EDSOC302-21B (HAM)

Adults Learning for Life

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)

: nia.sugiharto@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

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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A key objective of this paper is to explore the character of adult learning from varied perspectives including an analysis of specific social issues in the field. Students will explore key concepts and the foundations of adult learning and how they apply in various contexts, including post-Covid-19 pandemic. This course draws on the fields of adult education, lifelong learning, philosophy, sociology and education to understand how, when and where learning opportunities occur throughout adulthood.

The learning materials will be related to cognitive, social and cultural factors from time to time, and will introduce New Zealand material that influences areas within lifelong learning where social inequalities are most prevalent. Students are encouraged to think critically about governmental and organisational policies and to consider carefully the implications, if any, of these both for their own personal development and for adult learning policy in New Zealand and around the world.

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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 three major themes:

  1. Foundations of Adult Learning
  2. Concepts of Adult Learning
  3. Contexts of Adult Learning

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 your 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.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Demonstrate a sound understanding of adult learning principles and orientations.
    Linked to the following assessments:
    Book Review (1)
    Tutorial Participation (4)
  • 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:
    Group Presentation (2)
  • Analyse an issue from the field of adult learning and present a critical discussion based on solid research.
    Linked to the following assessments:
    Essay 2000 words (3)
    Tutorial Participation (4)
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Assessment

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Ngā aromatawai / Assessments

General requirements and regulations
This paper is fully internally assessed. If you need additional help with assignments, please contact the Student Learning support staff in Te Puna Ako/Centre of Tertiary Teaching and Learning.

Assessment Components
The requirements for each of the assessments are described in detail later in this Paper Outline. Please note that any announcements regarding general requirements and assessment not contained in this document will be posted in the News Forum and the weekly work schedule on the Moodle site. You need to ensure that your default email address is correct in Moodle, as the site will forward these messages to you automatically.

Passing the paper
You must achieve an overall mark of at least 50% to pass the paper. This paper is fully internally assessed. To pass the paper, you must attempt all of the following pieces of work.

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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
6 Aug 2021
11:30 PM
30
  • Online: Submit through Moodle
2. Group Presentation
23 Sep 2021
11:30 PM
30
  • Presentation: In Class
3. Essay 2000 words
18 Oct 2021
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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Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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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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