EDAC 634 Group 1: Self-Directed Learning

A Self-Directed Learning Program to Enable Learners to Become Successful Beekeepers.

Program Design 

Title: Beekeeping 

Authors: Jacob Gretencord, Margie Pyron, Travis Casper, Luther Prater 

Group Member Roles 

Group Members	Roles	Commented On
Jacob Gretencord	Leader	Group 5
Margie Pyron	Leader	Group 3
Travis Casper	Member	Group 4
Luther Prater	Member	Group 2

Introduction 

This is program design uses the fundamentals of Self-Directed Learning (SDL) to teach participants how to become successful beekeepers in East Central Indiana. Apiculture, or beekeeping, is the maintenance of honeybee hives for the purpose of harvesting honey. The purpose of this program is to educate and engage participants of the program so that they can become successful beekeepers. The target audience are adult learners who are self-directed, motivated, goal-oriented and independent and are unable to attend formal classes.  

Self-directed learning (SDL) is an instructional strategy where the learner, with guidance from an educator, select what and how they will learn. It can be performed individually or in conjunction with group learning, but the overall concept is that learners take ownership of their learning. This program design guides students through a process of self-directed learning. 

 
Rationale 

Ideas from the Literature  

     Our program promotion will be created with a foundation built upon self-directed learning (SDL). The SDL environment will allow a leaner’s goals to be met, reflection to be critical, and the three goals of self-directed learning to be central:  

1. To enhance the ability of an adult learner to be self-directed in their learning. 

2. To foster transformation learning as central to self-directed learning. 

3. To promote emancipatory learning and social action. 

There are several examples from the literature that assist in fostering SDL in beekeeping. We specifically examined three SDL programs: Hands on Technologies, The Radical Model, and Self-Directed Learning in Online Environments. After evaluating each program, we summarized three common influences: learners are more engaged when presented with tangible tools, self-directed learners want to learn at their own pace, and learners rely on content rich materials to fully engage in SDL. 

Learners need to be engaged 

In the study “Hands on Technology” learners were supplied tools in adverse situations to utilize for selecting provided materials that would ignite learning. It was found that learners were more engaged when supplied the opportunity to read provided materials and use tools available to them. Giving learners these advances allowed them to spearhead their learning and take control of their experiences and learning concepts (Schoning, 2015).    

Learners obtain information at their own pace 

The “Radical Model” studies the effects of learners taking complete control of their education. Learners were not forced to research or explore a topic where they may not be ready to understand or where they do not have interest. This study concluded that people learn at their own pace, grasping information in their own time and their personal approach (Schoning, 2015).  

Online learners need content rich material 

“Self-Directed Learning” in Online Environments is based on what learners require in online education. It studies first-time users and the need for context. The study concluded that first-time users should have technical assistance provided (easy to read sections and easy to follow steps for learning). It also concluded that learners need to be provided a wide range of resources to guide their planning, process, and evaluation (Song, 2005). 

Practical Program  

Learning Theories utilized in the program 

The program is based on the principles of andragogy as described by Knowles (1975). Learners are viewed as self-directed, motivated to learn, and goal-oriented. They are generally recognized as a person who takes initiative to identify their learning needs, seek out learning opportunities and to implement the necessary educational experiences to meet their goals. 

In addition to following the principles of andragogy, the program used the “Interactive Model of Self-directed” learning as a framework. The interactive models require less planning and are more dependent upon a person’s characteristics and social environments, which form and create opportunities for learning. Merriam, Caffarella, and, Baumgartner (2007) offer three interactive models. Spear’s (1988) model consists of three components: opportunities found in one’s environment, one’s past or new skills, and instances that happen by chance. Spear (1988) does not present the theory in a linear fashion. Rather, each self-directed learning opportunities creates a “cluster.” A person continuously gains “clusters” of learning experiences that propel into new self-directed learning prospects. Brockett and Hiemstra’s (1991) model describes self-directed learning as “both instructional method processes (self-directed learning) and personality characteristics of the individual learner (learner self-directed)” (Merriam, Caffarella, and Baumgartner, 2007).  

Purpose of the Program  

The purpose of this program is to educate and engage participants of the program such that they can become successful beekeepers. The target audience is the adult learner who is self-directed, motivated, goal-oriented, and independent. Beekeeping is typically completed in one’s personal home or dwelling. Overall course goals and objectives have been developed based on the principles of adult learners and self-directed learning. 

Course Goals: 

1. To enhance the ability of adult learner to be self-directed in their learning. 

2. To foster transformation learning as central to self-directed learning. 

3. To promote emancipatory learning and social action. 

Course Objectives: Upon completion of the course, participants will be able to: 

1. Describe the overall process of beekeeping. 

2. Obtain required equipment necessary to maintain beekeeping. 

3. Demonstrate completion of beekeeping system. 

4. Identify continuous monitoring techniques of beekeeping. 

Program 

Overall Program 

The Beekeeping program is a self-directed learning program that focuses on assisting the adult learner to begin the process of beekeeping. It is both an internet-based and in-person approach to develop beekeeping knowledge and to develop meaningful relationships with the beekeeping community. Learners will be self-guided and responsible for their own progress to be successful beekeepers.  

Activities in the program include: 

1. Visits to Bastin Bee Supply in Knightstown, Indiana for supplies and beginner beekeeping classes.  

2. Indiana Beekeepers Association membership. 

3. Central Indiana Beekeepers Association membership. 

4. Attend Indiana Bee School in Indianapolis, Indiana. 

5. Attend Purdue Field Day in Lafayette, Indiana. 

6. Develop relationships with beekeepers in the community through social media and on-site visits.  

7. Complete online courses at Beekeeper.org and Ohio Beekeepers Association. 

8. Read additional material about beekeeping. 

9.  YouTube videos. 

The beekeeping program design will use the following ideas of andragogy: 

• Self-directed learning 
•  Use of technology 
•  Transformational learning 
• Emancipatory learning and social action 

Activity Schedule  

This program begins in mid-February and ends in October. Indiana Bee School in scheduled the first weekend of March at Decatur Central High School in Indianapolis, Indiana.  

Activity One: (Mid-February). This part of the activity occurs in early February, before the beekeeping season begins. The first activity of the program is in two stages. The first stage is for students to attend a beginner beekeeping workshop at Bastin Bee Farm in Knightstown, Indiana. In this workshop, students learn how to begin a basic bee operation at home. At the workshop the student learns the basics of beekeeping, what is unique about beekeeping in East Central Indiana, and they identify necessary supplies. The second stage occurs at the conclusion of the workshop, when the student selects required equipment and purchases a nuc, hive, smoker, and other accessories to start their own small beekeeping operation.  

Activity Two: (February-April). The student completes online learning programs from both an online beekeeping workshop at Beekeepers.org, and the online course from the Ohio State Beekeepers Association. Both courses allow the learner to progress at his or her own pace, and on their own time. In addition, course modules for both programs can occur out of sequence so that the beginning beekeeper can focus on learning what is important for him or her at that moment. On-demand allows the information to be relevant and timely.  

Activity Three: (On or Before March 1st). It is important for self-directed learners to be part of a learning community. The aspect of the program is to continue developing relationships by becoming members of the local beekeeping associations. It is important in SDL to be part of a learning community. It is a location for beekeepers to gather information and elicit feedback from peers. Each site offers in-person meetings as well as online communities that inform and develop personal and professional relationships.  

Activity Four: (Mid-February – First Weekend of March). The fourth aspect of the program is to attend workshops that are conducted by local beekeeping associations. This will also yet another opportunity to become involved in the larger beekeeping community. These workshops are located in Indiana and include the Central Indiana Beekeepers workshop at Decatur Central High School in Indianapolis, Indiana, the Beekeepers of Indiana workshop in Avon, Indiana, and the Indiana Beekeeping School at the Hendricks Regional Health YMCA. These workshops will provide the necessary expert guidance to advance the skills of the new beekeeper. These workshops are both held once each year and focus on new environmental challenges, trends in beekeeping, new technologies, and best practices.  

Activity Five: The fifth stage of the process is where the learner becomes actively involved both online and in-person within the beekeeping community. It is important to maintain a line of communication with mentors to solve problems and expand the learner’s knowledge base. This activity can occur on Facebook groups such as the Central Indiana Beekeepers, the Eastern Indiana Beekeepers, and the Beekeepers of Indiana.  

Activity Six: The sixth aspect of the program is where students become lifelong learners in the art of beekeeping. Activities include spreading awareness of beekeeping online and in-person, educating others on how to get started in beekeeping, and continually researching information through published books and practical experience. The knowledge gained through the learner’s experience becomes a source of information for the next generation of beekeepers. 

Reflection 

Our team selected to complete this assignment using ideas associated with andragogy. We agreed to use Self-Directed Learning (SDL) to complete our assignment. We first introduced Self-Directed Learning (SDL) and then discussed our rationale for using Self-Directed Learning (SDL) as it would apply to our topic of Beekeeping. The most significant parts of our assignment were the integration of ideas from a literature review, which provided us with the foundation for completing this assignment, the in-depth detail and structure of our program as presented in this document within the program design, and the tables of succinct, but vital information that are included in this program design. Our assignment is also unique because of our ability to utilize our collective knowledge of Self-Directed Learning (SDL) and the various underlying aspects associated with Self-Directed Learning (SDL) described in this assignment to aid us in completing this assignment. In other words, we have all used our unique strengths to successfully complete this assignment.  

Our team completed this assignment by establishing an environment of collaboration. We began by assigning portions of the program design to each group member. Although one person was assigned to each area, we worked as a partnership—providing feedback as a team to ensure the successful completion of this assignment. One lesson that we learned was that the group environment assists in understanding a learning concept by adding multiple points of view. A key piece of information that we learned was that it was imperative that a foundation was created prior to starting a group project. Each member should know what they are responsible for—this does not imply that collaboration cannot be present. Through careful planning, relatable research, and teamwork, a well-constructed program design can be achieved.  

Tables 

Table 2: Literature Review Summary  

Idea	Ideas and Themes	Application
Idea #1	Learners need to be engaged by enhancing the ability of adult learner to be self-directed in their learning, foster transformation learning as central to self-directed learning and to promote emancipatory learning and social action.	Learners need to be receptive to opportunities for SDL. Certain people carry more characteristics to seek out learning than others. Leaders must provide opportunities for SDL. Examples: working from home, online courses, training. SDL offers organizations higher quality employees that improve programs and encourage workers to obtain promotions.  Educators must create environments that encourage SDL – literature and computer learning software. Educators need to allow learners to see a world view – why someone thinks one way over another. Learners need to the ability to conceptualize thoughts – group work and peer reviews. Educators must allow the learner to reflect on their learning and adapt it to practice – allow employees to re-create a program, promote them, allow them to create and facilitate a seminar. Learners will be provided with tools and materials that will spark their interest and engage them on the topic of beekeeping. Example: beginners course site provided.
Idea #2	Learners obtain information at their own pace	Supply learners clear objectives but allow them to select the tools they prefer to complete the tasks. Allow learners to bring in their past, experiences, and beliefs. Use these “clusters” to bring a broad view to the workplace. Allow learners to reflect on their “expert” SDL. Let the learner evaluate the learning process and outcome. Did the outcome better the learner? Did it slow another aspect of the course objective? Learners can navigate the program at their own pace. Steps are provided in an easy to follow method. Example: student can start beginner course at their convenience and decide when to move forward.
Idea #3	Learners rely on content rich materials There are misconceptions about the role of technology as a tool in self-directed learning.  Self-directed learning has specific challenges that can be aided by online tools. Specific tools can make self-directed learning a success.	Learners will be supplied with multiple avenues for educational opportunities. Example: beginners’ course, multiple opportunities to connect with organizations, several locations to physically visit, and reading materials on the online setting.  Successful self-directed learning benefits from “web 2.0” tools which allow for partnerships between participants, online communication, content creation, and instructor monitoring. It is important to recognize that integrating technology in self-directed learning promotes the successful completion of a project. However, it is important that learners are taught how to properly use the tools that are available. Simply placing information online is not enough to effectively use technology. A multi-faceted online environment which includes voice, videos, online communication, and feedback is necessary.
Idea #4	Online learning communities are key to successful self-directed learning	Learning communities play an important role in gathering information and providing feedback. These communities can be formed over long distances which increases the resources for the learner. They also provide support and motivation for the individual and community.

Table 3: Summary of Program Design 

Rationale	Learning Activity	Purpose	General goals	Relationship to SDL
Students learn from hands-on experience	STEP 1: Students are instructed to visit Bastin Bee Farms and schedule a beginner beekeeping course.	To become familiar with terminology and procedures of beekeeping and to find out what supplies are needed.	Student should be able to reproduce “small scale beekeeping” (Gentry, et al. (1983)	Students attend course at their leisure and by directive of the learner.
SDL allows students to learn at their own pace, on their own time.	STEP 2: Students learn using online workshops	To gain foundational knowledge than can transfer to real-world experience	For students to become familiar with common terms, equipment, strategies, and
Students become members of a learning community	STEP 3: Students obtain membership in both Indiana Beekeepers Association and Central Indiana Beekeepers Association	To become familiar with current issues, trends, topics, and beekeeping fundamentals.	To become part of a nurturing and supportive, educational community	A key component of SDL is being part of a community of learners either online or in-person
SDL is enhanced by learning from experts in a self-paced environment.	STEP 4: Students attend workshops such as Indiana Bee School and Purdue Field Day	To gain hands-on knowledge on the processes of beekeeping	Students gain self confidence in the process of beekeeping though hands-on experience	Students will learn practical skills associated with beekeeping
Students monitor their progress compared to others by staying continually connected to the beekeeping community	STEP 5: Students learn to reflect on beekeeping processes though keeping a (journal, blog, social media?) How do they know when to change course?	To reflect on theory versus practice in beekeeping	Continued involvement and feedback in the beekeeping community	Students will freely express their specific, unique interests within beekeeping
Continuing, lifelong learning is one of the main aspirations of SDL	Step 6: Read books, magazine articles, and staying connected to the beekeeping associations and communities	To build a continuous body of knowledge to increase their specific knowledge of beekeeping as well as society’s overall knowledge of beekeeping	Continue reading and researching books, articles, etc. to keep abreast of new developments in the beekeeping community	To become an advocate for others who are considering getting into the exciting hobby of beekeeping

Page Break 

References 

Barnyard Bees. (2018, March 2). Beekeeping for beginners and what you need to get started [Video]. YouTube. https://www.youtube.com/watch?v=9EIyS7To5Vw 

Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge Library Editions: Adult Education 

Central Indiana Beekeepers Association. (n.d). Home [Facebook page]. Facebook. Retrieved March 22, 2020, from https://www.facebook.com/indyurbanbeekeepers/ 

Eborn, B., Findlay, J. R., & Jones, W. (2015). Effects of colony creation method and beekeeper education on honeybee (“Apis mellifera”) mortality. Journal of Extension, 53(1), 1-6.  http://www.joe.org.proxy.bsu.edu/joe/2015february/pdf/JOE_v53_1rb6.pdf 

Gardenfork. ((2016, August 31). 3 Mistakes Beginning Beekeepers Make – GardenFork. [Video]. Retrieved March 22, 2020, from https://www.youtube.com/watch?v=J8GL2CH-0fE 

Gentry, C. (1982). A manual for trainers of small-scale beekeeping development workers. Peace Corps. https://eric-ed-gov.proxy.bsu.edu/contentdelivery/servlet/ERICServlet?accno=ED242921 

Gentry, C. (1982). Small scale beekeeping. Appropriate technologies for development. Manual M-17. Peace Corps.  https://eric-ed-gov.proxy.bsu.edu/contentdelivery/servlet/ERICServlet?accno=ED241775 

Knowles, M. S. (1975). Self-directed learning. Associated Press. 

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. ((2007). Learning in adulthood: A comprehensive guide. Jossey-Bass. 

Michiana Beekeepers Association. (n.d.) Home [Facebook page]. Facebook. Retrieved March 22, 2020, from https://www.facebook.com/michianabeekeepers/ 

Northeastern Beekeepers Association. (n.d.) Home [Facebook page]. Facebook. Retrieved March 22, 2020, from https://www.facebook.com/NortheasternIndianaBeekeepersAssociation/ 

Sarah, Self Sufficient. (2018, January 12). Beekeeping for beginners- The absolute basics. [Video]. YouTube. https://www.youtube.com/watch?v=wIoaJFMUu4Q 

Schoning, Mirjam. (2015). Children in charge: Self-directed learning programs. Edutopia, George Lucas Educational Foundation. www.edutopia.org/blog/children-in-charge-self-directed-mirjam-schoning.    

Song, Liyan (2005). Self-directed learning in online environments [Doctorate Dissertation, The University of Georgia]. Athenaeum. athenaeum.libs.uga.edu/handle/10724/22515 

Spear, G. E. (1988). Beyond the organizing circumstance: A search for methodology for the study of self-directed learning. In H. Long and Associates. Self-directed learning: Application and theory. Athens: Department of Adult Education, University of Georgia. 

TheBeeekeeper.org. (2020). Beginning beekeeping [Mobile app]. https://www.thebeekeeper.org/beginner-beekeeping-course