Planning Programs for Adult Learners : (Record no. 26786)
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| fixed length control field | 11299nam a22005053i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC6561799 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724115052.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2021 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781119577393 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781119577409 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC6561799 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL6561799 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1247655824 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC5225.A34 .D344 2021 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 374.973 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Daffron, Sandra Ratcliff. |
| 245 10 - TITLE STATEMENT | |
| Title | Planning Programs for Adult Learners : |
| Remainder of title | A Practical Guide. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 4th ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2021. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2021. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (557 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Cover -- Title Page -- Copyright Page -- Contents -- Figures and Exhibits -- Preface -- Acknowledgments -- The Authors -- Chapter 1: Planning Programs for Adults What It's About Today, Tomorrow, and into the Future -- Who Are the Planners of Education and Training Programs? -- What Do Programs for Adults Look Like? -- Where and When Are Programs for Adults Presented? -- Why Present Programs to Adult Learners? -- Example Outcomes: Individual Change -- Example Outcomes: Organizational Change -- Example Outcomes: Community and Societal Change -- How Education and Training Programs Are Planned -- Sources for the Model -- Approaches to Planning Programs -- Radical Approach -- Practitioners' Voices -- Authentic Planning Experiences Captured by Scholars -- Program Planning Experiences from the Field -- Engaging with "Wicked Problems" -- Chapter Highlights -- Going Deeper -- Chapter 2: Introducing the Interactive Model -- Description of the Fourth Edition Interactive Model of Program Planning -- Tasks Within Each Component of the Model -- Assumptions on Which the Model Is Grounded -- Assumption 1: Focusing on Change and Emergency Planning -- Assumption 2: Realizing It Is a Smaller World with More Diversity and Cultural Differences -- Assumption 3: Considering Power and Interests -- Assumption 4: Managing the Planning Table -- Assumption 5: Creating Awareness About "Wicked" or Challenging Global Problems -- Understanding How to Use the Fourth Edition Interactive Model -- Comparing the Fourth Edition Model with Other Models of Program Planning or Curriculum Development or Instructional Design: What Is the Proper Title? -- Making Ethical Decisions in Program Planning -- Framework for Ethical Decision-Making -- Ethical Decision-Making in Practice -- Chapter Highlights -- Going Deeper. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Chapter 3: Planning Programs in Difficult Times Using Technological Tools -- The Challenges of Teaching and Training Virtually in Difficult Times -- Asynchronous Versus Synchronous E-Learning Programs and Other Definitions for Learning Online -- E-Learning Program Formats Before the Pandemic -- Motivation Factors for Online Learning in the Workplace -- Importance of Collaborative Learning for Successful E-Learning Results -- Choosing the E-Learning Format-Basic Facts, Tips, and Ideas -- Tips for Asynchronous E-Learning -- Virtual Teaching Tips -- Tips to Pass on to Students in Classes Taught Through Synchronous E-Learning -- An E-Learning Asynchronous Class with Computer-Supported Collaborative Learning (CSCL)-A Prototype -- Class Policies -- Components of the Computer-Supported Collaborative Learning (CSCL) -- Additional Tips for Collaborative Synchronous or Asynchronous E-Learning Classes -- Planning for Effective Virtual Meetings -- The Do's and Don'ts of Online Video Meetings -- Emergency Staff Training in Difficult Times -- Emergency Program Planning Template -- Chapter Highlights -- Going Deeper -- Chapter 4: Exploring the Foundations of Program Planning -- Adult Learning Theories -- Experiential Learning -- Transformational Learning -- Ways of Knowing and Learning with a Global Perspective -- Cultural Differences -- How Culture Is Defined -- Building Relationships with Cultural Implications -- Political Influences in Program Planning -- Chapter Highlights -- Going Deeper -- Chapter 5: Discerning the Context -- Facets of the Planning Context -- Reflections on a Program Failure -- Reflection on New Directions -- The Organization -- Structural Factors -- Political Factors -- Cultural Factors -- The Wider Environment -- Obtaining Knowledge About the Planning Context -- Common Issues When Using Contextual Knowledge. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | The Centrality of Power in Program Planning -- How Power Influences the Planning Process -- A Practical Way to Measure Planners' Power and Influence -- Being Willing and Able to Negotiate Is Essential -- When Negotiations Happen -- Negotiations in Values-Based Situations -- Chapter Highlights -- Going Deeper -- Chapter 6: Building Support and Identifying Needs -- Ensuring Support -- Support from Potential, Current, and Former Participants -- Support from Immediate Supervisors -- Support from Mid- and Senior-Level Managers -- Support from Other Stakeholders Who Have a Vested Interest -- Building Organizational Support -- Structural Support -- Obtaining and Maintaining Support of the Wider Community -- Support Through Advisory Committees -- Support Through Legally Constituted Boards -- Designating Tasks and Selecting Members of Advisory Committees and Legally Constituted Boards -- Conducting Advisory Committee and Legally Constituted Board Meetings -- Support Through Partnerships -- Building and Maintaining Partnerships -- Identifying Relevant Ideas and Needs -- Knowing What You Want to Accomplish -- Conducting a Structured Needs Assessment -- Contextual Issues in Identifying Program Ideas and Needs -- Chapter Highlights -- Going Deeper -- Chapter 7: Developing Program Goals and Objectives -- Defining and Constructing Program Goals -- Constructing Program Goals -- Using a Directive Approach -- Using a Collaborative Approach -- Using a Nondirective Approach -- Using Another Approach to Constructing Goals -- Defining Program Objectives -- Constructing Program Objectives -- Using Objectives as Checkpoints -- Developing Learning Objectives and Learning Outcomes -- Chapter Highlights -- Going Deeper -- Chapter 8: Designing Instruction -- The Process of Designing Instruction -- Models and Examples of Instructional Design -- Assessing the Needs. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Choosing the Best Instructional Techniques and Creating a Plan -- Learning Objectives -- Capability of Instructors -- Learner Characteristics -- Learning Context -- Lessons Learned from a Service-Learning Project -- Making the Instructional Design Plan Work -- Conducting Instructional Assessments -- Assessment at Entry -- Assessment of the Instructional Processes and Resources -- Assessment of the Learning Outcomes -- Assessment to Assist Learning -- Assessment to Provide Data for the Overall Program Evaluation -- Preparing Instructional Plans-the Final Steps -- Making the Instructional Plan Work -- Chapter Highlights -- Going Deeper -- Chapter 9: Transfer of Training: Adult Education and Workplace Learning -- Defining Transfer of Training, Transfer of Learning, and Workplace Learning and Reviewing the Literature -- Linking Transfer of Training Components to Other Planning Components -- Lessons Learned About Transfer of Training in the Workplace -- Training Design -- Learner Characteristics -- Work Environment -- Models of Planning for Transfer of Learning -- Overcoming Barriers and Determining Enhancers of Learning Transfer -- A Framework for Planning Learning Transfer with Practical Techniques -- Challenges Program Planners Face in Organizational Settings -- Chapter Highlights -- Going Deeper -- Global Approaches to Transfer of Training -- Chapter 10: Formulating Program Evaluation Plans -- Program Evaluation Defined -- Connecting Evaluation to Other Components of the Interactive Model -- The Mysteries of Program Evaluation -- Systematic or Summative Program Evaluation -- Formative or Informal Program Evaluation -- Types of Program Evaluation -- Collecting Evaluation Data -- Data Analysis -- Making Judgments About Training Programs -- Chapter Highlights -- Going Deeper -- Chapter 11: Selecting Formats, Scheduling, and Staffing Programs. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Determining Program Formats -- Building Learning Communities -- With a Social Justice Focus -- With a Cultural Diplomacy Focus -- With Informal Learning in the Workplace -- With Coaching in the Workplace -- Scheduling the Program -- Identifying the Roles of Program Staff -- Deciding to Use External Staff -- Selecting External Staff Members -- External Staff Fees, Contract, and Agreements -- Selecting Effective Instructional Staff Members -- Staff Responsibility in Helping the Advisory and Board Members -- Chapter Highlights -- Going Deeper -- Chapter 12: Preparing and Managing Budgets -- Gaining a Clear Picture of the Budgeting Process -- Using Budgeting Models -- Estimating Costs and Preparing Budgets -- Managing Program Budgets -- Using Cost Contingency Plans -- Examining How Programs Are Financed -- Increasing Income -- Chapter Highlights -- Going Deeper -- Chapter 13: Marketing Programs -- Where Do We Start? -- Marketing Using Today's Social Media -- Creating Marketing Strategies -- Understanding Who to Reach -- Cultivating Relationships Online or Forming Organization Public Relationships -- Selecting and Developing Social Media Tools -- Resources for Using Social Media Tools to Advance Group Actions -- Resources for Using and Updating Traditional Tools -- Creating and Using Websites -- Updating Older Web Materials -- Chapter Highlights -- Going Deeper -- Chapter 14: It's All in the Details -- Choosing Program Dates and Locations -- Investigating and Obtaining Suitable Facilities -- Choosing Suitable Meeting Rooms -- Arranging Meeting Rooms -- Arranging for Instructional Audiovisual Equipment -- Negotiating Contracts for Rental Facilities -- The Negotiation Process -- Facility Contracts Are Legally Binding -- A Checklist for a Facility Contract -- Managing Conferences -- Handling Details Before the Conference. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Handling Details During the Conference. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Adult education-United States-Planning. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Adult education-United States-Administration. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Caffarella, Rosemary S. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cervero, Ronald M. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Daffron, Sandra Ratcliff |
| Title | Planning Programs for Adult Learners |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2021 |
| International Standard Book Number | 9781119577409 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6561799">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6561799</a> |
| Public note | Click to View |
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