Video explaining the design of the workshop
need/problem/solution for genhive
Need: To enhance skills in team leadership, adaptability, collaboration, problem-solving during crises, and social intelligence.
Problem: Many young professionals, especially Gen Z who graduated during COVID-19, face generation gaps, a lack of collaborative experience, and limited DEI training. These gaps can hinder workplace readiness and confidence in navigating complex social dynamics (Elliott and Schneider, 2024).
Solution: The proposed workshop is a 3-4 month, hybrid program to allow participants to advance in their careers or manage school work while completing the program. It will be hosted on a learning management system, complemented by in-person spaces for collaboration. We envision self-paced interactive online modules scaffolded with mentorship and community building. This will culminate in a capstone project showcasing participants’ learning and personal growth.
Target Audience: Tailored to college juniors, seniors, and early-career professionals.​
learning science (ls) lenses applied
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Effective Teacher Professional Development: Incorporates evidence-based practices for long-term professional growth.
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Andragogy: Targets adult learners by focusing on autonomy, real-world application, and practical relevance.
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Multimedia Learning: Integrates diverse content formats (videos, interactive prompts) for dynamic engagement.
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Scaffolding: Supports participants through step-by-step modules, enabling gradual skill mastery.
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Designing for the Workplace: Simulating real-life workplace and increasing workplace readiness.
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Online Learning: Flexible, bi-synchronous structure, blending self-paced modules with interactive sessions, allowing participants to balance learning with other commitments.
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Multimedia Learning: Engagement with videos, interactive content, and diverse formats that accommodate varied learning styles.
notes from readings
for applying lenses
content
delivery of content
Mayer’s and Sweller’s sixteen principles of Multimedia Learning
frameworks from readings
for applying lenses
Martin et al.’s(2023) framework to assess the workshop
gen-z's pain points
Guidesheets for participants
lesson schedule
applying learning lenses to online session
applying learning lenses to in-person workshop
in-person workshop canvas
in-person workshop handouts
incorporating surveys
The first survey, titled "Getting to Know Your Goals," asks learners about their professional experience, their current feelings about the subject matter, and their goals for the program. This survey also facilitates group structuring by pairing more experienced professionals with novices, ensuring diverse perspectives.
Three intermediate surveys bridge the transition between program modules, such as the shift from leadership to adaptation and collaboration. These surveys evaluate what students enjoyed and what they would like to see in the next module, allowing us to make real-time adjustments.
The final survey gathers post-program feedback, asking participants to assess their comfort with the topic areas and reflect on their overall progress. This survey also includes open-ended and anonymous questions, providing space for candid feedback.
As Chametzky (2018) notes, such open-ended responses are vital for ensuring that learning is authentic and meaningful. By allowing learners the freedom to express themselves, we aim to refine the program and ensure its alignment with participants’ needs and experiences.
some canvas screens
thank you
Please refer to the paper for details of the project.