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ED 554 Adult Education Learning Theory
Dailey-Hebert, Amber


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 554 Adult Education Learning Theory

Semester

F1P 2012 DL

Faculty

Dailey-Hebert, Amber

Title

Professor of Adult Education

Degrees/Certificates

PhD - Cornell University
M.S. - Texas A&M University
B.S. - Texas A&M University

Office Location

Virtual Office (Skype, phone, or chat)

Office Hours

!:00-4:00pm CST (Monday & Wednesday)

Daytime Phone

816-584-6339

E-Mail

adailey@park.edu

Prerequisites

ED500, ED516, ED538

Credit Hours

3


Textbook:
All readings will be available online or via the university online library

Additional Resources:

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:
ED554 Adult Education Learning Theory: This course will provide advanced study of adult learning, theory, philosophical foundations of adult education, and research relating to specific issues and approaches for facilitating adult education. In addition, the course will examine the role and characteristics of the adult learner in the 21st century. Prerequisite: ED500, ED516, ED 538.

Educational Philosophy:
This course provides opportunity to investigate many theories in adult education and learning. The framework of this course, (and the weekly assignments and activities), will center on three leading frameworks to explore all adult learning theory: 
1) Individualized Learning 
2) Team/Group Learning 
3) Organizational Learning 

We will not only be researching and offering critique on theories within each of these frameworks, but also we will be participating in and experiencing each of these approaches throughout the course. 

Individually, you will locate a scholarly journal article. You will write a review and critique of the article, and conclude with a personal reflection on the information. The following week, you will work with your team to coordinate and synthesize ideas to create a multimedia presentation of how such theories apply to adult education today. (using research from the individual review, using current events, and using media today).
 

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the characteristics of adult learners
  2. Critically analyze emerging research on adult learning theory.
  3. Examine the major philosophical foundations of adult learning
  4. Describe the major adult learning theory
  5. Describe theories of motivation
  6. Apply adult learning theories and research to contextual situations;
  7. Gain an understanding of philosophical foundations of adult education.
  8. Explore adult learning theory from a global perspective


Core Assessment:

Class Assessment:

Grading, Learning Activities, and Due Dates:

Format

Activity

Point Value

Timeframe

Individual learning

Article Critique & Reflection

25 points each =

(75 points total)

Week 2, 4, 6

Team learning

Group Synthesis & presentation

25 points each =

(75 points total)

Week 3, 5, 7


Article Critique and Reflection: (To be completed during Week 2, 4, 6)

For this learning activity you will select one scholarly article that addresses a theory related to Individualized Learning (in Week 2); Team Learning (in Week 4); andOrganizational Learning (in Week 6).  You will provide a formal review, critique and reflection of each scholarly article and post it within the discussion board to make accessible for the class.  You will also submit this work to the Dropbox by Sunday, midnight CST in Weeks 2, 4, 6 to allow for instructor feedback.

Each Article Critique and Reflection submission should include the following: (each section below is worth 5 points = total 25 points)

1.      One paragraph with a complete description that highlights the key points of the article (paraphrased in your own words).

2.      One paragraph that offers a critique (from YOUR perspective) on the value of the article – including any shortcomings or potential areas for further study/consideration that are needed.

3.      One paragraph with a personal reflection that relates the content from the article to your own personal or professional experience (i.e. how it relates or applies to real life). 

4.      The entire submission – including all 3 paragraphs – should align with APA formatting, punctuation, grammar and spelling expected from in professional writing.

5.      Each submission should be posted in the Discussion area and submitted to the Dropbox no later than Sunday, midnight CST.

Group Synthesis & Presentation (Weeks 3, 5, 7)

In the Group Synthesis & Presentation activities, you will have the opportunity to share your individual findings and research, identify how your investigations relate to one another and build upon the specific framework that week.  You will collaborate with your team members to identify the best way to create a multimedia presentation that will highlight and relate your team’s collective findings/ideas to current events today. 

Each Group Synthesis & Presentation activity should include the following: (5 points for each item below; total = 25 points)

1.      Each team member demonstrates a clear review and understanding of their teammates’ Article Critique & Reflection, and poses any questions needed for additional clarification.

2.      All team members exchange ideas, concepts, and multiple resources (articles, websites, videos, etc.) related to their topic that week.  Ongoing dialogue throughout the week is evident and intentionally moves the group toward a clear direction for the presentation.

3.      The team consolidates the most important points from all researched articles and sources into a cohesive and clearly communicated message.  All researched material and resources are correctly cited and referenced (using APA) at the conclusion of the presentation.

4.      The team correlates their research material, ideas, and concepts with at least 2 current events (which can be found worldwide).  

5.      The team presentation includes multiple media (text, audio, video, etc.) to share their findings.  The team findings should demonstrate a clear understanding of that week’s framework and how it pertains to Adult Education today (i.e. connecting theory to practice – theory and current events today).

The final Group Synthesis & Presentation should be posted in the discussion area and submitted to the Dropbox no later than Sunday, midnight, CST. 

Grading:

Grading Scale:

A = 135-150 points

B = 120-134 points

C = 105-119 points

Late Submission of Course Materials:

Classroom Rules of Conduct:

Course Topic/Dates/Assignments:


 

Week/Topic

 

 

Activities

 

Due Date (midnight CST)

Week 1: Introduction & Course Overview

-          Post introduction

-          Review video/tutorials for academic writing expectations

-          Wednesday

-          Sunday

Week 2:

Individualized Learning

ILO: 2,3,4,7

-          select a scholarly article

-          post your review, critique, and reflection on the scholarly article

-          review team members’ submissions

-          Wednesday

-          Sunday

Week 3:

Individualized Learning in Context

ILO: 1,5,6,9

-          collaborate with team members

-          submit final team presentation

-          Wednesday

-          Sunday

Week 4:

Team Learning

ILO: 2,3,4,7

-          select a scholarly article

-          post your review, critique, and reflection on the scholarly article

-          review team members’ submissions

-          Wednesday

-          Sunday

Week 5:

Team Learning in Context

ILO: 1,5,6,9

-          collaborate with team members

-          submit final team presentation

-          Wednesday

-          Sunday

Week 6:

Organizational Learning

ILO: 2,3,4,7

-          select a scholarly article

-          post your review, critique, and reflection on the scholarly article

-          review team members’ submissions

-          Wednesday

-          Sunday

Week 7:

Organizational Learning in Context

ILO: 1,5,6,9

-          collaborate with team members

-          submit final team presentation

-          Wednesday

-          Sunday

Week 8:

Review of Literature

ILO: 9

-          in the week 8 discussion, categorize and prioritize the course review of literature

-          complete course evaluation

To be completed throughout week 8 as an entire class.


Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22

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 2012-2013 Graduate Catalog Page 26

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



Bibliography:

Copyright:

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Last Updated:8/7/2012 12:07:03 PM