PCSS330-17B (HAM)

Adults Learning for Life

20 Points

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Te Kura Toi Tangata
Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

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Convenor(s)

Brian Findsen

Brian Findsen
8257
TL.2.13
To be advised
brian.findsen@waikato.ac.nz

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: sussi.bell@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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This paper explores the character of adult learning from varied perspectives including an analysis of specific social issues in the field. It focuses on areas within lifelong learning where social inequalities are most prevalent.

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Paper Structure

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Class Sessions:

In this course you are expected to actively contribute to the establishment of a learning community for the duration of the course. This means in practice that you read the materials for each topic, get involved in discussion and present ideas (individually or as part of a group) to stimulate debate. While your lecturer will steer the course in terms of presenting new topics, you will be encouraged to be semi-autonomous and self-directed in your studies. In addition to classroom contact some communication will occur via Moodle.

Programme & Format

This course explores the three major themes listed below

  1. The Foundations of Adult Learning/Education
  2. Understanding Key Concepts in Adult Learning/Education
  3. Contexts/Fields of Adult Learning/Education

The principles underlying this course are encouragement of active learning from students, where peer review and debate is encouraged, and working from an early structure to increasing devolution of curriculum to students. See below for more detail. The course is programmed to run in the following sequence; however, there may be some run-over of topics from one lesson to the next and maybe one week to the next. Hence, the schedule, below, is a general guideline - not an absolute one.

The intended nature of the course

Firstly, because of the way this course has been designed, class participation will be essential for it to be effective.

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. Students will have a great deal of choice to research and prepare an essay on a relevant topic (see Assignment 3, essay topic for more details). It is the intention that the course is structured in a way that enables students to build their essay assignment throughout the entire semester. Therefore, much of the nature of the course will involve directed student reading and classroom feedback on that reading.

In our class time we will explore the themes outlined in Table 1 above, through discussion, mini-lecture and from student presentations. Prior to attending class, students will be directed to read about the topic/theme for the week and also consider how it relates to their chosen essay context. In class, students will be allocated a set time to feed back their readings to the group, what they gained from it and how it relates to their essay context.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Develop a sound understanding of adult learning principles and orientations.
    Linked to the following assessments:
  • 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:
  • Analyse an issue from the field of adult learning and present a critical discussion based on solid research.
    Linked to the following assessments:
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Assessment

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Assessments

Table 2. Assessments and timetable

AssessmentDescriptionDue dateWeight
1. Book ReviewCritical review of selected books.Week 4.
In Moodle by 4.00pm on Thursday, 3 August 2017		30%
2. Group PresentationGroup Presentation on one of the main topics of the course Weeks 7 to 12. 30%
3. EssayIndividual essay on the main topic presented as a group (student’s choice)Study Week
In Moodle by 4.00pm on Thursday, 12 October 2017		40%
  • See below for further information on assessment procedures.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 1:0. 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 1:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Book Review
3 Aug 2017
4:00 PM
30
  • Online: Submit through Moodle
✔
2. Group Presentation
30
  • In Class: In Workshop
✔
3. Essay
12 Oct 2017
4:00 PM
40
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Foley, G. (Ed.) (2004) Dimensions of Adult Learning: Adult Education and Training in a Global Era. Crow’s Nest, NSW: Allen & Unwin.

This book is the required course text. All students should purchase this book or acquire access of designated chapters through an electronic copy on the University of Waikato’s library catalogue free of charge. (There will be printing costs). The text is available from Bennett’s University Bookshop. In addition, a compilation of required readings for PCSS330 is available through Waikato Print.

Separately, related to assignment one, a list of books in adult learning/education and lifelong learning is available on Moodle, especially related to assignment one..

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Recommended Readings

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Recommended:

Perrin, R. (2012). Pocket guide to APA style. (4th ed.) Boston: Wadsworth Cengage Learning.

Useful sources:

The following are particularly useful and available in the library:

Benseman, J., Findsen, B., & Scott, M. (Eds.) (1996). The fourth sector: Adult and community education in Aotearoa/New Zealand. Palmerston North: Dunmore Press.

English, L. (Ed.). (2005). International encyclopedia of adult education. London: Palgrave Publishers. (On Course Reserve in UOW library)

Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (Eds.) (2007). Learning in adulthood: A comprehensive guide. 3rd Ed. San Francisco: Jossey-Bass. (Available on-line through UOW catalogue).

Tight, M. (2002). Key concepts in adult education and training. (2nd ed.) London: Routledge.

Wilson, A.L & Hayes, E.R. (2000). (Eds) Handbook of adult and continuing education. San Francisco: Jossey Bass. (On course reserve in UOW library)

The nature of this course is more concerned with discussion based on directed student readings than with formal teaching and lecturing.

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Other Resources

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You will be expected to monitor Moodle on a regular basis. From time to time, additional resources may be added to complement instruction and discussion in class.
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Online Support

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Moodle is a crucial resource for advice and further learning opportunities.
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Workload

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This paper has a 20 point value and you are expected to engage at a rate of 10 hours per point. In effect, this means that you have a formal engagement of up to 50 hours in class, supplemented by your independent learning of around 150 hours.
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Linkages to Other Papers

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This paper complements PCSS231 (Planning learning opportunities for adults) and may lead into further study at postgraduate level in adult education/lifelong learning. At postgraduate level, you may undertake PCSS530 Issues in Adult and Tertiary Education.
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Prerequisite(s)

40 points at 200 level, including 20 points in Education and Society.

Corequisite(s)

Equivalent(s)

Restriction(s)

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