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Learning Design Check-in for EmpowerEd
The Google Classroom training module will be delivered in person at a community center over four hours, with a catered lunch to encourage teamwork. This medium shows that 65% of teachers choose hands-on learning (EmpowerEd, 2025). Educators will receive a PDF handbook before the training that goes over the basics of Google Classroom and EmpowerEd’s mission. This will help the organization stay on the same page. An ed-tech expert led the session, which included demonstrations, practice, and group discussions, all based on andragogical concepts (Finley, 2010).
The in-person model fits with EmpowerEd’s goal of providing useful professional development that lets teachers practice skills in a safe space. This is important for the 70% who said they didn’t get enough training. It helps teachers reach their objective of encouraging new ways of teaching by giving them the tools to make interesting, tech-based classes for a wide range of students. To solve scheduling problems caused by teachers’ schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn’t possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn’t allow for cooperation (Levett-Jones, 2005). A post-workshop survey measuring satisfaction and a 45-day classroom observation evaluating skill application will be used to see if the program is effective. This will make sure that it fits with EmpowerEd’s goals of being open to everyone.
To solve scheduling problems caused by teachers’ schedules, a Doodle poll will be sent out by email to confirm a day within two weeks. If it isn’t possible to present in person, a live Zoom workshop with breakout rooms is an option, although it might not be as engaging. A self-paced online module is a last resort because it doesn’t allow for cooperation (Levett-Jones, 2005)
References
EmpowerEd. (2025).
Mission & vision.
Finley, J. (2010). Andragogy (Adult Learning). [Video]. YouTube.
Levett-Jones, T. L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education.
Nurse Education Today, 25(5), 363–368.
Noe, R. A. (2018).
Employee training and development (7th ed.). McGraw-Hill Education.
