Academic & Professional Background:
My name is Hayat Azhari, I attended Hassan II University and graduated in 2006 with a Bachelor of art in English literature. Currently, I am pursuing a Master's degree in Instructional Technology with a concentration on Online Learning and Professional Development, I will be graduating in May 2017.
My professional background includes a variety of positions ranging from Marketing Coordinator, Administrative Assistant, to Communication Specialist.
Proficient in Microsoft Office, Word, Excel, Access, and Project
Ability to handle multiple tasks in dynamic, fast-paced environment with leadership skills
Proficient in English, French and Arabic
Excellent marketing and cross-cultural communication skills
Experienced in Project Management, PeopleSoft, WebEx, and SAP
Proficient in Digital Photography, Adobe Dreamweaver, Adobe Photoshop, and Adobe Premier
Experienced in instructional design and many social media applications
Favorite Online Tools:
The following is a list of my favorite online tools and resources:
Digital Photography School
"To offer valuable learning experiences that empower staff members to maximize performance and achieve their full potential".
During this project I will be working on adult learner’s professional devolvement plan in a corporate environment. Unfortunately, I don’t have any teaching experience and since I will be dealing with adult learners, I had to search the main characteristics of adult learning.
A comprehensive understanding of adult learning principles is critical to developing successful educational program that results in participant’s engagement and the facilitation of learning.
Adults have special needs and requirements as learners. The following are the facts that I have considered to build my teaching philosophy:
Adults are autonomous and self-directed
Adults need to be free to direct their own learning. If the learning engagement is classroom-based, the facilitator must actively involve adult participants in the learning process. Specifically, they have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with all of the facts. They should allow the participants to assume responsibility for their learning and engage them in discussions, presentations and group-based tasks. If the learning engagement is an e-Learning course, the course should be designed to allow participants to explore topics in greater detail and choose from multiple learning activities.
Adults need learning to be relevant and practical
Every day, the human brain takes in hundreds of thousands of sensory inputs. As the brain processes these inputs, it begins to sort out information it deems relevant and important. Relevancy increases the likelihood information will be retained. Adults must see a reason for learning something and the learning must be applicable to their work or other responsibilities in order for it to be valuable for them. Therefore, learning engagements must identify objectives for adult participants before the course begins. By nature, most adults are practical about their learning. Typically, they will focus on the aspects of a program most useful to them in their work. Participants must know how the content will be useful to them.
Adults are goal-oriented
Adults primarily participate in learning programs to achieve a particular goal. Therefore, they appreciate an educational program that is organized and has clearly defined learning objectives. These need to be communicated early in the course. 3 Principles of Adult Learning
Adults are motivated by intrinsic and extrinsic factors
Learning is driven by participant motivation – the more motivated someone is to participate in training, the more he or she is likely to learn and retain information. Adults are motivated by both internal and external factors. During the first several weeks on the job, adults are highly motivated to learn. Similarly, motivation is high when they are faced with learning a new work process or approach to a problem. However, as they become more familiar with the content, learners’ motivation to learn may wane until a specific need arises.
Adults are pressed for time
In today’s fast-paced world, adults have to juggle demanding jobs, family responsibilities, and community commitments. Even if they are highly motivated to learn, the pressures of life often limit the time many adults can invest in learning. Therefore, in many cases, learning must be available when it is convenient for the learner and delivered in “manageable chunks.” These may come in the form of modularized e-Learning programs, podcasts, or webcasts or may be strategically delivered through informal training initiatives.
The Project Idea
This is an instructional project that fully explains how to design a series of trainings that will help Faculty Support Staff achieve their professional development goals by the end of the physical year. Some of the training programs are delivered via Learning Management System (LMS), and some are conducted face to face during the monthly staff meeting.
What is the Addie Model ?
The Addie model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.