WED 486 Adult Learning Course Syllabus - SIU

[Pages:17]WED 486 Adult Learning Course Syllabus

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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WED 486 Adult Learning

Course Syllabus

SYLLABUS

Instructor: Contact Hours: Telephone: E-Mail:

Dr. Jennie Wong 9:00 am ? 4:00 pm (M-F) (909) 455-6669 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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METHODS OF INSTRUCTION/LEARNING

SYLLABUS

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

6 in-class

Participation

sessions

1/11 1/11 1/12

5 Individual

Reflection

Question 1

1-2 pages Submit via Drop Box

1 Individual

Student

Included in Submit via Drop Box

Information

syllabus

5

Team

Charter & Plan Included in Submit via Drop Box &

syllabus

bring copy to class

1/25 1/25

25

Team

Chapter(s) See syllabus Submit via Drop Box &

Presentation

bring copy to class

10 Individual

Reflection

1-2 pages Submit via Drop Box &

Questions 2 &3 per question 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 5-8 minutes Submit via Drop Box & Presentation with Power bring copy to class Point slides

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2/22

10 Individual

Reflection Questions

4 & 5

SYLLABUS

1-2 pages Submit via Drop Box & per question bring copy to class

Total 100 Points

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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