Syllabus
Master of Science in Education
EDU 760 Adult Learning Theory – Summer B 2018
Credits - 3
Description
Participants in this course will examine the major assumptions and tenets of adult learning theory including andragogy and self-directed learning, constructivism, experiential and situated learning, and transformative learning theory. The goal of this course is to familiarize participants with current research and its practical applications for use in settings such as workshops, classrooms, and within the area of training and development. Students will develop strategies to address issues faced by educators of adults, helping them be more effective and responsive to the needs of the learners they serve.
Materials
Learning Objectives and Outcomes
Students will:
- Examine major learning theories in adult education
- Effectively communicate as active members of an adult learning community in order to deepen understanding of teaching adults
- Develop strategies to address issues faced by adult education educators
Assignments
Facilitation: Students/small groups will be responsible for facilitating, in depth, on one adult learning theory.
When facilitating students must:
- Give a summary of their understanding of the theory In the form of Google Slides
- Produce one reference that is not from the already assigned readings
- Demonstrate a related example of the theory in practice from their working environment or relay how they would incorporate the theory into their practice
- Create a discussion question
- Moderate the discussion board for the chosen learning module
Feedback on Facilitation: Students not in the facilitation group will be responsible for providing feedback to the facilitation group.
Discussion Boards: Students will respond to prompts related to course materials and engage with colleagues in the course to support understanding and the co-construction of knowledge.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignments | Points |
| 8 Discussion Boards (7 weeks, 3 points each) | 21 points |
| Feedback (4 weeks, 10 points each) | 40 points |
| Learning Theory Discussion Facilitation | 39 points |
| Total | 100 points |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
| Week | Topic | Readings | Assignments Due |
| Week 1: June 27 – July 1 | Andragogy |
Knowles: The Modern Practice of Adult Education, Chapter 3 Merriam: Adult Learning: Linking Theory and Practice, Chapters 1-3 Review the video “EDU 760: Instructions for Assignments” |
Week 1: Whole Class Discussion Forum. Submit your initial response no later than 11:59 PM on Friday 6/29 Responses to peers no later than 11:59 PM Sunday 7/1 |
| Week 2: July 2 – July 8 | Androgogy vs. Pedagogy |
Knowles: The Modern Practice of Adult Education, Chapter 4 Jarvis: Adult Education and Lifelong Learning, Chapter 5 Leamnson: Excerpts from Learning as Biological Brain Change Columbia University: “How to Provide Constructive Feedback That Won’t Exasperate Your Students” |
Week 2: Whole Class Discussion Forum. Submit your initial post to the discussion board no later than 11:59 PM on Wednesday 7/4 First Group: Transformational Learning Theory. Post summary and supported reading to forum by Sunday, 11:59 PM ET |
| Week 3: July 9 – July 15 | Transformational Learning |
Merriam: Adult Learning: Linking Theory and Practice, Chapter 5 Baumgartner, L. M. (2001). An Update on Transformational Learning. New Directions For Adult & Continuing Education, 2001(89), 15. Fleischer, B. J. (2006). Mezirow’s Theory of Transformative Learning and Lonergan’s Method in Theology: Resources for Adult Theological Education. Journal Of Adult Theological Education, 3(2), 147-162. doi:10.1558/jate.2006.3.2.147 |
Whole Class Discussion – Transformational Learning Theory. Submit your initial post to the discussion board no later than 11:59 PM on Wednesday 7/11 Feedback Form. Sunday 7/15 Transformational Learning Theory Summary Submission Friday 7/13 Second Group: Experiential Learning Theory. Post summary and supported reading to forum by Sunday, 11:59 PM ET |
| Week 4: July 16 – July 22 | Experiential Learning |
Merriam: Adult Learning: Linking Theory and Practice, Chapter 6 Kolb: The Learning Way: Meta-cognitive Aspects of Experiential Learning (PDF) |
Whole Class Discussion – Experiential Learning Theory. Submit your initial post to the discussion board no later than 11:59 PM on Wednesday 7/18 Feedback Form. Sunday 7/22 Experiential Learning Theory Summary Submission Friday 7/20 Third Group: Constructivist Learning Theory. Post summary and supported reading to forum by Sunday, 11:59 PM ET |
| Week 5: July 23 – July 29 | Constructivism |
Merriam: Adult Learning: Linking Theory and Practice Chapter 9 Richardson: Read Pages 3-19 of Constructivist Teacher Education: Building a World of New Understandings. Video: Constructivist Learning Theory |
Whole Class Discussion – Constructivist Learning Theory. Submit your initial post to the discussion board no later than 11:59 PM on Wednesday 7/25 Feedback Form: Sunday 7/29 Constructivist Learning Theory Summary Submission: Friday 7/27 Fourth Group: Situative Learning Theory. Post summary and supported reading to forum by Sunday, 11:59 PM ET |
| Week 6: July 30 – August 5 | Situative Learning |
Merriam: Adult Learning: Linking Theory and Practice, Chapter 12 Perera: Constructivism, Social Constructivism and Situated Cognition: A Sliding Scale? Video: An Introduction to Lave and Wenger’s Situated Learning – A Macat Business Analysis |
Whole Class Discussion – Situative Learning Theory. Submit your initial post to the discussion board no later than 11:59 PM on Wednesday 8/1 Feedback Form: Sunday 8/5 Situative Learning Theory Summary Submission Friday 8/3 Fifth Group: Self-Directed Learning Theory. Post summary and supported reading to forum by Sunday, 11:59 PM ET |
| Week 7: August 6 – August 12 | Self-Directed Learning |
Merriam: Adult Learning: Linking Theory and Practice, Chapter 4 International Education Studies-Adult Participation in Self-Directed Learning Process (PDF) |
Whole Class Discussion – Situative Learning Theory. Submit your initial post to the discussion board no later than 11:59 PM on Wednesday 7/8 Feedback Form. Sunday 8/12 Situative Learning Theory Summary Submission Friday 8/10 |
| Week 8: August 13 – August 19 | Learning Through Technology | Merriam: Adult Learning: Linking Theory and Practice, Chapter 10 | Whole Class Discussion: Technology and Adult Learners Submit your initial post to the discussion board no later than 11:59 PM on Wednesday 7/15 Responses to peers no later than 11:59 PM Sunday 7/19 |
Student Resources
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Information Technology Services (ITS)
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Accommodations
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Policies
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Attendance Policy
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.