Adult Learning Syllabus MSU

Revised 5/2015

EAD 861: Adult Learning Michigan State University

Higher, Adult, and Lifelong Education Fall 2015

Instructor: Dr. Ginny M. Jones Email: [email protected] Office Phone: 517.432.4858 gchat: ginnyjonesphd Office: 411 Erickson Hall Twitter: @dr_ginnyjones Office Hours: By appointment or via gchat anytime I am showing “available” online

Course Description

EAD 861 is one of several teaching and learning courses within the Higher, Adult, and Lifelong Education (HALE) program in the Department of Educational Administration. Our focus is adult learning that is both formal (e.g., in classroom-‐like settings) and informal (e.g., helping patients learn about diabetes self-‐management or facilitating learning in the workplace). This course is intended to help you develop a better understanding of learning in adulthood and what implications this knowledge holds for helping adults learn in postsecondary and other adult education settings. Using educational research and theory, popular culture, and our own experiences as educators and learners, we will explore: (a) historical, psychological, theoretical, and social foundations of adult learning, (b) developmental influences on adult learning, (c) critical, cultural, contextual and non-‐western perspectives on how adults learn, and (d) what all this means for helping adults learn in informal and formal settings. The learning experiences in this course are largely individual; however, because learning rarely happens in a vacuum and is generally enhanced by encountering perspectives different than one’s own, we will also interact with one another in various ways throughout the course. This course is also designed to involve much opportunity for theory-‐to-‐practice considerations. What you learn and the overall quality of your learning is dependent on the levels of commitment you make to the learning experiences.

Course Objectives

By the end of this course, you should be able to:

1. Identify, dialogue about, and critique concepts and scholarship significant to understanding the adult learning and instruction process.

2. Examine and explain how cultural and contextual factors affect adult learning and instruction.

3. Analyze and elaborate your own learning processes and styles, as well as your philosophical assumptions regarding adult learning and instruction.

4. Engage as both an individual and a community learners, critical thinkers, and reflective practitioners.

5. Identify and discuss implications of all the above for use in various adult learning contexts.

Michigan State University EAD 861

The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary. 2

Course Processes This is a fully online class. To mediate our learning process, we will use Michigan State University’s course management system, Desire to Learn (D2L), to access course information, content, and instructional materials. If you are unfamiliar with this platform, I encourage you to review the Student Quick Start Guide for D2L: http://help.d2l.msu.edu/students/quick-‐start-‐guide. One goal of this course is to create a learning community where everyone can safely explore adult learning and instruction. As the instructor, I will strive to facilitate an inclusive learning environment, and I expect you to assist me in supporting a constructive and democratic learning community. I expect free discourse of ideas and open exchange. These are necessary tools for learning. We may find some of the class readings and discussions challenge our views and theoretical frameworks. Allow yourself to be open to difference and willing to interpret issues from frameworks different than your own. The goal here is not to shy away from challenging ideas and issues but to attain civil discourse. We can be both critical of issues, ideas, and frameworks and respectful of one another in the process. As a learning community, we each have an obligation to foster a climate of respect, collegiality, inclusion, and conversation. There are challenges presented in internet-‐mediated spaces not always present in face-‐to-‐face environments. To prepare for our online learning together, please review the following information on netiquette: http://www.albion.com/netiquette/corerules.html The course is structured into four learning modules. Each module has a series of readings associated with it. These readings are located in the two required texts and additional sources provided by me and/or found by you. The readings are intended to provide research, theory, and additional info to guide your understanding. Additionally each unit ends with an assignment that allows you to reflect upon, analyze, and or synthesize the information presented within it. Twitter is a tool that can be used for gaining information and engaging in dialogue with people who have similar (or different) interests. We will use Twitter as a way to communicate with each other and the larger community outside of EAD861 to share information relevant to this adult learning. Our class hashtag is #ead861. Accommodation Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-‐884-‐RCPD or on the web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be issued a verified individual services accommodation (“VISA”) form. Please present this form to me at the start of the term and/or two weeks prior to the accommodation date.

Course Content

Required Texts Merriam, S. B. & Bierema, L.L. (2014). Adult learning: Linking theory and practice. San Francisco:

Jossey-‐Bass. ISBN:978-‐1-‐118-‐13057-‐5 Mackeracher, D. (2004). Making sense of adult learning (2nd Ed.). Toronto, CA: University of Toronto.

ISBN: 0-‐8020-‐3788-‐X



Learning Modules This course is divided into five modules, an orientation module and four learning modules. Each learning module has a series of readings associated with it. These readings are located in the two required texts and links in the course site. These readings are intended to provide research, theory, and ideas on the topic area(s) for each module.

Orientation module (Sept. 2-‐6). Our course will begin with an orientation module. In this module you will have an opportunity to introduce your self and meet the rest of your learning community, sign up to contribute to the course blog, and get a brief overview of the course and its design. You will need to complete the activities in the orientation module, before moving on to module one.

Learning module one: Introduction to adult learning (Sept. 7 – Oct. 4) Learning Objectives: 1, 3-‐5 Topic Readings and/or viewings

Intro to adult learning

Kerka (2002). Teaching adults: Is it different?

Hansman, C.A. & Mott, V.A. (2009). Adult Learners

Jarvis, P. (2009). Learning from everyday life

Uvin (2014). Dear Colleague

Mintz, S. (2015). The new adulthood

Mackeracher (2004). Chapters 1 & 2

Fenwick & Tennant (2004). Understanding adult learners

Theoretical & philosophical perspectives

Merriam & Bierema (2014). Chapters 1 & 2

MacKeracher (2004). Chapters 3 & 4

How adults learn Merriam & Bierema. Chapters 3-‐4 and 5-‐6

INFOGRAPHIC: Andragogy

Participation, motivation, & retention

Merriam & Bierema (2014). Chapter 8

Valentine & Darkenwald (1990). Deterrents to participation

Illeris (2003). Adult education as experienced by the learners

Kerka (1995). Adult learner retention revisited

Wlodowski (1999). What motivates adults to learn

PechaKucha 20x20: Overcoming Heights in Life

Learning module one assignment due: October 5, noon [12:00 p.m.] EST (GMT -‐4:00) Learning module two: Adult development (Oct. 5 – Oct. 25) Learning Objectives: 1, 3-‐5 Topic Readings and/or viewings

Overview of adult development

Taylor, Marienau, & Fiddler (2000). Linking learning with development

Taylor (1996). Why psychological models…

Smith & Taylor (2010). Adult development



Blog: The Elements of Happiness

Video: Play Is More Than Just Fun

The brain & cognitive functioning


Brookfield (2000). Adult cognition


Hill (2001). The brain and consciousness

Video: The Quest to Understand Consciousness

Wilson & Golonka (2013). Embodied cognition is not what you think it is.

Development theories

Silverman & Casazza (2000). Theories of personal development and learning

Silverman & Casazza (2000). Theories related to cognitive development

PechaKucha: 7 Points on Growing Up

Learning module two assignment due: October 26, noon [12:00 p.m.] EST (GMT -‐4:00)

Learning module three: Critical, cultural, and contextual perspectives in adult learning (Oct. 26 – Nov. 22) – Learning Objectives: 1-‐5 Topic Readings and/or viewings

Critical perspectives


Brookfield & Holst (2011). Adult Learning in a Diverse World

Davis & Harrison (2013). Critical Pedagogy

Closson (2010). Critical Race Theory and Adult Education

D'Amico (2003) Race, Class, Gender, and Sexual Orientation in Adult Education

Sandlin, Wright, & Clark (2013). Reexamining Theories of Adult Learning and Adult Development Through the Lenses of Public Pedagogy

Carpenter (2012). Centering Marxist-‐Feminist Theory in Adult Learning

Drennon (2003). Naming power dynamics in staff development

Cultural & contextual perspectives

Merriam & Bierema (2014). Chapters 7 & 12


Tan (2010). Towards a Culturally Sensitive and Deeper Understanding

Niquette (2003) Idealism and realism in the formation of a culturally sensitive classroom

Non-‐western perspectives

Abdi & Kapoor (2009). Chapters 1, 3, & 8

Grover & Keenan (2006). An Ojibwe American Indian View of Adult Learning in the Workplace

Haigh (2009). Fostering Cross-‐Cultural Empathy With Non-‐Western Curricular Structures

McMahon (2011). Chinese Voices: Chinese Learners and Their Experiences of Living and Studying in the United Kingdom



Learning module three assignment due: November 23, noon [12:00 p.m.] EST (GMT -‐4:00) Learning module four: Additional considerations for adult learning (Nov. 23 – Dec. 8) Learning Objective: 1-‐5 Topic Readings and/or viewings

Non-‐traditional contexts for adult learning


MacKeracher (2004). Chapter 7

Facilitating adult learning

Brookfield & Holst (2011). Planning Educational Programs

MacKeracher (2004). Chapter 11

Video: ADDIE (Assess, Design, Develop, Implement, and Evaluate)

Final paper due: December 14, just before midnight [23:59 p.m.] EST (GMT -‐4:00) Assignments & Evaluation

Assignment Descriptions It is important that you familiarize yourself with the language used throughout the following assignment descriptions, so that it is clear what is expected of you in producing the products you will submit for this class. A good place to start is by reading through Bloom’s taxonomy of the cognitive domain (http://www.edpsycinteractive.org/topics/cognition/bloom.html), in chart form. Pay particular focus to the definitions offered and the associated words as many of them appear throughout the assignment descriptions below and will be a basis for evaluating your assignment submission.

Introduction. Must be completed in order to unlock module one In the orientation module, please introduce yourself in the Introduction discussion board, and include the following:

a) The name by which you prefer to be addressed and your gender pronouns. b) The sociocultural identities (e.g. in terms of race, gender, class, citizenship, language,

religion, sexual orientation, ability, etc.) and professional affiliations (e.g. teacher, administrator, etc.) with which you self-‐identify.

Assignment (Due Date) Max. Points Objectives Personal introduction 2 3 Syllabus quiz 2 -‐ Partnered blog post (individual dates) 10 1-‐5 Focus topic of final paper (9/21) 5 -‐ Learning module one assignment (10/5) 15 1, 3-‐5 Learning module two assignment (10/26) 15 1, 3-‐5 Learning module three assignment (11/23) 15 1-‐5 Final paper (12/14) 30 1-‐5 Participation & engagement* 6 1-‐5 TOTAL 100 Final Weights: 4.0 = 100-‐94 | 3.5 = 93-‐85 | 3.0 = 84-‐80 | 2.5 = 79-‐75 | 2.0 = 74-‐70 *spread between modules 1-‐3



c) Your geographic location (i.e. city, state, and /or country) and time zone d) Any other thing you think would be helpful for us, your learning community to know,

about you. e) What you hope to gain from this class. “I am in this class to learn…”

You should greet at least two other students in the class, in order to receive full credit. Worth 2 points. Syllabus quiz. Must be completed in order to unlock module one The purpose of this is to verify understanding of important elements of the syllabus. Given the nature of the online, asynchronous (self-‐paced) nature of this class, we will not have the benefit of dialogue around elements of the syllabus. We cover quite a bit in this course and it is important to clarify misconceptions about course content and/or policies as soon as possible. The questions on the quiz come as a result frequently asked questions (from past courses) around course content, processes, assignments, and policies. You will need to complete this quiz before learning module one will be made available to you. This is graded, but you have three attempts to receive full points. Worth 2 points.

Identify a focus/topic for your final paper. Due Sept. 21, 12:00 p.m. (noon, EST, GMT -‐4:00) Establish a focus/topic for your Final Paper. Identify a population of adult learners or a particular context in which adult learning occurs and describe your interest or concern for this group or context. This group or context should be one you have an interest in working with and that it will be possible for you to explore in more depth through existing literature and research. If you desire, you may also explore this focus through your own research and exploration. You should develop a brief 250-‐500 word statement indicating your interest in this group/context and identify aspects of this group/context that associate it with the study of adult learning. Please submit to the Final Paper Focus discussion board. Worth 5 points

Partnered blog post. Due during assigned Friday by 12:00 p.m. EST (GMT -‐4:00) We will have a private course blog hosted through wordpress.com. I will send you an invitation to join the blog at the beginning of the semester. You and your partner will write a 750-‐1500 word blog post analyzing theory and scholarship in adult learning. You will have an opportunity to sign up for a slot via SignUp Genius. The link will be available and titled Course Blog Sign Up in our D2L course site. You should use headings in your post, helping readers to understand which area is addressing which of the sections described below. Additionally, I strongly urge you to use visuals (pictures, YouTube videos, etc.) to supplement your ideas. Your post should include the following:

• A synthesis of the readings associated with the blog date for which you and your partner signed up.

• A discussion on what resonated with you and/or critiques or missing components of the theory/scholarship in this section.

• Implications and future considerations. How might the theory/scholarship inform how you might go about your work? Providing specific examples will help those of us in the learning community “see” your thought process as well as understand it.



Make sure to cite ideas that are not your own. These citations should conform to APA style (6th edition). One way to think of this (though not required) is to write this in the style of an op-‐ed article. For guidelines on writing an op-‐ed well, refer to this resource http://newsoffice.duke.edu/duke_resources/oped (you will have to glean relevant points for our specific context. Finally, you and your partner will be expected to monitor your blog post for the week following the post, to interact with comments questions and concerns raised by our learning community members. Section Points Inclusion of all sections as described above 3 Depth/Robustness of reflections and implications 4 Organization, clarity, and style (APA 6th edition) 2 Facilitation of comment section of blog 1 TOTAL 10

Learning modules one, two, and three assignments. See due dates listed for assignments at the end of each module above For modules 1-‐3, you will have the option to do one of the five assignments listed below. You may not do the same assignment for all three modules. You may do any assignment, at maximum, twice but not successively. Meaning, if you do an infographic for Learning Module One, you may not do it again for Learning Module Two, but may do it again for Learning Module Three. I would encourage you to chose an assignment that challenges your usual method of meaning making. This will be a great way for you to have a deeper understanding of navigating unfamiliar learning spaces, something we often ask of those we teach to do.

1. Adult learner narratives. Wlodkowski (1999) argued “telling and hearing our stories is essential to human nature. It is the way we make sense of things. It is compelling” (p. 70). The purpose of this assignment is to learn more about adults as learners from the perspective of the learner. One way to make meaning of the theories, ideas and issues presented in this module is analyze them through narratives. For this assignment, you have two options to use as narrative: conduct an interview with an adult about what, where, how, and why ze/she/he learns or watch a movie about an adult (or group of adults) engaged in a process of learning and/or developing. You will be expected to produce an analysis of the narrative data you have (interview data or movie) by incorporating relevant concepts, theories, and research covered in this module. You are expected to produce a 4-‐5 page written summary. Submit this assignment to the appropriate dropbox. See this assignment’s dropbox in our D2L course site for more info. Pre-‐approved* movies are: Departures (Director: Yōjirō Takita), 12 years a Slave (Director: Steve McQueen), Renaissance Man (Director: Penny Marshall), Larry Crowne (Director: Tom Hanks), The Doctor (Director: Randa Haines), North County (Director: Niki Caro), Educating Rita (Director: Lewis Gilbert), The Color Purple (Director: Stephen Spielberg), The Diving Bell and the Butterfly (Director: Julian Schnabel), The Lady (Director: Luc Besson), In the Heat of the Night (Director: Norman Jewison), Life is Beautiful (Director: Roberto Benigni).



*If you believe you have an appropriate movie that is not on this list, send me an email with the title of the movie, a description of the plot, and a brief rationale for why you believe it fits the assignment.

Section Points Organization, clarity, and style (APA-‐for written assignment) 3 Description of narrative data 3 Depth of analysis of narrative data 9 TOTAL 15 2. Infographic. Prepare an infographic representing what you learned from this module and any additional resources you have encountered on this topic. The infographic assignment is an exercise demonstrating your ability to comprehend, apply, analyze, synthesize, and evaluate the module in a visual format. To bring clarity to that demonstration, your infographic should (at the least):

o briefly summarize the readings and compare/contrast them with each other (you do not need to include all the readings but should include most)

o address the utility of this knowledge in any adult learning context you choose (hint: this can be a great preparation for your final paper)

o highlight any critiques you have (or those with which you agree offered by other authors) of perspectives presented in the readings and/or any additional personal thoughts you have of the material presented.

Please be creative with this infographic and make it look visually appealing. This is an exercise both in deeply engaging information and designing a concise handout that you might use if you were doing a presentation at a conference, workshop, or training in the context of focus (i.e., health education, computer class, GED Preparation, college student conduct). In addition to submission to assignment dropbox, you will then upload your infographic to the Infographic discussion board for the shared knowledge and perspective benefit of our learning community. Please make sure you upload in both spaces. See the Assignment Descriptions module in our D2L course site for more info and resources on creating infographics. Section Points Infographic addressed all required areas 3 Infographic is visually appealing 2 Depth of engagement with each required area (2, 3, & 2 pts., respectively) 7 Citation & references included in APA (6th ed.) style 3 TOTAL 15

3. PechaKucha 20x20 presentation. You will create a PechaKucha presentation of the information covered in this module. In your PechaKucha share a personal narrative of a time that illustrates your experience through the lens of adult learning theory, adult development theory, or critical, cultural, and/or nonwestern perspectives on adult learning (depending on the module for which you complete this assignment). Include in your presentation:

o A description of your experience. o A brief description theor(ies)/information you are using to connect to your

experience.



o An analysis of the experience applying the theor(ies)/scholarship. You may find that the theory/scholarship applied very clearly, and it could be that some parts were relevant while others were not. Please include any critiques or missing components of the theory/scholarship in this section.

o Implications and future considerations. How did the theor(ies)/scholarship inform the way you think about your experience? How might connections between your experience, as viewed through the theor(ies), inform your work?

Submit a reference list with sources used to support your presentation to the appropriate assignment dropbox. See the Assignment Descriptions module in our D2L course site for more info. Section Points Presentation addressed all required areas 4 Depth of reflection 7 Style and quality of presentation 2 In-‐presentation citations and reference list in APA (6th ed.) style. 2 TOTAL 15

4. Reflection with concept map. Write a 1-‐2 page reflection answering the question: “How will I use the information from this module in my current/future work with adult learners?” Taking your answer into account, create a concept map visually representing how concepts in the readings of the module connect. Concept mapping includes selecting terms, ranking concepts, arranging concepts in clusters, and linking concepts according to a cognitive scheme. Your reflection should be in APA format, including citations and reference list. Submit your reflection paper to the appropriate assignment dropbox and upload your concept map to the appropriate discussion board. See the Assignment Descriptions module in our D2L course site for more info. Section Points Reflection paper 5 Concept map covers a significant amount of readings 5 Appropriate connections between concepts 2 Organization, clarity, and style (APA 6th ed.) 3 TOTAL 15

5. Topical paper with additional resources. Write a 4-‐5 page paper analyzing a current topic (local, national, or international) through the lens of this module’s theory and scholarship. You will need to identify two scholarly sources (not assigned for our class) to include in your post, or identify three additional sources of information on this module topic. With the three source option, at least one needs to be a scholarly journal article. However, you may use various types of resources for the other two: blogs, videos, books, infographics, etc. I highly recommend you use headings in your paper so it is clear which area is addressing the sections described below. Your paper should address:

o Description of the current topic. o Description of formal theor(ies)/scholarship (from our readings. Viewings, and/or

discussions) used to analyze this topic. § This is where you can fold in your outside sources as well.



o Analysis of the topic applying the theor(ies)/scholarship. § You may find the theor(ies)/scholarship applied very clearly or it could be that

some parts were relevant while others were not; it is appropriate to do your analysis focus one either of these two phenomena or both.

o Implications and future considerations. § How did the theor(ies)/scholarship inform your thinking about the topic? § Provide specific examples of how you will/might use what you have learned in

your current or future work. Upload your paper to the appropriate assignment dropbox.

Section Points Paper addressed all required areas 4 Relevance of additional sources to topic 2 Depth of reflection 6 Citations and references included in appropriate APA style 3 TOTAL 15

Final paper — Due August 18 by 11:59 p.m. EST (GMT -‐4:00) The assignment is intended to assist you in thinking about and applying the course content to your current or future professional context. You will be asked to identify a specific population of adult learners with whom you intend to work and as you progress through the course content, it will be helpful to consider how the literature, theories, concepts, ideas, and methodologies covered relate to or could be used to inform your work with this population.

In this paper, you will draw upon what you have written in the course blog and/or assignments over the course of the semester as well as use the literature, theories, concepts, ideas, and methodologies covered during the course and those you discover on your own. I also encourage you to share your thoughts and ideas with other members of the course, through the discussion boards, in an effort to assist you in preparing your final document. All the members of our learning community have the potential to be a great source of feedback and additional insights. You may use others in the course to help you develop your analysis but only you are expected to hand in your own final paper. See the Assignment Descriptions module in our D2L course site for more info. Submit to appropriate assignment dropbox. Section Points Inclusion of all areas 5 Depth of content and analysis 18 Clarity and coherence of writing 2 Relevant additional (scholarly) sources 2 Quality of writing and appropriate use of APA style 3 TOTAL 30

Participation and Engagement — Partially assessed at the end of each module There are a number of ways to participate and engage in the course. They are as follows: 1. Each person is expected to regularly read and comment on course blogs. Your comments

should be a thoughtful response to the content of the blog or a continuation of a conversation started by another of your classmates in the comment section.



2. Some of your classmates will be uploading their infographics, PechaKucha presentations, concept maps, and other items to the discussion boards. I expect you to interact with, participate in, and engage in learning with your classmates.

3. You are always welcome (and encouraged) to post other course related materials or ideas to the course blog and/or discussion boards, in addition to those items that are required.

4. Finally, I encourage you to actively engage in Twitter (this is not required) through the sharing of news stories, other Twitter posts, blogs, or active discussion with your classmates and the larger community of people interested in adult learning. Make sure to use the hashtag #ead861.

Timeliness is an important aspect of participation and engagement. Comments should be posted within a week of the original posting to receive full credit or a week and a half to receive partial credit. Any comments posted after a week and a half will not receive participation credit. Section Points Blog responses (based on quality and quantity) 1 each module Comments, feedback, and shared content in non-‐blog course spaces (in response to people’s infographics, PechaKucha, concept maps, discussion threads, etc.)

1 each module

Non-‐required activity for which you can gain points Non-‐required original posting of a blog or course discussion board .5 each module Active engagement on Twitter with relevant connections to course using the hashtag #ead861

.5 each module

TOTAL 6* *You can only receive a maximum of 6 participation points. Points for non-‐required participation or engagement activities will be used to offset points lost in the required participation and engagement areas.

Course Policies

Submitting assignments All graded, written assignments will be turned in electronically through the Desire to Learn (D2L) website, using the dropbox function. When submitting assignments, make sure you:

• save your work in a .doc, .docx, or .rtf. file. Do not submit PDF’s—it is too difficult to provide feedback within text.

• save your file using your last name and first initial and the assignment title (this can be abbreviated). Example: <jonesg_LM1>. Improperly named files will result in a 5% deduction from the final grade of each assignment submitted incorrectly.

Late submission policy. You have a 12-‐hour grace period for turning in assignments. All

work submitted after the grace period will result in a 5% deduction per 24-‐hours of the final grade for each assignment. I will not negotiate about this, so please plan accordingly. Grading Policy I will determine individual grades by assessing your performance on assignments, as well as your participation and engagement in the course. During the processes used throughout the course, you should expect to receive feedback from peers and me about your performance. Feedback will focus



on what you have done well and will raise questions for you to consider in relation to your performance. You can expect feedback from me within a week and half of assignment submission, though feedback may be available sooner. A note on APA (6th ed.) style. APA style is the structural convention used for written assignments in this class. I will be relatively strict about your use of APA style and will not negotiate on missed points connected to APA style deductions. There will be some leniency on your first assignment, but you will be expected to attend well to APA matters from that point on. Assignments (after the first) that do not conform to APA [6th edition] will be returned ungraded ata 5% deduction per 24 hours it is not returned corrected. APA style (as it pertains to in-‐text citations and reference lists) will also be required for non-‐traditional assignments, such as: infographics, blog posts, and PechaKucha). Academic Integrity The Academic Freedom Report states: “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” Therefore, you are expected to produce original work supported with proper citation of sources used to support your final product. You may not submit course work you completed for another course to satisfy the requirements for this course. Students who violate MSU regulations on Protection of Scholarship and Grades will receive a failing grade in the course or on the assignment. Syllabus Concept Map

Documents

Adult Learning Syllabus MSU