EDSOC202-22A (NET)

Planning Learning Opportunities for Adults

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: lauren.roil@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

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Paper Description

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Paper Description / Ngā Āhuatanga

This paper initially introduces 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: bottom-up and top-down. In relation to the bottom-up approach, some underlying concepts are scrutinized (e.g. andragogy; transformative learning; popular education). Beyond learning about conceptual frameworks, the paper looks at prevalent models of programme development (mostly from the USA, partly from NZ) 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. Ultimately, 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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Paper Structure/Te Kaupapataka

The paper will be taught in a fully online learning mode. All learning materials and activities will be provided in Moodle on a weekly basis. Students/tauira are required to engage with the instructions and learning activities within Moodle on a regular basis. A regular basis means 2-3 times per week at a minimum.

In the early part of the paper, we will set the platform for understanding the nature of adult learning/education, and how that might differ from childhood and adolescent learning/education. We focus on the key concepts associated with how to develop learning programmes, especially from a bottom-up approach (e.g. via popular education strategies). In the later part of the paper we move our attention towards using more technical aspects of programme development, in alignment with a top-down approach. Overall, the intent is for students to develop their own approach to planning and developing programmes for adult learning while considering particular workplaces, community organisations, learner groups and social-cultural contexts in which planning, implementation and evaluation takes place.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • 1. Identify and critically discuss each of the key concepts studied in the paper.
    Linked to the following assessments:
  • 2. Demonstrate a working knowledge of effective adult learning principles
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  • 3. Demonstrate a working knowledge of dominant planning models (and what constitutes an appropriate model of planning for a specific context)
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  • 4. Demonstrate the ways in which issues of social justice can be incorporated into adult education and training activities
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  • 5. Demonstrate a strong grasp of basic tenets of scholarship
    Linked to the following assessments:
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Assessment

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Assessments / Ngā Taumahi

The aims of the four assignments/ngā taumahi 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. Taumahi Tuatahi Self-Reflection as an Adult Learner
25 Mar 2022
4:30 PM
10
  • Online: Submit through Moodle
2. Taumahi Tuarua Bottom-up Model Annotated Timeline
14 Apr 2022
4:30 PM
30
  • Online: Submit through Moodle
3. Taumahi Tuatoru Top-down Approaches Presentation
20 May 2022
4:30 PM
30
  • Online: Submit through Moodle
4. Taumahi Tuawhā Planning a Learning Opportunity: Report
10 Jun 2022
4:30 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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Weekly readings are made available via Moodle and through the Reading List.
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Recommended Readings

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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:

Connolly, B. (2008). Adult learning in groups. Open University Press. [Book available in UoW library online].

Illeris, K.(2018). Learning, Development and Education : From learning theory to education and practice (First edition.). Routledge. [Book available in UoW library online]

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Other Resources

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

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This paper is supported by an online Moodle site. Notices and lecture guides will be distributed through this site, and all written assignments must be submitted through the site. Each week the site will be updated with information about the week’s lectures and any supplementary readings. You should check the class Moodle site on a regular basis.

Online web address: http://elearn.waikato.ac.nz/ (https://www.waikato.ac.nz/library/) or you can click on the Moodle link on the university home page.

You can use the online web site for general questions, for giving feedback on how things are going, and for contacting your tutor. Any issues can be discussed with the paper convenor through the Private Conversation forum on the Moodle site.

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Workload

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This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. You are expected to participate in all online learning activities each week comprising approximately 3-4 hours each week. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, preparing for class/online tasks and assignments.
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Linkages to Other Papers

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This paper is good preparation for the third year paper EDSOC302: Adults learning for life. Other possibilities can be discussed with advisors for Education & Society, Postgraduate Leader the School of Education and the 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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