School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 554 Adult Education Learning Theory
S1P 2013 DL
Full Professor of Adult Education
PhD. - Cornell UniversityMS - Texas A&M UniversityBS - Texas A&M University
Tuesday 9:00-4:00pm CST
January 14- March 3, 2013
ED 500; ED 516; ED 538
Textbook: Learning in Adulthood: A Comprehensive Guide (3rd edition)
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Learning Outcomes: Core Learning Outcomes
This course is going to provide 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 we will also 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).
Grading, Learning Activities, and Due Dates:
Article Critique & Reflection
25 points each =
(75 points total)
Week 2, 4, 6
Group Synthesis & presentation
Week 3, 5, 7
A = 135-150 points
B = 120-134 points
C = 105-119 points
Article Critique and Reflection: (To be completed during Week 2, 4, 6)
For this learning activity you will select one scholarly article that address a theory related to Individualized Learning (in Week 2); Team Learning (in Week 4); and Organizational 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 digital 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 professional writing.
5. Each submission should be posted in the Discussion area and submitted to the Digital 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, to 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 to 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 digital dropbox no later than Sunday, midnight, CST.
Late Submission of Course Materials: If extenuating circumstances arrive, please contact the instructor immediately. Late work will not be accepted.
Classroom Rules of Conduct:
Due Date (midnight CST)
Week 1: Introduction & Course Overview
- Post introduction
- Review video/tutorials for academic writing expectations
- select a scholarly article
- post your review, critique, and reflection on the scholarly article
- review team member’s submissions
Individualized Learning in Context
- collaborate with team members
- submit final team presentation
Team Learning in Context
Organizational Learning in Context
- submit final team presentation
Review of Literature
- 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 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
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 .
Last Updated:1/8/2013 3:40:55 PM