D600 The Teaching-Learning Transaction in Adult Education

D600 The Teaching-Learning Transaction in Adult Education
Master of Science in Education, Adult Education
Contact Information:
Dr. Stephen Earnest ([email protected])
Office Hours by appointment via telephone or Skype or Google hangout or anytime via email
Please use the Oncourse Messages tool to contact me about course issues. I am in the course
at least once a day Monday­Friday. I will normally check in at least once over the weekend
however if you need to be sure to reach me on the weekend please use the Messages tool
and check the box labeled
"Send a copy of this message to recipients' email address(es)"
Course Dates:
Classes begin: Aug 25 th through Dec. 19th; Fall Break, Oct. 10; Thanksgiving Break Nov. 23-30.
Texts:
Required (both have Kindle and Nook editions)
Dirksen, J. (2012). Design for how people learn. Berkley, CA: New Riders.
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for
teaching all adults (3rd ed.). San Francisco: Jossey­Bass.
Optional
MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto, ONT: University of
Toronto Press.
(If Learning in Adulthood was too dense and wordy for you, this may be the
book you want. It's a nice clear overview of learning theory but nothing new
and different from LoA, just easier to read.)
McKeachie, W. J., & Svinicki, M. (2006). McKeachie's teaching tips: Strategies, research, and
theory for college and university teachers, (12th ed.). Boston: Houghton Mifflin.
(Yes, the 13th ed is out but it's~$50 more. I haven't seen the new edition in person to
either recommend it or not.)
Vella, J. (2002). Learning to listen, learning to teach (Rev. ed.). San Francisco: Jossey Bass.
OR
Vella, J. (2007). On teaching and learning. San Francisco: Jossey Bass.
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D600 The Teaching-Learning Transaction in Adult Education
Master of Science in Education, Adult Education
Course Description:
This course provides a critical inquiry into the interrelation of teaching and learning and various
dimensions of this process including motivation, culture, facilitation, and professional ethics. We
will investigate teaching perspectives, the challenges of curriculum and learning event
development, the evaluation of teaching/learning from multiple perspectives, and the
differences in teaching and learning in formal and informal contexts. Prerequisite: D505 or D506
What that means for you:
By the end of the semester you should be able to
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explain the major concepts of and concerns about the teaching/learning process
to folks outside adult education (i.e. in plain English)
apply learning theory to plan motivating curriculum and learning activities
discuss issues of power, privilege, and ethics in the teaching/learning process
and have a plan for addressing these issues in your context
use a variety of strategies to support learning and explain your decisions to use
specific activities in a given situation describe your perspective on teaching and
your professional development plan
All this breaks down into a schedule like this:
Teaching and Learning
Module 1: Teaching and learning, is it a transaction, a relationship, or something else?
Module 2: How your learners and their context influence what you do
Module 3: How learning theory and research influence what you do
Module 4: How ethics and expectations influence what you do
Module 5: Teaching Strategies
Module 6: Assessment and Evaluation
Module 7: Perspectives and professional development
Course Overview
Learning Activities:
I’m planning activities that give you opportunities to explore different techniques, learn new
skills, and organize sets of resources. You don’t need to be teaching to take this class but you do
need some avenue to practice teaching skills and techniques at least a couple of times over the
course of the semester. This could be as part of your regular job or through a volunteer
organization, church, or hobby group or you can just hijack a friend or group of friends and
teach them something. You can learn about a lot of things but until you put them into practice
most of the time you don’t really “get” it. Being able to actually teach with learners who aren’t
your fellow students will allow you a different perspective on the application of the concepts.
Depending on where your interests lie, this could even be a one­to­one teaching/learning
situation – for example if you would normally use your teaching skills in individual advising
sessions or tutoring or patient education or the like.
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D600 The Teaching-Learning Transaction in Adult Education
Master of Science in Education, Adult Education
Major Learning Activities (475 Points Total):
Module 1 ­ Discussion on the teaching learning transaction/relationship/process (50 points)
Module 2 ­ Group case study (100 points)
Module 3 ­ Create a learning activity using what we have learned so far (75 points)
Module 4 ­ Discussion of ethical issues (50 points)
Module 5 ­ Create a "Tip Sheet" for other instructors on a teaching strategy (50 points)
Module 6 ­ Discussion on assessment and evaluation (50 points)
Module 7 ­ Presentation of yourself as a "teacher" (however you define that in your context)
(100 points)
Other Learning Activities (25 Points Total):
Specifically, points can be earned by doing the following:
showing evidence that you read and can apply the assigned readings in your discussion
forum posts,
actively interacting in discussion (That means thoughtful replies showing analysis,
synthesis, evaluation, creativity, etc. The thread below the original post is where you're
interacting. Posting a response to a question or prompt is like answering in class when
called on. Replying and "conversing" with others is group discussion which is at the heart
of class participation.)
bringing in additional useful resources for the class and
explaining how/why they are useful being a respectful, active,
conscientious group member
Assessment
Assignments will be assessed based on the following three dimensions:
Dimension 1: Accurate, coherent and concise description of content related to adult
education theory and practice
Dimension 2. Quality of analysis and synthesis of material (and/or application of theory to
practice)
Dimension 3. Organization & writing at the graduate level (including grammar, clarity,
structure, spelling and proper documentation of sources when quoting and in the reference
list)
Did you incorporate the "4 Rs"?
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Rigorous
Robust
Relevant
Referenced
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D600 The Teaching-Learning Transaction in Adult Education
Master of Science in Education, Adult Education
The total points for Learning Activities add up to 600 points. Late assignments will have points
deducted if prior arrangements have not been made.
If you are given the option of revising an assignment you will have a deadline for submitting the
revision. Revised assignments submitted after that deadline will have points deducted if prior
arrangements have not been made.
Grading Scale:
The School of Education's policy regarding grading for student work at the Graduate level
provides the following outline for scoring student assignments:
A
[95 ­ 100%] Extraordinarily high achievement and professional quality of work; shows
unusually complete command of the subject matter; represents an exceptionally high
degree of originality and creativity.
A­ [90 ­ 94%] Exceptionally thorough knowledge of the subject matter; outstanding
performance and professional quality of work.
B+ [86 ­ 89%] Significantly above average understanding of material and professional quality of
work.
B [83 ­ 86%] Signifies mastery and fulfillment of all course requirements; very good
professional quality work.
B­ [80 ­ 82%] Good, acceptable work.
C+ [77 ­ 79 %] Satisfactory quality of work.
C
[73 ­ 76%] Minimally acceptable performance and quality of work; partial mastery.
C­ to D [60 ­ 72%] Unacceptable work, does not demonstrate mastery.
F
[Below 60%] Completely unacceptable work.
Anything lower than a C is considered a failing grade and does not count towards a graduate
degree.
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Master of Science in Education, Adult Education
Academic Integrity and Student Responsibilities
Please be aware that I am serious about academic integrity. During almost every semester I’ve taught,
someone has violated (intentionally or not) the academic code of conduct. It creates unnecessary and
difficult tension for everyone involved, and undermines the learner’s credibility. If you have any
reservations about using materials (someone else’s OR your own), please contact me so I can help you
understand clearly the ethics and policies involved. I want to assure you and the university that we value
and practice ethical behavior.
The IU Academic Handbook states that faculty members have the responsibility of fostering the
"intellectual honesty as well as the intellectual development of students....Should the faculty member
detect signs of plagiarism or cheating, it is his or her most serious obligation to investigate these
thoroughly, to take appropriate action with respect to the grades of students, and in any event to report
the matter to the Dean of Students. The necessity to report every case of cheating, whether or not
further action is desirable, arises particularly because of the possibility that this is not the student`s first
offense, or that other offenses may follow it. Equity also demands that a uniform reporting practice be
enforced; otherwise, some students will be penalized while others guilty of the same actions will go
free." (p. 172).
At the graduate level it is expected that everyone knows what constitutes student misconduct. In case
there is any question about this issue, here are the rules: Projects or papers may not be submitted to
fulfill the requirements of two courses without the permission of both instructors. Submission of a paper
completed in one course for an assignment in another course is a violation of the IU Code of Student
Rights, Responsibilities, and Conduct. The code is accessible on the internet at
http://bulletins.iu.edu/iu/gradschool/2014-2015/requirements/. Please familiarize yourself with this if
you have not already done so.
The Adult Education Department uses the services of TurnItIn.com to verify all papers submitted.
Americans with Disabilities Act
If you need any special accommodations due to a disability, please contact both your instructor and the
Assistive Technology and Accessibility Center at Herman B Wells Library,
Room W305H (West Tower),
Phone: 812-856-4112
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