EDSOC202-18A (HAM)

Planning Learning Opportunities for Adults

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

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Convenor(s)

Brian Findsen

Brian Findsen
8257
TL.2.13
To be advised
brian.findsen@waikato.ac.nz

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: sussi.bell@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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This paper initially investigates fundamental concepts of adult learning and then investigates adult learning theorists whose work is relevant to programme development. Two major approaches are taken to understand the dynamics of programme development: a bottom-up and a top-down. In relation to the bottom-up approach, some underlying concepts are scrutinized (e.g. andragogy; transformative learning; popular education). Once a conceptual framework has been established, the paper looks at prevalent models of programme development (mostly from the USA) and then outlines a sequential analysis of key steps in understanding the process of programme development. Much of this section approximates a top-down approach. Eventually, students are encouraged to develop and apply their own approach to planning, implementation and evaluation of adult learning programmes.
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Paper Structure

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The structure of the paper echoes the main topics mentioned below. The early part of the paper sets the platform for understanding the nature of adult learning/education. it focuses on the key concepts associated with programme development, especially from a bottom-up approach conceptual (e.g. via popular education strategies). In the second part of the paper the attention moves more towards using the technical aspects of programme development, more aligned to a top-down approach. The overall intent is for students to develop their own approach to programme development, given the particular circumstances and social-cultural context in which planning, implementation and evaluation takes place.

Throughout the paper guests from around the Hamilton/Waikato region who work in adult, community and vocational education share their ways of developing adult learning programmes. The final assignment requires students to apply their understanding of the dynamics of programme development in a particular context of their choice.

Main topics:

Basic concepts, including (adult) learning theories

Prominent adult education theorists (Knowles; Mezirow; Freire)

Contextual factors in planning (social-cultural context, including globalisation; power dynamics)

Programme development models (e.g. Tyler; Knowles; Boone; Rogers; Caffarella)

Implementation matters (e.g. objective setting; needs assessment; programme design; budgetting; marketing)

Evaluation and ethical considerations

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning outcomes

    Reflect on their own learning to identify enhancers and inhibitors to effective adult learning

    Critically discuss concepts related to adult learning and programme development

    Demonstrate a working knowledge of effective adult learning principles

    Demonstrate a working knowledge of what constitutes an appropriate model of planning for a specific context

    Demonstrate a strong grasp of basic tenets of scholarship

    Linked to the following assessments:
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Assessment

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The aims of the four assignments are to:

encourage your own reflection about the nature of adult learning

stimulate thinking about factors which influence effective planning of learning opportunities

familiarize you with key components of models of programme development for adult learners

strengthen your use of library and internet search skills for credible academic literature

identify processes required to produce a strong scholarly analysis

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Self reflection as an adult learner
16 Mar 2018
4:00 PM
10
  • Online: Submit through Moodle
✔
2. Bottom-up model Critical Essay
13 Apr 2018
4:00 PM
30
  • Online: Submit through Moodle
✔
3. Top-down Model Critical Essay
25 May 2018
4:00 PM
30
  • Online: Submit through Moodle
✔
4. Integrated Model Critical Essay
8 Jun 2018
4:00 PM
30
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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There are no required readings for this paper. However, students are expected to familiarize themselves with recommended texts and those included in the reading list
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Recommended Readings

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The literature identified below is highly recommended together with readings from the official Reading List for this paper. The literature that follows is a useful starting point to complete assignments. You are expected to make extensive use of the University library databases, including journals, to supplement these readings.

Benseman, J., Findsen, B., & Scott, M. (Eds) (1996). The fourth sector: Adult and community education in Aotearoa New Zealand. Palmerston North: Dunmore Press.

Caffarella, R.S. (2002). Planning programs for adult learners. (2nd ed.) San Francisco: Jossey Bass.

English, L. (Ed.) International encyclopedia of adult education. London: Palgrave Publishers.

Foley, G. (Ed.) (2004). Dimensions of adult learning. Sydney: Allen & Unwin.

Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (Eds.) (2007). Learning in adulthood: A comprehensive guide. (3rd ed.) San Francisco: Jossey Bass.

Milana, M., Webb, S., Holford, J., Waller, W. & Jarvis, P. (Eds.) (2018). The Palgrave International Handbook on Adult and Lifelong Education and Training. London: Palgrave Macmillan.

Tight, M. (2002). Key concepts in adult education and training. (2nd ed.) London: Routledge.

Wilson, A.L. & Hayes, E.R. (Eds.) (2000). Handbook of adult and continuing education. San Francisco: Jossey Bass.

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Other Resources

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In addition to the above recommended books, from time to time on Moodle there will be additional resources made available.
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Online Support

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You are encouraged to take advantage of a range of forms of support for academic/personal reasons.You can have access to non-judgmental, professional, experienced help to both improve your thinking and writing and to assist you with personal/family/whanau problems.

Academic support (no charge)

All students: Student Learning (Learning support);

Phone: 07 838 4657

Walk in: W.G.50

E-mail: slsadmin@waikato.ac.nz

Office hours: 8.30 to 3pm; Student learning, 8.30 to 5pm.

All international students:

See Hongwei Di, FEDU TC2.33

Phone: 4168

E-mail: hongwei@waikato.ac.nz

See Hao Truong, FASS, JG.02

Phone 4364

E-mail: trhao@waikato.ac.nz

NZAID International students

See Dr Sue Dymock (Faculty of Education, TL.2.05)

Phone: 7717

E-mail: sdymock@waikato.ac.nz

Personal support:

Student Counselling Services (opposite Unirec)

Phone: +64 7 838 4201

E-mail: student_services@waikato.ac.nz

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Workload

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You are expected to attend lectures (two hours per week) and one tutorial (one hour). Overall, you should commit to 150 hours inclusive of reading and construction of assignments for this 15 point paper.
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Linkages to Other Papers

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This paper, Planning learning opportunities for adults (EDSOC202) was formerly PCSS231. This paper is a good preparation for the third year paper Adults learning for life (PCSS330-18B). Some students also take LBST331 Workers' Education and training. Other possibilities can be discussed with me as advisor for Education & Society, Postgraduate Leader for Te Whiringa and as Programme Leader for Master of Education.
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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: PCSS231

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