The works of Borko and Putnam (1998) expressed the contemporary perspectives to the concept of contextual learning. Situated recognition (uses both social and physical contexts),social cognition (uses an individual's construction of a given knowledge) as well as distributed cognition which employs or relates to both the social and situated nature of cognition (Clifford and Wilson,2000). While employing this ideas, I emphasize on problem solving, recognition of the fact that teaching as well as learning must occur within multiple contexts, assist my students in the process of learning, anchor my lesson and teachings on various diverse real life context of my students, encourage my students to learn from one another while also employing an authentic assessment technique. Audience Analysis and Considerations

The audience basically comprises of adult learners who are either interested in advancing their careers or leaning of better ways of running their own firms. Their learning style is based on their past experiences. They also prefer learning by example.

Learning Objectives Analysis

The learning objectives are to be able to

1. Explain the difference that exists between data and information

2. Describe the different type of databases as well as the need for them

3. Explain the concept of database design as well as it importance

4. Explain how databases evolved from the files as well as file systems

5. Explain the differences between database as well as file systems

6. Explain the concepts of data models as well as their importance

7. Identify the various business rules for designing databases

8. Create a basic data model

9. Describe the advantages as well as the disadvantages of data models

The objectives were determined after a close analysis of the industry standards and basic theoretical requirements. Their appropriateness were gauged from responses received from the industry via symposiums, professional bodies as well as general research.

The resources I will need to teach my course (including any learning technologies).

10. For Explain the difference that exists between data and information

Rob, P., & Coronel, C. (2006) (p.6-7)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 6-8)

Describe the different type of databases as well as the need for them

Rob, P., & Coronel, C. (2006) (p.7-9)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 9-11)

Explain the concept of database design as well as it importance

Rob, P., & Coronel, C. (2006) (p.9-10)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 13-18).

Rob, P., & Coronel, C. (2006) (p.26) and answer questions 1-4.

Explain how databases evolved from the files as well as file systems

Rob, P., & Coronel, C. (2006) (p.10-18)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 11-13, 27-29)

Explain the differences between database as well as file systems

Rob, P., & Coronel, C. (2006) (p.10-18)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 11-13, 27-29)

Explain the concepts of data models as well as their importance

Rob, P., & Coronel, C. (2006) (p.30-32)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 50-53)

Exercise 20 in the book Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 78)

Identify the various business rules for designing databases

Rob, P., & Coronel, C. (2006) (p.32-33)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 45-50)

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 35-37),

Creating a basic data model

Hoffer, J.A., Prescott, M.B., & Topi, H. (2009) (p. 35-37)

Microsoft Visio

Describe the advantages as well as the disadvantages of data models

Rob, P., & Coronel, C. (2006) (p.33-55)

Instructional Strategies

The instructional strategies to be used in this case as well as the delivery methods include case studies, simulations, role playing as well as self-evaluation. The major strategies that I plan to employ are;

Activating techniques

The purpose of the activating techniques are to help in activating prior knowledge that the students may be...

Lecture, brainstorming and group problem solving.
Critical Reflection a s well as Consideration of Alternative Delivery Methods

Critical reflection played a very important role in my teaching since it helped my students in the process of transformative leaning (Mezirow et al.,1990). There is a need to make an alternative delivery situation in regard to the use of technology in supporting my constructivist teaching approach. There would be a need to deliver my lesson using online delivery techniques. In today's world, the need for incorporating technology into the conventional classroom in order to fully support the instructional learning techniques is common place. The saddening fact is that studies reveal that technology has not effectively been integrated into the concept of constructivism as noted by Hare et al. (2002). However, the application of constructivist approaches of instructions via computer technology has taken root in an effort of meeting the instructional conditions and goals. One of the most versatile and yet powerful tools to use is web-based e-learning. This can be used to expose the adult learners to collaborative social interaction with their peers and teachers alike.

Conclusion

My learning experience has taught me that it is important to be innovative in the designing of a lesson and a curriculum. Technology must also be incorporated into the classroom in order to provide efficiency and flexibility.

References

ATHERTON JS (2002) Learning and Teaching: Learning from experience [Online]: UK: Available: http://www.learningandteaching.info/learning/experience.htm

Borko, H., and Putnam, R.T. "The Role of Context in Teacher Learning and Teacher Education." In Contextual Teaching and Learning: Preparing Teachers to Enhance Student Success in and Beyond School. Information Series No. 376. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education for Training and Employment, College of Education, The Ohio State University, and Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1998. (ED 429-263)

Brown, B.L. Applying Constructivism in Vocational and Career Education. Information Series No. 378. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, on Education and Training for Employment, College of Education, The Ohio State University, 1998. (ED 428-298) http://cete.org / acve/majorpubs.asp

Clifford, M., and Wilson, M. "Contextual Teaching, Professional Learning, and Student Experiences: Lessons Learned from Implementation." Educational Brief no. 2. Madison: Center on Education and Work, University of Wisconsin-Madison, December 2000.

Dirkx, J.M., and Prenger, S.M. A Guide for Planning and Implementing Instruction for Adults: A Theme-Based Approach. San Francisco: Jossey-Bass, 1997.

Kenkmann, A., ed. (2009.Teaching Philosophy (London: Continuum International)

Knowles, M. et al. (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. A collection of chapters examining different aspects of Knowles' formulation.

Merriam, S.B., & Caffarella, R.S. (1999). Learning in Adulthood. San Francisco: Jossey-Bass.

Mezirow, J. And Associates. (1990). How critical reflection triggers transformative learning. In J. Mezirow and Associates (1990), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (1-20). San Francisco: Jossey-Bass Publishers.

Sandlin, J.A. "The Politics of Consumer Education Materials Used in Adult Literacy Classrooms." Adult Education Quarterly 50, no. 4 (August 2000): 289-307.

Stolovitch HD, Keeps E. (2002). Telling Ain't Training. Alexandria VA: American Society for Training and Development.