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ED 525 Adult Educ. Facilitation Strat.
Schulte, Marthann


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 525 Adult Educ. Facilitation Strat.

Semester

U1P 2012 DL

Faculty

Schulte, Marthann

Title

Associate Professor of Education

Office Location

online

Daytime Phone

816.584.6752 (email contact is preferred)

E-Mail

mschulte@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

REQUIRED: 
     

      ·        APA Publication Manual 6th edition.

·        Dewey, J. (1938). Experience and education.  New York: Touchstone.   

·        Galbrith, M. W. (2004).  Adult learning methods: A guide for effective instruction (3rd Ed.).  Malabar, FL: Krieger.

·        Other readings and videos as assigned in the class. 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

  • You will need a video recording device; VHS or digital recorder (including handheld, internet ready recording devices such as "Flip video" recorders.  Depending upon digital capabilities, some current smart phones can also suffice for the recording requirements for this course.  The recorder must be capable of capturing videos of 30 minutes in length (uninterrupted).
  • Video: You will need Real Player to view the video clips as well as as sound card and speaker
  • Second Life  system requirments:   http://secondlife.com/support/sysreqs.php
  • McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
    Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
    Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
    Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
    Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
    Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
    FAQ's for Online Students - You might find the answer to your questions here.


    Course Description:
    ED525 Adult Education Facilitation Strategies: This course provides facilitators in an adult education or training environment with a varied of facilitated strategies to enhance the delivery of course content and to create a healthy learning environment. Development of facilitation strategies to various learning styles and multiple intelligences will also be explored. Specific techniques such as role playing, ice breakers, brainstorming and use of technology will be covered

    Learning Outcomes:
      Core Learning Outcomes

    1. Demonstrate various facilitation strategies;
    2. Apply facilitation strategies to meet various learning styles;
    3. Apply technology as a delivery strategy;
    4. Present a short learning module using various facilitation strategies.


    Core Assessment:

    Class Assessment:

    Assignment Details ED 525

    Please see the Grading Rubrics for each assignment in the DocSharing section of the course for detailed grading criteria

    Discussion Participation: 80 points

    Graduate work is dialogic in nature and as such there are several opportunities to dialog with class members and the facilitator in this class. The purpose of the weekly discussions is to ensure an environment that fosters collaborative learning through a sharing of ideas, perspectives, and experiences that inform our interpretation of the course materials and content. Each week you are required to post an initial response to the posted Discussion Thread question by Wednesday with an additional two posts to other class members by the end of the week (Sunday 11:59pm CT). If additional questions are posted by the facilitator during the discussion please respond as these are also included and reviewed as part of the overall grade. Please review the grading rubric.

    Requirements:

    1. Post initial response to the discussion topic by midnight Wednesday;
    2. Initial post must be three paragraphs, reflective on the week’s readings, correct grammar, APA format, and include at least two citations from that week’s readings (text or supplemental reading), web or pod cast, videos, or other source to support your comments;
    3. Provide reflective and insightful responses to two classmate’s initial postings by midnight on Sunday.

     

    Presentation #1 & #2: 50 points each

    This course is practical in nature and as such there is a need for you to demonstrate some of the early skills explained and apply them in a “real” learning environment. You will record yourself facilitating two learning sessions of 15 – 20 minutes (VHS or digital) on any topic of your choice (cooking, building project, a language etc.). Select a topic you find fun and know well. Think outside the box for this assignment; there must be at least six adult participants.

    Requirements:

    1. Select your topic for your learning experience;
    2. Organize your learning session;
    3. Presentation #1 is your baseline – no specific requirements; 
    4. For Presentation #2 you must include evidence of four methods, techniques, or facilitation strategies from the weekly lectures, text, or podcast.
    5. Present and record your learning session;
    6. View your session before you mail or load;
    7. Post in the Journal tool the week the presentations are due and include:
      1. describe the audience;
      2. describe and explain the methods, techniques, or facilitation strategies you implemented;
      3. critique your presentation – what would you change next time and why.
    8. Mail your VHS tape, DVD or memory stick to the address in the Instructor’s Office or upload your digital version in the Dropbox (or Doc Sharing if necessary) by midnight on the due date.

     

    Dewey Paper: 100 points

    Write a five to seven page paper on Dewey’s concepts and how you envision their application in today’s learning environment (or not). Support your position with citations from other academic sources and incorporate Dewey’s work into your discussion. This is not a book report; it is an application of Dewey’s work to modern adult learning. Make sure you review the Grading Rubric for details.    

    Requirements:

    1. Read Experience & Education by John Dewey;
    2. Write a discussion paper using the format provided in the Writing Center and APA format as defined by the APA Manual.  (Double spaced with proper APA citation style throughout.)
    3. Have at least five academic references outside of Dewey’s work;
    4. Place your completed paper in the Dropbox by Friday midnight (CT) of Week 4.

     

    Second Life Entry: 20 points

    During the term you will visit and engage in a virtual world called Second Life. While this may seem like a game, this space is increasing being utilized by college and training environments for learning spaces. As a class we will explore the sight and discuss its value, challenges, and overall considerations of this type of learning environment.  

    Requirements:

    1. Go to the web site as identified in Week 1;
    2. Download the software Week 1;
    3. Create an avatar Week 2,
    4. Upload your avatar and its name in the Discussion Thread of Week 2;
    5. Go through the tutorial island Weeks 3 - 6;
    6. Post in the Second Life Discussion Thread Week 7.

     

    Final Presentation – Core Assessment: 150 points

    This course is practical in nature and as such there is a need for you to demonstrate the skills you have acquired during the term and apply them in a “real” learning environment. You will record yourself facilitating a learning session of 20-25 minutes (VHS or digital) on a theory or concept of your choice related to adult learning. Think outside the box for this assignment. The only requirements are that your topic must be on adult learning concepts and must be recorded. You must have at least four adult participants, demonstrate evidence of six facilitation strategies from the course, provide handouts, and post a brief one page summary of the adult theory/concept on which you presented.  Please refer to the Final Presentation Grading Rubric in "Doc Sharing" for more information.

    Requirements:

    1. Select your topic for your learning experience;
    2. Organize your learning session;
    3. Submit via Dropbox Week 6 by midnight Friday a draft of your Instructional Planning Guide;
    4. Present and record your learning session;
    5. View your session before you mail or load;
    6. Before you mail review your presentation and take notes on your facilitation skills. Keep your notes;
    7. Mail your VHS tape, DVD or memory stick to the address in the Instructor’s Office or upload your digital version in the Dropbox (or Doc Sharing if necessary) by midnight on the due date;
    8. Place your Instructional Planning Guide in the Dropbox by midnight Tuesday of Week 8; 
    9. If your presentation is in digital formal please load to the Presentation Discussion Thread for others to view;
    10. Post a one page summary of the adult theory/concept on which you presented in the Presentation Discussion Thread. 

     

    Final Exam – Required: 100 points

     There will be a final proctored exam.  Proctor requirements will be shared during the term.  Failure to take the final exam in a proctored environmnet will result in a failing grade for the entire course. 

    Grading:
    Grading Points:


    Dewey Paper - 100 points
    Presentation # 1- 50 points 
    Presentation # 2 - 50 points
    Final Presenation - 150 points
    Participation - 80 points
    Second Life - 20 points
    Final - 100 points
    TOTAL: 550
     
    Letter Grade Policy

    92-100 - A
    83- 91 - B
    70-82 - C
    60-70 - D
    59 and below - F

    Late Submission of Course Materials:
    In fairness to those who complete their work on time,  late assignments will receive a 10% deduction of points per day late.  If you have an emergency please contact the instructor as soon as possible.  Discussion assignments must be completed on time and no extension will be allowed for discussion assignments.

    Course Topic/Dates/Assignments:
     

    Week

    Required Readings

     

    G = Galbraith

    ED 525 Activities & Assignments Due:

     

    All weekly required readings and the following:

    Week 1:  

     

    Review of  Adult Learning

     

     

     

    G: 1, 2, 3, 6,

    Read Dewey prior to Week 4 paper

    Watch posted videos

    1. First Discussion post no later than Wednesday midnight
    1. Download Second Life (SL) Software: http://secondlife.com/
    1. Complete: Philosophy of Adult Education Inventory (page 59 of Galbraith) 

    Week 2:

     

    Facilitating Adult Learning

     

     

     

    G: 4, 5, 9, 17

    Dewey prior to Week 4 paper

    Watch posted videos

    1. First Discussion post no later than Wednesday midnight
    1. Create Avatar and post your avatar’s “photo” and name in SL Discussion Thread
    1. Complete:  Principles of Adult Learning Scale (page 87 of Galbraith)
    1. Schedule proctor 

    Week 3:  

     

    Motivation in Adult Learning

     

    Kroth & Boverie

    G: 7

    Dewey prior to Week 4 paper

    Watch posted videos

    1. First Discussion post no later than Wednesday midnight
    1. Presentation # 1 Presentation postmarked or loaded in Dropbox no later than midnight Thursday
    1. Post Presentation #1 reflections in Journal
    1. Go to the SL Tutorial Island and learn to navigate your way in SL
    1. Optional: Take the Learning Styles Inventory ($25) and post your results in Discussion #2 http://www.haygroup.com/tl/Questionnaires_Workbooks/Kolb_Learning_Style_Inventory.aspx

     

    Week 4: 

     

    Techniques

     

     

     

    Squires

    G: 10, 12, 15, 18, 19, 20

    Watch posted videos

    1. First Discussion post no later than Wednesday midnight
    1. Dewey Paper due no later than Friday midnight in Dropbox
    1. Go to the SL Tutorial Island and learn to navigate your way in SL

    Week 5:

     

    Dialog In Adult Learning

     

     

     

    G: 11, 21, 22

    Watch posted videos

    1. First Discussion post no later than Wednesday midnight
    1. Presentation # 2 Presentation postmarked or loaded in Dropbox no later than midnight Thursday
    1. Post Presentation #2 reflections in Journal
    1. Go to the SL Tutorial Island and learn to navigate your way in SL

    Week 6:

     

    Experiential Learning

     

     

     

    Dewey

    G: 10, 18, 19

    Watch posted videos

    1. First Discussion post no later than Wednesday midnight
    1. Submit via Dropbox your Instructional Planning Guide (page 114 of Galbraith) for final presentation no later than Saturday midnight 
    1. Go to the SL Tutorial Island and learn to navigate your way in SL

    Week 7:

     

    Technology

     

     

    Childress & Braswell

    Squires

    G: 13, 14

    Watch posted videos

    1.     First Discussion post no later than Wednesday midnight

    2.     Respond to Second Life discussion no later than midnight of Thursday

    Week 8:

     

    Ethics, Globalization, & Reflection 

     

     

     

    G: 8, 16, 17

    Watch posted videos

    1. First Discussion post no later than Wednesday midnight
    1. Final Presentation postmarked or loaded in Dropbox no later than midnight Tuesday
    1. If you have a digital presentation load in the Discussion Thread for Presentation
    1. Post a one page summary of the adult theory/concept on which you presented in the Presentation discussion thread to facilitate additional learning to the class
    1. Instructional Planning Guide due in Dropbox no later than midnight Tuesday
    1. Take final

    Academic Honesty:
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    Plagiarism:

    Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

    Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

    Park University 2011-2012 Graduate Catalog Page 21


    Attendance Policy:

    Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2011-2012 Graduate Catalog Page 25

    Disability Guidelines:
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    Last Updated:4/30/2012 7:20:26 PM