Certified Facilitator of Adult Learning (CFAL) is a comprehensive 20-hour online course designed for participants to create their own training courses, programs, or workshops. A holistic view of adult learning helps integrate knowledge, understanding, attitudes, and feelings which are emphasized in every stage of course design. CFAL delves into the art and science of effective adult learning, providing tools to enhance participants’ competence and confidence, resulting in becoming a Certified Facilitator of Adult Learning, CFAL.
GOAL of Certified Facilitator of Adult Learning, CFAL
The goal of CFAL is to enhance active, holistic learner-centered education globally by cultivating a group of Certified Facilitators of Adult Learning.
PURPOSE of Certified Facilitator of Adult Learning, CFAL
The purpose of CFAL’s online training is to equip educators of adults in diverse environments with the skills to organize, facilitate, and assess their training programs using Adult Learning Theories and Active Teaching Strategies.
Learner Centered Objectives
By the completion of this program participants will be able to:
Module 1 – TEACHING
- Compare your current teaching methods with the Basic Characteristics of Adult Learning
- Describe how you could organize a session using those practices.
- Write Cognitive, Affective and Psychomotor (if applicable) Behavioral Objectives for your course based on the content and processes you wish to teach.
- Write a course design in the format of Objective, Topic, Content and Rationale or Purpose for Content as it relates to each objective.
Module 2 – LEARNING
- Appreciate how your style may affect your teaching.
- Integrate different learning styles in your teaching activities.
- Differentiate Resources from Active learning experiences
- Determine the time frames that will enable your learners to meet your own course objectives.
- Write meaningful learner facilitation questions for each step of the Experiential Learning Cycle to use with your own learning content
Module 3 – EVALUATING
- Identify the use of formal and informal evaluation and feedback in facilitating adult learning.
- Design and develop a written and/or performance pre-test/post-test to determine initial and ongoing progress towards competence for each of your objectives.
- Design a participant evaluation form for your course that will assess the learner’s understanding of your course and provide you with feedback for future courses.
Certified Facilitator of Adult Learning (CFAL) Contact Hour Course Outline.
CFAL is a self-paced course. Resource Time is calculated using Mergener formula for online study involving reading and testing. Activity Time is the beta tested average time it takes a person to prepare and receive expert feedback on each assignment. Please keep in mind that you may find yourself completing some assignments in less time and some in more time. Overall CFAL is calculated to require 20 contact hours, hours you are studying or preparing assignments or modifying your materials based on the feedback you receive. CFAL is a 20 hour self-paced course. Completion is recommended within 2 months. Should the need arise a one month extension is available upon request giving a total of 3 months to complete the course for certification.
It is as important to enjoy the journey as it is to reach the destination. The only pressure you have is the pressure you place on yourself. A side benefit of self-paced learning is learning how to pace yourself without stress or judgment. The more you are able to enjoy your step-by-step accomplishments in CFAL, the more you will pass on that joy to those you teach.
This activity has been submitted to the American Holistic Nurses Association for approval to award contact hours. The American Holistic Nurses Association is accredited as an approver of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.
CFAL Course Objectives, Content and Purpose
Module 1 – Teaching
Objective #1. Compare your current teaching methods with the Basic Characteristics of Adult Learning
a. Describe how you could organize a session using those practices.
Topics
Adult Learning and Development
- CONTENT: History of adult learning and its distinction from childhood learning.
- PURPOSE: Transition from authoritative teaching to effective facilitation.
Assumptions of Andragogy – Adult Learning
- CONTENT: Exploration of four foundational beliefs crucial for facilitating adult learning.
- PURPOSE: Compare current teaching practices to look for alignment with adult learning assumptions
Adult Learning Practices
- CONTENT: Principles of Andragogy – Foundations and Adult Learning Practices
- PURPOSE: Awareness of aspects for successful adult participation in learning experiences and analysis of current practices against adult learning assumptions.
Transpersonal Education
- CONTENT: Transpersonal Education Environment for Peak Experiences
- PURPOSE: Adult Development Theory, Maslow’s hierarchy emphasize higher aspects of learning and teaching.
Objective #2. Write Cognitive, Affective and Psychomotor (if applicable) Behavioral Objectives for your course based on the content and processes you wish to teach.
a. Write a course design in the format of Objective, Topic, Content and Rationale or Purpose for Content as it relates to each objective.
Topics
Learner Centered Objectives Overview
- CONTENT: Learner centered objectives and in depth look at Cognitive, Affective and Psychomotor Domains of learning.
- PURPOSE: Acquire the knowledge and skills to write learner centered objectives for the course or workshop they are designing.
Writing Your Own Objectives
- CONTENT:– Writing Behavioral Objectives
- PURPOSE: Provide examples and formats for writing course title, purpose, and objectives.
MODULE 2 – LEARNING
Objective # 3.1. Appreciate how your style may affect your teaching.
a. Integrate different learning styles in your teaching activities.
Topics
Determining Personal Style, Personal Characteristics, and Teaching Strategies
- CONTENT: Exploring teaching and learning styles using Myers-Briggs personality type.
- PURPOSE: to gain Insights into personal characteristics and strategies for effective teaching.
Methods of Instruction
- CONTENT: How to set up and teach a variety of active learning experiences.
- PURPOSE: A recipe book of teaching strategies for active and engaging learning.
Objective # 4. Describe Your Learning Experiences
- Differentiate Resources from Active learning experiences
- Determine the time frames that will enable your learners to meet your own course objectives.
Topics
Designing Your Course – Integrating Objectives, Content
- CONTENT: Formats and structures to use when designing your course. .
- PURPOSE: To integrate all previous information in order to design your course Content, Purpose, Learning Experiences and Time frames for submission and feedback.
Objective # 5. Write meaningful learner facilitation questions for each step of the Experiential Learning Cycle to use with your own learning content
Topic
Experiential Learning Cycle and Facilitation Questions
- CONTENT: Understanding and designing the experiential learning cycle facilitation questions.
- PURPOSE: Crafting effective facilitation questions for each stage of the cycle to reinforce learner meaning and retention.
MODULE 3 – EVALUATING
Objective # 6. Identify the use of formal and informal evaluation and feedback in facilitating adult learning.
Topic
- CONTENT: Proper use of feedback and evaluation in facilitating learning.
- PURPOSE: Become aware of how to give feedback and evaluation in ways that encourage adult learning rather than discourage learning.
Objective # 7. Design and develop a written and/or performance pre-test/post-test to determine initial and ongoing progress towards competence for each of your objectives.
Topic
3.2 Pre-Post Test Submission on Google Docs
- CONTENT: Developing Objective Testing Methods
- PURPOSE: To introduce a variety of methods to test participants with respect to attainment of course objectives.
Objective # 8 1. Design a participant evaluation form for your course that will assess the learner’s understanding of your course and provide you with feedback for future courses.
Topic
- CONTENT: To introduce a variety of methods to test participants with respect to their evaluation of their course by their participants.
- PURPOSE: To complete their course design, from beginning to end.
Module 4 – Endings and Beginnings
4.0-4,1 Endings and Beginnings
- CONTENT: Final review of learning using the experiential learning cycle.
- PURPOSE: Graceful conclusion to the course.
CFAL is a 20 hour self-paced course. Completion is recommended within 2 months. Should the need arise a one month extension is available upon request giving a total of 3 months to complete the course for certification.
How to become Certified
Step 1: Enroll in CFAL
Embarking on the journey to become a Certified Facilitator of Adult Learning (CFAL) begins with a simple yet crucial step – enrolling in the CFAL course. By signing up, you open the door to a transformative learning experience that will equip you with the skills needed to guide others in their educational journeys.
Step 2: Navigate the Initial Emails
After signing up for CFAL, you will receive three important emails:
- Order Confirmation: Confirms your enrollment in the course.
- CFALpro Account Access: Provides details on how to access your new CFALpro account.
- Google Drive Worksheet Page: Guides you to your dedicated Google Drive page for course-related materials.
Step 3: Explore CFAL
Upon entering CFAL, the first page serves as your orientation, explaining how the course operates and offering insights into maximizing the course information. This initial guidance sets the stage for your journey towards becoming a Certified Facilitator of Adult Learning.
Step 4: Utilize Course Information and Self-Tests
The heart of CFAL lies in your active engagement with the course content. Use the provided course information, engage in self-tests, and delve into the assignments for feedback. This process is designed to empower you to develop your own courses using adult learning and facilitation principles.
Step 5: Individualized Learning Experience
CFAL recognizes that everyone learns differently. You are never asked to do something that doesn’t make sense to you. The emphasis is on studying the materials, attempting assignments, and seeking feedback. If you find yourself lost, communicate it through your assignment submissions, and collaborative solutions will be explored to guide you back on track.
Step 6: Course Design and Objectives
The ultimate goal of CFAL is to help you design courses that meet the specified criteria outlined in the CFAL course objectives. For instance, if your course is as simple as teaching how to change a light bulb, the objective must go beyond mere information. CFAL encourages you to think deeper, ensuring your course design is tailored to your audience’s needs and fosters meaningful learning experiences.
Step 7: Tailoring Learning Experiences
A key aspect of CFAL is recognizing the diverse needs of learners. Whether you’re instructing electricians on changing light bulbs in various scenarios, or guiding individuals with different learning styles, your objectives and learning experiences should be tailored for maximum impact.
Step 8: Showcasing Understanding and Application
The culmination of CFAL is evident when you can showcase your understanding of the principles learned and apply them to develop courses that resonate with your audience. This demonstration of applying adult learning and facilitation principles is the hallmark of a Certified Facilitator of Adult Learning.
A Note from Dr. Jill Henry
As you navigate through the steps of becoming a Certified Facilitator of Adult Learning, remember that success is not just about acquiring knowledge but about applying it in a way that truly benefits your learners. If you have any questions along the way, feel free to reach out. Here’s to your success in your journey with CFAL!
To Your Success,
Dr. Jill Henry
