In a first aid course, these measurable "outcomes" might be a list of steps to take to bandage a wound, or perhaps the 30 compressions and 2 rescue breaths provided in CPR. If a participant does not demonstrate their understanding of these outcomes, they will not obtain the certification. Therefore, a 2-day course like this needs to be designed in such a way that keeps the participants accountable to "best practice" using some behaviourism theory.   

A second big idea surrounding behaviourism is the notion that if a behaviour is rewarded, it is more likely to continue. In the same sense, if a behaviour is not rewarded, it is more likely to disappear (Merriam and Bierema, 2013, p. 26). This was highlighted in the paragraph above. In this first-aid course, the participants would be required to perform specific actions in a specific manner to be effective in potentially lifesaving situations. The reward in this situation would be the certification that comes at the end of the course. The reward could also be the success of managing the critical medical situation.  

A third big idea surrounding behaviourism, mentioned by Merriam and Bierema (2013), is that behaviourism permeates our lives through instructional technology (e.g., instructional manuals) and programs designed to modify behaviour (e.g., anger management). Typical first-aid courses involve in-person instruction provided while following an instructional manual developed by the organization providing the service. While an example of anger management courses was provided as a type of program designed to modify behaviour, first-aid courses are also a type of program designed to modify your behaviour when faced with a medical emergency. “Further, [in behaviourism] observable behavior, not internal mental processes or emotional feelings, determines whether learning has occurred” (p. 26). This highlights the importance of participation in an in-person workshop and supports our group’s working hypothesis that behaviourism would be a good theory to base our course design around.  

Reference:  

Merriam, S.B. & Bierema, L.L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons, Incorporated.   

Why would adults want to learn conversational English? Well, because language barriers often hinder self-expression when communicating, thus, ESL courses are a popular choice among non-native English speakers trying to enhance their comprehension and conversation within the English language. There are many experiences that reflect a humanistic approach to learning. In this workshop, we will elaborate on how educators can guide adult learners to enhancing self-development, gaining independence and self-actualization.  
 

The adult educator aims to enhance the students' self-development by highlighting how fluency in English can open up more job opportunities. Second, improving their conversational skills can help increase access and remove barriers in healthcare and other service industries. The students can understand how enhancing their independence contributes to their personal development. Lastly, Maslow (1954) states that self-actualization is "the desire to become more and more what one is, to become everything that one is capable of becoming." (Merriam and Bierema, 2013, p. 30). Educators can teach their students that they can pass on their knowledge to future generations. By improving their conversational English skills, they can enhance the educational experience for the next generation of learners. The humanist theory would coach students to fulfil their potential, and this workshop can help bridge the gap between native-English-speaking and ESL individuals.
 
Reference 
Merriam, S. & Bierema, L. . Adult learning : Linking theory and practice. San Francisco: Jossey Bass. 

 Given the highly emotional content being dealt with in this writing workshop, it would be prudent to approach the session through a Humanistic lens. This would not be the kind of session where the participants can listen to a lecture and learn a new skill through repetition or problem-solving. The process of working through trauma is emotional and requires a framework that is sensitive to those needs. According to Merriam and Bierema (2013), Humanism assumes that humans have the potential for growth, and centers around body, mind and spirit. The facilitators of this workshop would keep Maslow’s hierarchy of needs in mind when creating content to ensure participants feel safe enough to participate. The workshop would also need to follow the work of Carl Rogers and be sure to take a student-centred approach (Merriam and Bierema, 2013). Learners will need to be able to self-direct as the information dealt with in this workshop is sensitive and cannot be rushed.  

As we read in Merriam and Bierema (2013), andragogy focuses on process rather than content which is related more to pedagogy. In considering the approach needed to successfully engage women who have survived domestic violence in a creative writing workshop, we would need to develop a curriculum that is sensitive to this shared history of trauma.  Thus, this location will be safe, private, and accessible for the participants. In addition to creating a safe space for creativity to flourish, the facilitator will also focus on the resilience and strength of the learners, reflecting on the humanist approach to limitless human potential.

 
Considering the features of andragogy (Merriam and Bierema, 2013), there are implications for developing this workshop we can use as a guide.  

 
The Learner's Self-Concept would be particularly important for this group. Climate setting to create a comfortable and welcoming environment will be necessary; ensuring that the lighting is relaxing, the room is private, and the seating is soft would be a good start. The facilitator must also create an atmosphere of mutual respect, trust, and collaboration through activities that increase connection and decrease fear and discomfort. Within this framework, it would be important for the facilitator to learn from the group what they hope to learn and how they would best engage with the process through feedback gathering before the writing session begins.
 

To have a successful outcome, we will also recruit facilitators with experience working with survivors of domestic violence so the women can feel encouraged to reflect and feel empowered through their creative writing. However, considering the amount and diversity of experiences in this group, the facilitator would encourage participants to take part in the development of the session.  As creative writing will allow individuals to express themselves in unique and personal ways, it won't be necessary to bring problem-solving activities into this workshop. However, there could be activities that the participants use to spark creativity as a group, such as developing a shared short story or poem before working on their writing. 

 

As this workshop is voluntary, we can assume the participants will come ready to learn. Creative writing may be an effective tool to help the participants with personal growth, healing, cohesion, and communication. Thus, this practice may be powerful in exploring the victims' thoughts, feelings, and experiences to gain closure. One final consideration is that as there is a history of trauma that could impact feelings of self-worth, the facilitator may find connecting the benefits of this workshop to the participants' lives outside of the session to be beneficial. 

Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. John Wiley & Sons. 

-          For open/honest communication to take place, educators must “consciously create a safe place for all students’ experiences to be discussed” (Marineau & Reed, 2008) 

-          This type of learning environment requires participants to develop a certain amount of trust in the group. Therefore, educators should provide opportunities for students to develop relationships. Educators “who seek to foster relationships between individuals in a diverse cluster of students must help them pay careful attention to both shared and divergent experiences”(Marineau & Reed, 2008) 

-          Educators can invite past participants to share their experiences/writing with the group. By integrating the community into the workshop, educators can utilize survivors’ shared/lived experiences to support participants through the writing process.

-          Educators must pay attention to individual differences and encourage students to “notice and respect individual differences between and among themselves, their classmates, and members of the community” (Marineau & Reed, 2008)

Learning a new language can also be hard, but in perspective it can be seen as personal development. Taking classes such as English as a Second Language (ESL) can be tied to the Humanism learning theory - though there is a facilitation component to this course where there is a teacher, student and classroom setting (more of a formal learning environment), there is a component of self-directed learning where the individual is reading, speaking, writing, and using the language in external environment to better oneself (Merriam & Bierema, 2013). Merriam & Bierema (2013) also point out Maslow’s Hierarchy of Needs - which are psychological needs, safety needs, belongingness and love, esteem needs, and self actualization; the idea of Humanism is tied into Maslow’s hierarchy self-actualization need as there is a that inner desire to become a better version of one’s self and realize that the individual is capable of doing more and learning more (p. 30). ESL can be considered a “student centered” approach to learning - though there is a facilitation component to it, learning a new language allows the individual to evolve as they seek knowledge in external places like listening to the radio or watching TV, essentially continuing that notion of self-development in all aspects of life (Merriam & Bierema, 2013 p. 30-31). Though improving their language skills, people can continue to build that social aspect and make new friends and learn new skills. 

A secondary theory that can be applied to this scenario is Cognitivism. Although Humanism is essential in creating the holistic, human-centred, supportive learning space required for this student group, everyone must go through an individual mental process to absorb, apply and convert the learning to practical skills.  This information processing (or cognition) activity follows an input, throughput, and output model, much like the processing centre of a computer (Merriam & Bierema, 2013). In helping us to understand cognition, the authors used Grippin & Peters (1984) explanation of the human mind, which posits that “the…mind is not [a place] where…stimuli arrive and the appropriate response leaves….the thinking person interprets sensations and gives meaning to the events that impinge upon [their] consciousness” (Merriam & Bierema, 2013 p.32). Simply put, one must process information, give it personal meaning and come to a place of insight to apply it.  By embracing a cognitive model as a complement to humanism, facilitators can focus on guiding the student through taking in new, unfamiliar information (input), memory work and problem-solving (throughput) and practice , which will help them reach the cognition required to leverage their new language skills successfully (Merriam & Bierema, 2013).