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EDU587: Adult Learning and Development

EDU587: Week 6 – Final Project

Week 6 – Final Project

Presentation: Applying Adult Learning Theory

[WLOs: 2, 3] [CLOs: 1, 2, 3]

The purpose of this presentation is for you to culminate the learning achieved in the course by creating a mock presentation that demonstrates your working knowledge of adult learning theory as applied to discussions, assignments, and/or activities. Identify two discussions, assignments, or activities from the Course Guide PSY202 Course Guide  downloadthat illustrate or can be explained in terms of the application of technology.

Scenario: You have been selected to present to your colleagues your working knowledge of adult learning theory for a professional development conference. Accordingly, you will create a presentation that demonstrates your ability to look at a course and critically assess use of discussions, assignments, and/or activities through the application of adult learning theory.

Create a presentation that is professionally designed, including title and references slides. You must Add Speaker Notes to Your Slides (Links to an external site.), which provide your commentary on the items listed below. You can also find information on how to add speaker notes in the Ashford Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) resource.

  • Assess how discussions, assignments, and/or activities are reflective of and informed by adult learning theory.
  • Assess critically how discussions, assignments, or activities reflect experience and learning: mixture of content and process, absence of excessive judgement and/or engagement in purposeful endeavors.
  • Evaluate how the discussions, assignments, and/or activities demonstrate one or more of Wlodkowski’s motivational conditions (i.e., establishing inclusion, developing attitude, enhancing meaning, and/or engendering confidence).
  • Explain how technology is integrated in the discussions, assignments, or activities.
  • Analyze how critical thinking has been integrated in the discussions, assignments, and/or activities; fostering critical reflection, building a learning community, practicing dialogical conversation and/or lived experience learning.

Each of these items should be explained and supported with reference to adult learning theory.

The presentation

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Categories
EDU587: Adult Learning and Development

EDU587: Week 6 – Discussion

Week 6 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Most Important Takeaway [WLO: 1] [CLOs: 1, 2, 3]

This student-led and moderated discussion format provides the chance to interact with your classmates at a scholarly level regarding any of the Week 1 through 5 topics. The format is designed to allow for autonomy and deep exploration of the content that is meaningful to you and your peers. Your instructor will participate in the discussions to clarify details or to provide guidance, support, and/or resources.

Your discussion may be generated from any topic, instructional material, resource, or assignment through all five weeks of course content. The topics must be aligned with the following:

  • Analyze the concept of adult learning theory in one’s own learning.
  • Analyze the concept of adult learning theory as related to current or future professional career.

The subject matter and approach of your initial post is open-ended and should draw on the interests and experience of the students in course. Your post should contain an introduction to the topic (150 to 200 words), and one or more open-ended questions.

Guided Response: Respond to at least two peers by Day 5. Extend and critically respond to your peers’ comments on the subject matter, comparing and contrasting what you found interesting, valuable, and perhaps not-so-valuable about topics presented in the course.

Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, question your peers about their responses to encourage further conversation.

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EDU587: Adult Learning and Development

EDU587: Week 5 – Journal

Week 5 – Journal

Cognitive Presence

[WLOs: 2] [CLOs: 2, 3]

As you have read this week in this week’s required textbook Chapter 9 “The Brain and Cognitive Functioning,” cognitive presence is the extent to which learners are able to construct and confirm meaning through continuous reflection and discourse. Cognitive presence occurs in student-to-student and student-to-instructor interactions based on the relationship between personal understanding and shared dialogue.

For this journal assignment, reflect on the article “Cultivating Critical Thinking Through e-Learning Environment and Tools: A Review (Links to an external site.)” and your experiences with cognitive presence in online and traditional classrooms to illustrate how one of the following practices may serve to facilitate the effective construction of meaning in higher education settings:

  • Use intellectual tools to raise the quality of your thinking.
  • Distinguish your thoughts from feelings and desires, providing an objective position.
  • Take thinking apart, analyzing its content and meaning.
  • Evaluate thinking, determining strengths and weaknesses.

Your journal does not need to be formatted in the style of a formal assignment. For example, a title page, thesis statement, and references page are not needed, but you should include an in-text citation and reference entry for any information you include from a source.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Categories
EDU587: Adult Learning and Development

EDU587: Week 5 – Discussion

Week 5 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Active Learning [WLO: 1] [CLOs: 1, 2]

Active learning is experiential, mindful, and engaging. It is a process whereby learners engage in activities, such as reading, discussion, or role play, with the goal of promoting the analysis, synthesis, and evaluation of learning content to increase critical thinking. Active learning stands in contrast to standardmodes of instruction in which instructors do most of the talking and students are passive.

For this discussion, choose one of the following statements about online discussion boards, and discuss how the particular element of active learning can be used to facilitate critical thinking in the online classroom. Use critical theory as discussed in Chapter 11 in the course textbook “Critical Thinking and Critical Perspectives” and the articles “Constructing Student Knowledge in the Online Classroom: The Effectiveness of Focal Prompts” and “Comparison of Restricted and Traditional Discussion Boards on Student Critical Thinking” to back up your response.

  • Online discussion boards offer individuals a tool through which they can actively participate in the class without feeling overwhelming anxiety, whereas in traditional classroom environments, they may have been distracted by the feeling of many sets of eyes on them.
  • Online discussion boards create positive growth in class community, which is reflected through a sense of cohesion with other students, a higher degree of trust among students, an increased number of inquiries and questions between students and the instructor, and a general sense that the class is valuable and applicable to student needs.
  • Discussion boards are an active method of learning, contrasted with the traditional lecture model that is much more passive.
  • Discussion boards create an active engagement with course content, which gives students an enhanced sense of empowerment.

Guided Response: Respond to at least two peers by Day 5, choosing at least one peer who selected the same statement about online discussion as you did. In your responses, compare and contrast your respective positions on how discussion board activities can facilitate and/or restrain critical thinking, and offer suggestions about how discussion in online classrooms can best be used.

Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, question your peers about their responses to encourage further conversation.

Categories
EDU587: Adult Learning and Development

EDU587: Week 4 – Assignment

Week 4 – Assignment

Technology-Based Component

[WLOs: 2] [CLOs: 1, 2]

Online learning courses in higher education tend to be very textual based. One way to reduce cognitive load often felt with a text-heavy course is to include visual resources to engage the learner. Before you begin this assignment, read the textbook Chapter 10 “Adult Learning in the Digital Age” and the articles “Leveraging Technology in Adult Education” and The Wired Classroom: Leveraging Technology to Engage Adult Learners (Links to an external site.).

Identify two discussions, assignments, or activities from the ENG 121 Course Guide  downloadthat illustrate or can be explained in terms of the application of technology. (These discussions, assignments, and/or activities may be ones you used in past weeks’ assignments, or you may use different examples for different assignments.)

  • Describe briefly each discussion, assignment, or activity, including the name and week where these items were selected.
  • Analyze the discussions, assignments, and/or activities, identifying how technology has been integrated
  • Assess the application in terms of:
    • Whether it is accessible and readily available for the task at hand.
    • Whether it supports the curricular goals associated with the discussion, assignment, and/or activities.
  • Explain these technological concepts with reference to the selected components of the course.
  • Suggest how the discussion, assignment, or activity could have better applied technology if you find less-than-adequate evidence of an identifiable application of the technology concepts covered in the week’s resources.

The paper

  • Must be three-four double-spaced pages in length (not including title and references pages and appendices) and formatted according to APA style, as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Categories
EDU587: Adult Learning and Development

EDU587: Week 4 – Discussion

Week 4 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 The Digital Divide [WLO: 1] [CLOs: 1, 2, 3]

Technology is affecting what we learn and how we learn, and to a great extent, how we teach. However, there is a digital divide in the country and the world that may have a great impact on how and where we learn. The term digital divide refers to the gap between demographics and regions that have access to and are more technology literate than others. In the course textbook, the authors note that the digital divide is global with the more economically developed countries being more privileged in terms of Internet access. Within the United States, age, income, and education are key variables determining technical literacy and access. Some argue that online learning can exacerbate the digital divide. Before beginning this discussion, read the textbook Chapter 10 “Adult Learning in the Digital Age” and the Inverso, Kobrin, and Hashmi (2017) article “Leveraging Technology in Adult Education.”

In your initial prompt, assess the debate about the digital divide, addressing the following questions:

  • Do online learning and other manifestations of communication and information technology exacerbate the digital divide or not? How or how not?
  • Has online learning provided opportunities beyond traditional learning environments (brick-and-mortar setting) for adults? If so, have these opportunities worked against the notion of a digital divide?

Guided Response: Respond to at least two peers by Day 5. In your responses, discuss with your peers ways in which online course technology can exacerbate and/or mitigate inequality of informational and knowledge resources across and between countries. Critically assess the concept of a digital divide.

Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, question your peers about their responses to encourage further conversation.

Categories
EDU587: Adult Learning and Development

EDU587: Week 3 – Assignment

Week 3 – Assignment

Experiential Learning

[WLOs: 3] [CLOs: 1, 2]

As you have learned this week in your discussion motivating adults to learn requires that the learning center on useful and relevant learning of practical knowledge and skills. Before beginning on this assignment read the article “The Neuroscience of Goals and Behavior Change” and the textbook Chapter 8 on “Motivation and Learning.”

Identify two discussions, assignments, or activities from the ENG121 Course Guide  downloadthat illustrate or can be explained with reference to experience and learning. (These discussions, assignments, and/or activities may be ones you used in past weeks’ assignments—and they may be used use again next week—or you may use different examples for different weeks.)

  • Provide the name and week where the two discussions, assignments, or activities were selected.
  • Analyze these activities in relationship to Wlodkowski’s levels of adult motivation.
  • If you find less-than-adequate evidence of an identifiable application of Wlodkowski’s levels of adult motivation, explain motivation theory with reference to the selected components of the course and suggest on how the discussion, assignment, or activity could have better applied motivation.

The paper

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Categories
EDU587: Adult Learning and Development

EDU587: Week 3 – Discussion

Week 3 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Goal Theory and Motivation [WLOs: 1] [CLOs: 2, 3]

Prior to beginning work on this discussion, review the required textbook Chapter 8 on “Motivation and Learning” and the required article “The Neuroscience of Goals and Behavior Change.” People set personal and professional goals to keep focus and drive behaviors toward completion of tasks and achievement of objectives. Often, however, people do not follow through on the activities necessary to achieve their goals, giving them up before they are achieved or even before they start. Motivation is the desire or internal process that makes a person move toward a goal. So, how do goal setting and motivation connect? Goal theory, also referred to as achievement goal theory, posits that students’ academic motivation can be understood as attempts to achieve goals. For every goal achieved the individual is motivated to set new goals. The cycle continues as the individual progresses through their education.

To begin this discussion, think back to the Week 1 Post Your Introduction discussion in which you discussed your goals for obtaining a MAED specializing in higher education. Think about your academic goals and what has been your motivation for setting and achieving these goals.

In your initial post:

  • Extend your Post Your Introduction discussion by describing your academic goals, how they were determined, and how you have pursued their achievement.
  • Then critically assess the relationship between your goals and the motivations that have helped you move toward achieving them; explain how our goals and motivations have served each other and where they have fallen short.
  • Discuss ways you can motivate yourself and other learners in this course and future courses to set appropriate goals and persevere in working toward them.
  • Conclude by addressing the question: Is the setting of goals sufficient to motivate one to succeed? If so, defend your position. If not, what else is needed?

Guided Response: Respond to at least two peers by Day 5. In your responses, compare your experiences, and exchange ideas about how goals and motivation can best be coupled to achieve desired objectives.

Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, question your peers about their responses to encourage further conversation.

Categories
EDU587: Adult Learning and Development

EDU587: Week 2 – Assignment

Week 2 – Assignment

Experiential Learning

[WLO: 3] [CLOs: 1, 2]

As you read this week, Kolb noted that experiential learning is the process of learning through experiences. It is typically defined as learning though reflection on doing. More specifically, Kolb notes this as a cycle of four elements. The cycle begins with an experience that the student has had, followed by an opportunity to reflect on that experience. Then students may conceptualize and draw conclusions about what they experienced and observed, leading to future actions in which the students experiment with different behaviors. Before beginning on this assignment read Chapters 3 and 6 in your course textbook and the article “Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education.”

Identify two discussions, assignments, or activities from the ENG121 Course Guide  download  that directly illustrate or can be explained with reference to experiential learning. (These discussions, assignments, and/or activities may be ones you used in last week’s assignment—and they may be used use again in subsequent weeks—or you may use different examples for different weeks.)

  • Describe briefly each discussion, assignment, or activity, including the name and week from where these items were selected.
  • Analyze how the discussions, assignments, or activities exemplify, or can be explained in terms of experiential learning.
  • Discuss the connection between the identified discussions, assignments or activities and Kolb’s Learning Styles. (Do the activities support any, some, or all of the following learning style preferences? If so how, if not why not?)
    • Activist: want practical tasks and very little theory.
    • Theorists: want handouts, something to take away and study.
    • Reflectors: want lots of breaks to go off and read and discuss.
    • Pragmatists: want shortcuts and tips.
  • Explain learning style theory with reference to the selected components of the course and offer suggestions on how the discussion, assignment, or activity could have better applied this concept if you find less-than-adequate evidence of an identifiable application of learning styles theory.

The paper

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Categories
EDU587: Adult Learning and Development

EDU587: Week 2 – Discussion

Week 2 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Learning Styles Inventory [WLOs: 1, 2] [CLOs: 2, 3]

After reading Chapters 3 and 6 in your primary text and the required article “An Examination of Kolb’s Learning Style Inventory,” paying close attention to Kolb’s model on experiential learning, complete Kolb’s Learning Style Questionnaire (Links to an external site.), and reflect on your own preferred learning style.

For your initial post, reflect on your lifetime experience of learning and your results in the LSI, and apply what you have read this week on the topic to assess the value of educational theories and practices that accommodate learning styles to improve learning.

Address the following items:

  • Identify the benefits and shortcomings of knowing one’s preferred learning style and something about the learning styles of one’s students. Assess the explanatory power of the learning styles model—do people really learn in significantly different ways from each other, and if so, is learning improved by accommodating these differences in the online and traditional classroom?
  • What does the learning styles model tell us about learning?
  • Does a learning styles approach to instruction and facilitation adequately capture the most critical elements of teaching online and campus-based college classroom; if not, what does the model miss?

Guided Response: Respond to at least two peers by Day 5. In your responses, choose at least one peer who disagrees with your opinions about the efficacy and usefulness of learning styles theory, and engage your peer’s response with respect to the benefits and shortcomings.

Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. In addition to offering comments, question your peers about their responses to encourage further conversation.