and resources when provided with criteria to make a blog to document their understanding of the

employability tools with 98% accuracy.

Objective Two: The adult educator participants will evaluate career readiness web 2.0 tools

when provided with a list of career readiness websites by brief responses to evaluate how these

resources can be utilized in their classroom.

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Objective Three: The adult educator participants will apply knowledge of web 2.0 tools by

creating a blog with artifacts of the new tools with 98% accuracy.

Instructional Plan: Instructional Techniques In evaluating learner characteristics we as a group are creating a PowerPoint presentation

that will be culturally diverse. We are doing this because it is important to represent diverse

experiences because each one of our participants bring their own experiences to this training. By

using a collaborative approach to instruction participants can then share their own experiences

with each other to create a richer learning atmosphere. Three learning techniques that we will be

utilizing in our training are Circle of Voices which is where participants have their own moment

of reflection then in groups each person speaks about their thoughts on a topic then the group as

a whole moves into an open conversation. The next learning technique is the Post It Wall when

participants are working on their assignments in a group or as individuals participants that have

questions or comments can post it on the designated wall, which for this session will be a web

2.0 tool that they can utilize in their own classroom called Padlet. This way the trainers can

answer participant questions quickly and effectively and all participants will have access to the

information given from the trainers on this website which will also be posted on the Schoology

site. And the third learning technique will be Flipping the Classroom, which is a method of

teaching that puts the learning into the students hands. We will have resource videos and

activities that we want our teachers to learn and do and we send them to these assignments then

when the group is done we have a discussion about what they learned, where it is student driving

the questions and leading the conversation while the presenters are there to mediate. This is a

method that we want our teachers to utilize in their classrooms and this is a great way to have

them experience what we want them to do.

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Instructional Plan: Resources The first resource we have decided to use is a book called Training From the Back of the

Room! This book has given us many different ideas on how to train our participants, primarily

hands on activities that will engage them in learning new skills.

Bowman, S. L. (2009). Training From the Back of the Room! 65 Ways to Step Aside and Let Them Learn.

San Francisco, CA: John Wiley & Sons, Inc.

The second source we have decided to use is a website called Kathy Schrock’s Guide to

Everything Resources to support the SAMR Model. Kathy Schrock has compiled multiple

resources to help the program planners in creating the TechIntegration training session. This

website is also a tool that we will be sharing with our participants so they have access to all the

resources that Kathy has shared.

Website: http://www.schrockguide.net/samr.html

The third resource that we will be utilizing is a website created by Adam Bellow called

EduTecher. This website is constantly updated with new web 2.0 tools that teachers can utilize

in their classrooms. We decided to use this website as a resource for us to explore tools to

incorporate into the 23 Thing Module, as well as sharing this website to participants as a

resource that they can utilize to find new web 2.0 tools.

Website: http://www.edutecher.net/index.php

Instructional Plan: Assessment The first assessment technique that we will be using is a reflective journal. When

participants are doing their follow up assignment we will be asking them to reflect when they

have completed a grouping of assignments. The desired learning outcome for this assessment is

changing attitudes and feelings towards technology. The second assessment technique

participants will be asked to create a portfolio of their work. Portfolios provide direct evidence

http://www.schrockguide.net/samr.html

http://www.edutecher.net/index.php

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of participants work when completing the 23 Things Module. The learning outcome of the

portfolio is acquiring knowledge, changing attitudes about technology, changing their belief that

they can utilize technology, and changing their feelings overall about the use of technology and

their ability to use it in their classroom.

The nine indicators of assessment include:

1. Are they of high quality?

2. Are they appropriate for the targeted learning outcomes?

3. Are they practical and efficient to use? Are they fair and can they account for individual

and cultural differences?

4. Do they appeal to their professional judgement and intuition about its usefulness?

5. Will they be seen as credible and user-friendly by the learners?

6. Are they going to turn into a self-inflicted chore for instructors and the participants?

7. Have instructors planned enough time to use them in an effective manner

8. Have instructors tried out the techniques themselves?

Transfer of Learning For the TechIntegration program there is a definite need for transfer of learning because

we are teaching them a skill. This session is designed to teach adult education teachers how to

integrate technology into their lessons by teaching them the methods of integration as well as

specific web 2.0 tools that they can easily integrate. To insure that transfer of learning is taking

place we are planning to have participants engage in follow-up activities where they have to

show evidence of their knowledge. The follow-up activity is we give them 23 web 2.0 tools that

they have to use and show evidence of their use by posting their web 2.0 artifacts onto a blog that

they create. We decided to do this activity because we have each done the activity and found

that most of our learning of web 2.0 tools came from participating in the 23 Things activity.

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Factor Things That

Enhanced or

Inhibited

Span of Decision-

Making Control

People Who Did or

Can Assist in

Transfer

Program Participants Inhibited: Do not

have the confidence

to make any changes.

Participants do not

feel confident in

using technology in

their lessons and are

afraid they will not be

able to execute on

their own.

My level of control is

to design the program

in a way that

encourages

participants and gives

them a level of

confidence that they

can succeed on their

own. (A lot of

control)

Program Design and

Execution

Enhanced: Active

learning, including

application exercises,

is used extensively

We are planning a lot

of hands on activities

in the session as well

as in the follow up

activities to aid in

active learning.

I help to design

activities that engage

the learners so that

they have fun while

learning. (A lot of

control)

Program Content

Enhanced: Relevant,

useful, and practical

The material being

taught is relevant to

state requirements, as

well as is useful in

making processes

easier for the

teachers, and

practical to aid in the

learning process

I help to determine

what resources are

out there that are

relevant to adult

education as well as

to determine if the

tool is too

complicated to be

incorporated into the

program ( A lot of

control)

Changes Required to

Apply Learning

Inhibited: Perception

is that no real

opportunity exists to

apply what is learned.

Participants feel that

once they leave the

session that because

they have so much to

do already that they

don’t have the time to

apply what they have

learned.

I have to show

participants how

these tools are

currently being used

in adult education so

that they can see

people that they

know use these tools

so their perception of

using these tools

change (Some

control)

Regional Adult

Education

Coordinator

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Organizational

Context

Enhanced: Innovation

and change are

viewed as positive.

Our state leaders

look at technology as

the future and

anyway that we can

impart the use of

technology in the

classroom is

extremely positive

On my technology

team we strive to

come up with cutting

edge trends to

incorporate into our

training sessions so

that the incorporation

of technology is

viewed in a positive

light (Little control)

WV Adult Education

Curriculum Team

State Adult Education

Directors

Community and

Societal Forces

Enhanced: Key

leaders are highly

supportive

Our state adult

education director is

a member of the

technology team and

encourages new ways

of imparting

technology into adult

education

By showing our

leaders what

technology can do it

helps to gain their

support so we as

technology leaders

can continually learn

and seek out

opportunities to learn.

(Little control)

WV Adult Education

Director

We chose to reflect upon the components and give explanations so that we can decide

what components should or should not be added. Some components that are added are

mandatory while others are wants and we think about how each component that we want added

to the program is valid to adult education. For during the program we want as many visual aids

as possible so that participants can see examples as well as recreate what they have seen to

increase their retention. And after the program we need to be able to observe participants to

insure that the transfer of learning has taken place, and if there is a certain area that the transfer

has not taken place then we can make adjustments to the program as necessary.

People Involved Strategy for Before

Program

Strategy for During

Program

Strategy for After

Program

Program Planners Reflect upon the

components and

explain why

Use of Visuals

incorporate visual

aids into the

Observation of

participants after to

ensure the transfer

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components

should/should not

be added

program to increase

retention

of learning, and

make modifications

to program where

needed

Instructors or

Facilitators

Develop

application-

oriented objectives

Answer “What’s in

it for me?”

Give individualized

feedback

Learners Connect with peers

prior to training

Set goals for future

applications of the

materials being

taught

Review training

content and

maintain contact

with peers

Work Supervisors Ensure a positive

learning

environment for

participants

Prevent

interruptions during

the training

Provide

opportunities to

practice new skills

and to encourage

the use of the new

skills

Program Evaluation Instrument

Program Evaluation WV Adult Education Director will be sent a memo of our timeline for the evaluation as

well as the purpose of the evaluation. Our group leader will be responsible for designing and

implementing the evaluation. The purpose of the evaluation is to determine if the skills that have

been taught are being utilized in the participant’s classrooms as well as to determine if these

tools and skills aid teachers in their everyday tasks. The area to be judged is participant’s ability

to utilize the new tools and be able to integrate the tools into their lessons.

The evaluation questions are:

1. Were participants able to apply what they have learned into their lesson plans?

2. Have participants maintained utilizing these tools after their follow up activities?

3. What changes can the technology team make to better help adult education teachers

integrate technology into their classrooms?

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Evidence is supplied by the participants, there is no evidence currently available. This

evaluation is objective based. Participants learning goals, changes in their teaching strategies,

and how they choose to incorporate technology is the main focus of the evaluation. Four types of

data collection techniques will be used; observation, interviews, portfolios, and surveys.

Observations will be done during the formal instruction as well as after the instruction;

interviews will be during and after the learning as individual and group interviews; portfolios

will be used after the formal learning as a summative assessment; and surveys will be given

when participants have completed at the very end of completing all other evaluations The data

collected will be qualitative data which will be analyzed from participant interviews to check for

consistency and patterns. Qualitative data from the surveys will be analyzed to compare

participant experiences. Participants will be able to demonstrate at the end of the program that

they have acquired at least 80% of knowledge of the tools and skills they have acquired. At least

75% of the participants will complete their portfolios and are able to demonstrate the tools and

skills that they have acquired. Timeline for qualitative evaluation:

1. Interviews of participants in a group setting will be conducted during the learning session

to determine if the majority of participants understand material.

2. Observations of participants will be done in the formal learning environment to determine

if individuals/group is acquiring the knowledge of the new tools and skills.

3. Portfolios will be made as a follow-up to determine if the transfer of learning has

occurred.

4. Surveys will be given after all evaluation methods have been completed to determine if

participants feel that the transfer of learning has occurred.

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There is no budget for the evaluation (excluding instructor costs). Monitoring and judgement

making is completed by the state adult education director, technology team, and curriculum

team. Findings from the evaluations are made by curriculum team as well as technology team.

Recommendations are made by both teams and an action plan is then created to make any

necessary changes to the program.

Recommendations & Communicating Results The recommendations from this training will occur after the training has been

administered. Participants will be given a program evaluation which will be on the Likert Scale

as well as short answers. The results from the program evaluation will be reviewed by the state

curriculum team and recommendations for changes will be made based on participant

experiences and suggestions. Changes will also be made by trainers after the training has been

administered depending on what they felt needed to be changed do to any unforeseen outcomes.

Program Budget

Program Budget and Cost Reduction Plan

Program Budgets for Estimating Expenses and Income

Budget Items Expenses

Copying $500.00

Supplies $100.00

Income Source Amount of Income/Subsidy

RESA 3 $600.00

Total Income: $600.00

My budget and income sources are inline. Each training session is given $600.00 for

their training by RESA 3. That is the only income for the training that I know of because all of

the budgeted items are provided by the WVAEA so there is very little expenses that are incurred.

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Cost Reduction Strategies:

Strategies Reasons for Choosing This

Strategy Cut down the material to be copied The material that was cut down can be

posted on the learning management

system along with other additional

handouts.

Have participants create digital examples

instead of examples that might use

markers and presenter tablets

This way participants can practice what

they are learning (technology) and the

cost of supplies will go down.

Promotional Material Document

Marketing Plan TechIntegration will be marketed through the WVAEA on their website as well as in

their catalog of training offerings. The technology team will have a flier of the training to market

in the different regions of West Virginia. Below is the flier:

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Coordinating Facilities and Onsite Events

Meeting rooms: General sessions, breakout rooms, social and entertainment areas

X Size Multiple room sizes to accommodate large and small

groups

X Appearance Rectangle and Round tables with wheeled chairs

X Lighting Adjustable

X Décor Solid walls with beige color

X Furnishings Tables are movable and they will accommodate to

session (round or rectangle tables)

Checklist for Selecting Facilities- Camp Dawson, Preston County WV

Availability of program dates

1st choice Oct. 5 2015

2nd choice Oct. 6 2015

3rd choice Oct. 7 2015

Other

Location Camp Dawson, Preston County WV

X

Good transportation access(plane,

car,

ground transportation)

Participants will travel by car

X Participant appeal

Accommodations and

conference rooms are very

nice

X

Safe and secure (lighting, security

staff)

Located on an Army base

ample security

X Ease of parking

X

Affordable for the program budget

and/ or for participants.

Individual participants will

pay their lodging and

conference fee; WVAEA will

pay for facility

23

References Caffarella, R. S., & Daffron, S. R. (2013). Planning Programs for Adult Learners: A Practical Guide: Third

Edition. San Francisco, CA: Jossey-Bass.

Killion, E. (2015). Home. Retrieved from West Virginia Adult Education Association, Inc.:

http://www.wvaea.org/

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