EDSOC302-19B (HAM)

Adults Learning for Life

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)

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)

: melanie.chivers@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, 9 or 3 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.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper explores the character of adult learning from varied perspectives including an analysis of specific social issues in the field, focusing on areas within lifelong learning where social inequalities are most prevalent. Students will explore key concepts and the foundations of adult learning and how they apply in various contexts.

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Paper Structure

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Class Sessions:

Class participation is highly encouraged. This course intends that active participation by students will contribute to the establishment of a learning community for the duration of the course. This means in practice that you read the materials for each topic, get involved in discussion and present ideas (individually or as part of a group) to stimulate debate. While your lecturer will steer the course in terms of presenting new topics, you will be encouraged to be semi-autonomous and self-directed in your studies. In addition to classroom contact some communication will occur via Moodle.

Programme & Format

This course explores major themes of the foundations and concepts in Adult Learning

  1. The Foundations of Adult Learning/Education
  2. Understanding Key Concepts in Adult Learning/Education
  3. Contexts/Fields of Adult Learning/Education

Students will have a chance to study the themes and topics of adult learning/education and also to reflect upon how these can be applied to or enlighten their own personal adult learning experience. The course structure enables students to build their essay assignment throughout the semester. In our class time we will explore the themes outlined above, through discussion, mini-lecture and from student presentations. Prior to attending class, students will be directed to read about the topic/theme for the week and consider how it relates to their chosen essay context.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate a sound understanding of adult learning principles and orientations.
    Linked to the following assessments:
  • Provide a convincing argument based on relevant evidence to support a form of practice in adult education or lifelong learning.
    Linked to the following assessments:
  • Analyse an issue from the field of adult learning and present a critical discussion based on solid research.
    Linked to the following assessments:
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Assessment

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This paper is fully internally assessed. Please take the opportunity to ask questions about assessment tasks in tutorials. If you need additional help with assignments, please contact the Student Learning support staff. Resubmission is available for Written Assignment 1 only. If you do not achieve 50% for that piece of work, you can request an opportunity to resubmit. Requests can be made by contacting the paper convenor within 48 hours of marks for assessment 1 being released. The deadline for resubmitting will be 3 days after the acceptance of a resubmission request. Resubmitted assignments will receive a maximum grade of C­. Please note that there are no resubmission opportunities for Assignment 2.
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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. Book Review 1200-1500 words
2 Aug 2019
11:30 PM
30
  • Online: Submit through Moodle
2. Group Presentation
19 Sep 2019
11:30 PM
30
  • Presentation: In Class
3. Essay 2000 words
18 Oct 2019
11:30 PM
30
  • Online: Submit through Moodle
4. Tutorial Participation
10
  • In Class: In Tutorial
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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Foley, G. (Ed.) (2004) Dimensions of Adult Learning: Adult Education and Training in a Global Era. Crow’s Nest, NSW: Allen & Unwin.

This book is the recommended course text. The book offers material on a range of issues and concepts about Adult Learning in the global era and provides major support for lectures, tutorials, and assignments. Students should become familiar with its contents. It is also available in both electronic and hard copy from The University of Waikato library. The text is also available from Bennett’s University Bookshop but their stock is limited.

Other readings will be made available electronically via the Reading List for EDSOC 302. You can access these via the Reading List tab on Moodle or via the Reading Lists tab on the library homepage (https://www.waikato.ac.nz/library/).

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Recommended Readings

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Please see the Reading List in Moodle (called "Reading List" in Moodle) and the weekly schedule above for recommended readings. Please Note: There is an additional List of Books for Assignment 1 from which you may select a book to review (called “Assignment 1 Book List” in Moodle).

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Other Resources

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You will be expected to monitor Moodle on a regular basis. From time to time, additional resources may be added to complement instruction and discussion in class.
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Online Support

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Moodle is a crucial resource for advice and further learning opportunities.
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Workload

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This paper has a 15-point value and you are expected to engage at a rate of 10 hours per point. In effect, this means that you have a formal engagement of up to 50 hours in class, supplemented by your independent learning of around 100 hours.
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Linkages to Other Papers

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This paper complements EDSOC202 (Planning learning opportunities for adults) and may lead into further study at postgraduate level in adult education/lifelong learning.
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Prerequisite(s)

Completion of EDSOC202 preferred.

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: PCSS330

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