Adults Learning for Life
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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.
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:
- Foundations of Adult Learning
- Concepts of Adult Learning
- 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.
Students who successfully complete the paper should be able to:
Demonstrate a sound understanding of adult learning principles and orientations.
Article reviewLinked 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)
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.
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.
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.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Book/Chapter/Article Review||
12 Aug 2022
|2. Group Presentation||
30 Sep 2022
21 Oct 2022
|4. Tutorial Participation||
Required and Recommended Readings*
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/).
Please see the Reading List in Moodle (called EDSOC302-22B (NET) Reading List in Moodle) and the weekly schedule above for recommended readings.
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.
Linkages to Other Papers*
Completion of EDSOC202 preferred.
Restricted papers: PCSS330