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SYLLABUS

WED 486

Adult Learning

Course Syllabus

2014

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SYLLABUS

Hello Class:

I am your course facilitator for the upcoming WED 486 Adult Learning course. This

course will include a number of topics with special emphasis on areas of most

concern to our SIU students majoring in Workforce Education and Development.

Attached is my course syllabus. Please review it and contact me if you need

clarification.

Prepare for the first weekend meeting with the following:

1. Completed (typed) Student Information Form (attached) 2. Weekend 1 Assignment (Reflection Question 1) 3. Course Textbook: Learning in Adulthood (2007) – bring to class

NOTE: Class begins at 8 am.

I look forward to working with you on what can be a very unique class and

experience.

Dr. Jennie Wong

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SYLLABUS

WED 486

Adult Learning

Course Syllabus

Instructor: Dr. Jennie Wong

Contact Hours: 9:00 am – 4:00 pm (M-F)

Telephone: (909) 455-6669

E-Mail: siu15600@siu.edu

CLASS SESSIONS: 2014

Weekend 1: January 11 & 12 (class session)

Weekend 2: January 25 & 26 (class session)

Weekend 3: February 8 & 9 (e-learning weekend)

Weekend 4: February 22 & 23 (class session)

COURSE DESCRIPTION

The course focus is on adult development and learning principles. Adult learning styles and motivation to learn are discussed in the context of designing effective instructional strategies appropriate in various workforce education venues.

REQUIRED TEXT

Learning in Adulthood (2007) - Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.

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SYLLABUS

METHODS OF INSTRUCTION/LEARNING

Lecture Class Discussions & Activities Individual Participation & Assignments Team Presentations & Assignments

WRITTEN WORK

Assignments must be written in APA format (6th edition). This includes, but not

limited to:

Cover page Introduction Conclusion Reference page In-text citations Header (with page numbers) Headings for sections of the paper Paragraphs indented Times New Roman (12 point) Double spacing

Students need to submit their assignments to the Turn It In site for a plagiarism

check. Make any corrections, and then submit the final copy for grading.

Editing: Check for grammar, writing mechanics, spelling, etc.

Six Assumptions Regarding Adult Learning

1. Adults need to know why they need to know 2. Adults need to learn experientially 3. Adults approach learning as problem solving 4. Adults learn best when topic is of immediate value 5. Adults need to integrate new ideas with what they already know 6. Adult emotions are critical to their learning, motivation, and memory

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SYLLABUS

COURSE ASSIGNMENTS Note: Type all assignments. Formal papers must be in APA format.

Due Points Type Title Comment

ALL 12 Individual Class

Participation

6 in-class

sessions

1/11 5 Individual Reflection

Question 1

1-2 pages

Submit via Drop Box

1/11 1 Individual Student

Information

Included in

syllabus

Submit via Drop Box

1/12 5 Team Charter & Plan Included in

syllabus

Submit via Drop Box &

bring copy to class

1/25 25 Team Chapter(s)

Presentation

See syllabus

Submit via Drop Box &

bring copy to class

1/25 10 Individual Reflection

Questions 2 &3

1-2 pages

per question

Submit via Drop Box &

bring copy to class

2/8 20 Individual Research Paper

See syllabus Submit to Turn It in

Submit via Drop Box &

bring copy to class

2/22 12 Individual Research Paper

Presentation

5-8 minutes

with Power

Point slides

Submit via Drop Box &

bring copy to class

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SYLLABUS

2/22 10 Individual Reflection

Questions

4 & 5

1-2 pages

per question

Submit via Drop Box &

bring copy to class

Total

Points

100

Grading

A = 90 to 100

B = 80 to 89

C = 70 to 79

D = 60 to 69

F = 0 to 59

Grading Policy Late Assignments: 20% reduction in points

Class Participation

Criteria: Attendance in class is important to earn full points for participation. Participation means showing interest in the topic, participating in class discussions and in-class activities, asking relevant questions, extending the students’ understanding of the topic, being punctual to class and returning from breaks, behaving professionally, being respectful in class, etc.

Class participation requirements

All learners come into a course with a rich and varied background of personal experiences. These experiences should be freely shared; i.e., opinions, observations and perceptions relevant to the topic will form the point counter-point that results in attitude formation and concept development.

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SYLLABUS

The foundation of learning is in active contextual interactivity and the development of mental models. The formation of these models depends upon active, focused student participation. It is imperative that each student share well-reasoned, thoughtful opinions, examples and solutions, oriented to adult educational challenges.

Research Report

Criteria: Follow the guidelines and meet all schedules using innovative applications in the development of deliverables. Need scholarly references (in-text and on References page).

Plagiarism Plagiarism on any assignment will result in zero credit.

Assignments Bring in hard copy to class and post the “soft” copy in the Drop Box

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SYLLABUS

WED 486 – Adult Learning

Due Weekend 1: 1/11/14 (in-class session)

Student Information Form:

1. Student Information form (Individual) 2. Three choices for Research Paper (Individual) – see list of choices on syllabus

Reflection Question 1 One to two pages

As an adult learner, what do you perceive to be your barriers to learning?

List and discuss using a mind map (include Mind map in your paper).

Please refer to The Power Point on Mind Map in the course content folder.

TEAM (1/12/14)

1. Charter 2. Team Assignment Plan

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SYLLABUS

WED 486 – Adult Learning

Due Weekend 2: 1/25/14 (in class session)

Individual: Reflection Questions One to two pages for each question

Question 2: As an adult learner think of an individual who you would identify as the best instructor and the instructor you consider the worst. Discuss what you find/found to be motivating about the best instructor and what you find/found the least motivating about the worst instructor. Question 3 Where do you think you stand as an adult educator with regard to the five pillars of motivation identified by Wlodkowski (expertise, empathy, enthusiasm, clarity and cultural responsiveness)? Discuss your strengths and areas of improvement with regard to each of these five pillars.

Team: Textbook Chapter(s) Presentation (45 minutes)

Total 30 points Part A: Development In groups of 4 or 5 develop a Power Point presentation (with Speaker Notes and References) on a selected text chapter or topic. The 45 minutes presentation will capture the themes, insight and essential evidence supporting these themes. Teams will then present this presentation utilizing sound adult educational principles. Criteria include:

1. Identification of the big picture as well as the details in the chapter or the topic.

2. Application of motivational and instructional design principles and presentation techniques. This is a lesson, not a briefing.

3. Demonstrate a deep knowledge of the chapter or topic. 4. Distribute paper copies of the Power Point slides to all students and

professor (the professor’s copy will have the copy with the Speaker’s notes) at the beginning of the presentation.

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SYLLABUS

Part B: Presentation Present the Chapter PowerPoint Lesson to the class in accordance with the class schedule.

1. This is a professional presentation similar to one usually made in a business training environment. Dress the part.

2. Demonstrate expertise, empathy, enthusiasm, clarity and cultural responsiveness

3. Teams should provide examples of chapter concepts and lead discussions with the class. Do not merely read PowerPoint slides. Many students use additional source information to enrich their presentations.

4. Hand out copies on the PPT presentation at the time it is delivered. 5. Encourage discussion and do your utmost to encourage student interactivity

and participation. Criteria for Presentation: Concepts discussed were clear, correct, and demonstrated knowledge of the topic Demonstration of effective instructional design principles Motivational strategies for teaching adults were used Demonstrated empathy, enthusiasm, clarity, and cultural responsiveness. Lead discussions; used teaching/training methodologies effectively/ Students were engaged in the learning Resources were supplied (copies of PowerPoint, handouts, etc.) Power Point slides conform to general rules regarding slides (professional, clear, easy to read, no spelling errors, References, appropriate graphics/photos, etc.) Technology was used effectively Power Point slides for the Professor includes Speaker Notes All Team Members contributed to the presentation Platform Skills were appropriate: Voice volume, speaking pace, eye contact, knowledge of material, etc. Points are deducted from each criteria when the presentation does not completely

fulfill the statement. All of the points are deducted when the presentation does not

satisfy the statement at all. Example: One team member demonstrated knowledge of

the topic; one or more members did not clearly present his/her portion and was

unprepared. Points will be deducted in this case.

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SYLLABUS

WED 486 – Adult Learning

Due Weekend 3: 2/8/14 (e-learning weekend)

Individual: Adult Learning Research Paper (post in Drop Box)

Given a list of selected topics in the field (see list below); each student will write a 4-

6 page Research Report (with in-text citations and scholarly references listed on the

References page) based on the adult educational field. Approval of each topic chosen

will be given by the course professor prior to the beginning of your research.

Have topics approved by the first weekend of class. It is recommended that you

have at least 3 options for the instructor’s approval.

Topics 1. Andragogy vs. Pedagogy 2. Using Games, Simulations, and Puzzles 3. Case Based Learning 4. Learning Management System (LMS) 5. Inquiry Learning 6. Learning and forgetting curves 7. Operant Conditioning 8. Social Learning 9. Gestalt Learning 10. Learning Style Inventories 11. Learning Contracts 12. Collaborative/Competitive Learning 13. Learning from Mentors 14. Self Directed Learning 15. Motivating the Adult Learner 16. Diversity Issues in Adult Learning

Note: Additional topics added due to large class size.

Research Paper Assignment Rubric

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SYLLABUS

Final papers must be 4-6 double-spaced pages with a maximum 12-point font. A perfect score on the paper will include the following:

1. Topic is important for adult educators 2. Research question/problem statement is clear 3. Ideas that flow smoothly from paragraph to paragraph 4. Conclusions that are drawn appropriately 5. Recommendations that are clear, appropriate, and feasible 6. APA style used correctly within text and on Reference List (Please see APA

Formatting and Style Guide on my home page for guidance.) 7. Four scholarly resources (Minimum of 3 articles required; websites are

acceptable; do not use Wikipedia.) are utilized 8. Properly formatted reference list 9. Editing performed (spelling, grammar, punctuation, writing mechanics, etc.)

Points will be deducted for each, if deficient:

1. Topic is not a relevant issue for adult educators 2. The research question/problem statement is not clear 3. Ideas are unorganized and do not flow smoothly 4. Ideas are unrelated to the topic 5. Conclusions are not consistent with the discussion 6. Recommendations are incongruent 7. APA style is used incorrectly 8. Less than four scholarly resources utilized 9. Reference page is missing 10. In-text citations missing 11. Multiple misspelled words and/or grammatical errors exist (more than 3) 12. Papers longer than 7 pages (The Reference List is not considered part of the

page length of the paper.) Points will be deducted for: Late submission Not in APA format Grammar, writing mechanics, spelling Lack of academic references

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SYLLABUS

WED 486 – Adult Learning

Due Weekend 4: 2/22/14 (in class session)

Individual: Reflection Questions One to two pages for each question (and include scholarly references/in-text citations).

Question 4: As an adult learner, describe how you have learned from mentors or how you have learned as a mentor in a personal or professional context. Please find an academic article on mentoring and include content in the response. Question 5: As an adult educator, what challenges do you foresee in dealing with adults with learning disabilities? How do you see yourself handling a teaching-learning scenario where there are individuals with learning disabilities in a mixed group? Please find an academic article on learning disabilities and include content in the response.

Individual: Adult Learning Research Paper (topics) Presentation

1. Create a Power Point presentation that captures the main points of your Research paper

2. Deliver a 5-8 minute presentation using your Power Point slides and any other visual aid(s). (Estimated 10 slides; including cover & reference slide)

3. Issue a copy of the presentation to the Professor prior to delivery. Include Speaker Notes. Post the presentation in the Drop Box.

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SYLLABUS

Student Information Form

Name Printed

Occupation &

Employer

Email:

Phone: Cell: Work:

CAREER GOAL - What do you see yourself doing in the next 5 years – next 10 years?

EXPERIENCE - Describe any teaching activities involving adults that you participate in or

have participated in (other than the WED program).

What topics would you especially like to have covered or what types of information would

you like from this course?

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SYLLABUS

3 Choices for Research Paper (select from the list on e-learning weekend):

1.

2.

3.

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SYLLABUS

TEAM CHARTER COURSE: _____________________________

Team Members/Contact Information

Name Phone # Email Availability

Team Goals:

Team Ground Rules:

Expectations of Team members:

Item Expectation

1.

2.

3.

Consequences of Not Meeting Expectations:

Signatures of Team Members agreeing with the Charter:

Name Printed Signature Date

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SYLLABUS

Proposed Plan for the Team Assignment (Sample)

Due Date Assignment Assigned to Comments

Create Power Point slides for the training session (for class presentation)

Prepare for the presentation (assign parts of the delivery)

Deliver Training session to the class Entire Team

Team Members: