EDSOC302-22B (NET)

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)

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:

Online class participation is highly desirable and encouraged. A key intent of the paper is that active participation by students will contribute to the establishment of a learning community for its duration. It is critical that students read the materials relevant to each topic, get involved in discussion and present ideas (individually or as part of a group) to stimulate discussion and debate. While the lecturer will steer the paper in terms of presenting new topics, students will be encouraged to be semi-autonomous and self-directed in their studies. All communication will occur via Moodle and Zoom.

Programme & Format

This paper 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 their own personal adult learning experience. The paper structure will enable students to build knowledge and understanding for their essay assignment throughout the semester. In the Moodle/Zoom class time the themes outlined above will be explored through discussion, mini-lectures and student presentations. Students will be directed to read in preparation for the topic/theme prior to each 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.
    Article review
    Linked to the following assessments:
    Book/Chapter/Article 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 (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/Chapter/Article Review
12 Aug 2022
11:30 PM
30
  • Online: Submit through Moodle
2. Group Presentation
30 Sep 2022
11:30 PM
30
  • Online: Upload to Moodle Forum
3. Essay
21 Oct 2022
11:30 PM
30
  • Online: Submit through Moodle
4. Tutorial Participation
10
  • Online: Moodle Forum Discussion
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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Readings are available electronically via the Reading List for EDSOC302-22B(NET). They can be accessed via the Reading List tab in 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 EDSOC302-22B (NET) Reading List in Moodle) and the weekly schedule above for recommended readings.

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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 will also be used for class notices via Announcements. It is your responsibility to check in regularly.

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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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