Northeastern University Online College of Professional Studies Course Syllabus

Transcription

1 Northeastern University Online College of Professional Studies Course Syllabus EDU 6211: NEW DIRECTIONS IN ADULT LEARNING, TERM B, WINTER 2012 Instructor: Gail Matthews- DeNatale, Ph.D. Contact: g.matthews- Mobile Skype gmdenatale (by appointment) * preferred! Course Dates: February 21 March 31 Note: Unless otherwise noted, you can expect a response from me within 24 hours during the week and 48 hours over the weekend. Course Objectives Become conversant with the principles of adult learning Perceive adults as a heterogeneous group, with diverse abilities, needs, and cultural perspectives Examine the motivations of adult learners and the settings in which adult learning takes place Plan, create, and present a learning module designed to meet the needs of adult learners COURSE OVERVIEW New Directions in Adult Learning recognizes that adults continue to seek out opportunities for learning well beyond their early twenties. Some stop out of college and return to complete their degrees after years of work or family commitments. Others receive tuition subsidies through employers, participate in employer- sponsored trainings, or seek additional certification in the wake of layoffs. Even in retirement, adults find fulfillment in pursuing learning opportunities made possible by expanded leisure time. Some learning opportunities are offered formally through an institution of higher education; others are more informal, through organizations such as Elderhostel and special interest clubs. Collectively, all of these forms of education are referred to as lifelong learning. This course examines the social and psychological aspects of adult development, the motivations of adult learners, and strategies for meeting the educational needs of adults. Special attention will be given to new formats and tools, including online learning. Please note that this is an accelerated, intensive course. The workload for each week far exceeds that which you would be assigned in a full term course because we will be completing an entire quarter s worth of work in six weeks. This will not be easy, but if you give it your all, it will be very rewarding!

2 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 2 REQUIRED BOOKS Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults Raymond J. Wlodkowski Jossey- Bass; Third edition 2008 ISBN Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing Curtis J. Bonk and Ke Zhang Jossey- Bass; First edition 2008 ISBN These books are required, so you will need to purchase a print copy or download the e- book edition before the course begins. You can order this book from Northeastern University Bookstore by phone at (617) or (617) , online at or purchase in person at the main campus bookstore. In addition to the text, each week I will assign additional articles, videos, and podcasts all of which will be provided within the weekly modules. HOW THE COURSE IS STRUCTURED Modules: The course is divided into six modules, one for each week of the course. You can access the modules through the left- hand menu of the course. Each Monday you will begin a new module. Each module contains all readings, video viewings, and assignments to be completed that week, as well as links to online tools you will use to participate in discussions and submit assignments. Each week you will be expected to contribute to one or more written discussions. This contribution is counts toward your participation in the course. Since participation is 45% of your grade, give these assignments your full and thoughtful attention! Written Discussions: Discussions are a place for you to process readings, voice ideas, and grapple with topic- related issues. Weekly modules include writing prompts designed to guide your discussion. Remember to ground your contributions in evidence, referencing course readings/videos and providing examples from your own experience. TIPS In large classes such as this one, the volume of text can be overwhelming. Here are some ideas that help: Download print versions of each module for reference and offline reading. Use the Collect discussion tool to gather starter posts on Wednesday morning, skim to look for ideas that interest you. Identify two people to have a conversation with and write follow- ups to those messages. Note: Some people like to follow discussions in real time to enhance their sense of community. Click the subscribe button and all posts will be forwarded to your account as soon as they are posted. Be forewarned that this option can generate LOTS of ! But I do recommend subscribing to the Water Cooler.

3 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 3 The goal is to have a substantive dialogue with your peers about course concepts, questions, and concerns. Written discussions begin with a starter message, that you post before 11:59 p.m. EST Thursday, after which you read your colleagues messages and post several follow- up messages between Thursday and 11:59 p.m. EST on Sunday. You may post at any time during this three- day window, but do not wait until the last minute. Check the discussion several times between Thursday and Sunday to see how it develops and chime in with your thoughts. For more information on how discussions are evaluated, see Assignments and Grading below. TERMINOLOGY Starter Message: A post that is submitted at the beginning of the week s discussion (before 11:59 EST each Thursday). Starter messages are designed to pool information and reactions to the week s readings/viewings. Follow- up Messages: Individual posts that you write in response to the starter messages. In these messages you question, compare, debate, refine ideas, and apply what you are learning to your daily life and work. eportfolios: Each week you are exposed to new ideas that you discuss and apply to your daily life and work. You read, see presentations, watch videos, and browse websites. What do you want to remember and be able to access long after the course is over? You also create things: reading notes, written exercises, discussion posts, module plans, and multimedia presentations. What does all of this work add up to? What does it tell you about your progress as a learner, aspects of your work that you want to celebrate and/or improve? How will this learning help you achieve your goals, or perhaps prompt you to change your plans? These are the questions that an eportfolio is designed to address. At the end of the second week you will make an entry in your eportfolio, reflecting on the quality of your work and what you have learned in the course so far. You will also attach at least on sample of your work to the reflection. This work sample provides evidence of your learning that you and the instructor will examine to assess your accomplishments. The attached work sample could be anything that you have done for the course, including stories, discussion posts, reports, etc. Your reflection does not have to be long one to two paragraphs will suffice but it should be grounded in your work for the course. If you wish, you can also save links and other course resources in the section of your eportfolio entitled For Future Reference. Why eportfolios? In the days of yore we jotted things in a notebook. Today we still may write things out, but we also surf websites, view and listen to recordings, record our own messages, create images, and develop presentations. The good news is that literally trillions of websites, online tools, and videos are at our fingertips. The bad news is that it s overwhelming if we try to remember everything, we will actually learn nothing at all. We need to learn how to filter. Your eportfolio is a place for you to take a snapshot what you've learned so far so that you can see what your learning adds up to over time. In the same way that a sequence of still images viewed in rapid sequence creates a wonderful movie, your eportfolio is the story of your journey as a learner. For more information on eportfolios and the Master of Education eportfolio requirement, see the Assignments and Grading section of this syllabus. To read and view step- by- step instructions for setting up your eportfolio, click on eportfolio the left- hand menu of course options.

4 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 4 AN IMPORTANT NOTE ON TIME AND INVOLVMENT IN AN ONLINE COURSE It may be tempting to think that an online course will be less time- consuming than a face- to- face class. Please don t make that mistake. In fact, the two types of courses require the same amount of time, except that in an online course much of your work will be done independently writing and reading posts, viewing materials, etc. In this online course you will take an active role that requires discipline and time management. Remember that accelerated courses accomplish the same amount of learning that takes place in a ten- week quarter in only 6 weeks. This means you should allot yourself approximately 12 hours a week to participate in the class!! Importantly, this will be active learning, so it may feel like you are spending even more time than when you take a face- to- face course. (It may be easy to fall asleep in class, but much harder to do so when writing on- line!) However, precisely because you will be actively involved, you have the opportunity to learn an incredible amount in a relatively short time. There is a rhythm and pattern to the work. Arrange your schedule according to the regular deadlines outlined in the chart below, setting aside several regular blocks of time each week to be in class. Monday Tuesday Wednesday Thursday Friday Saturday Sunday New module becomes available Read, do assignments, watch videos Read, do assignments, watch videos Read, do assignments, watch videos Author starter message Author starter message 11:59 p.m. EST deadline for posting starter message Read and write follow-up messages in response to classmates discussion posts Read and write follow-up messages in response to classmates discussion posts 11:59 p.m. EST deadline for responses to classmates posts Since this is a six- week intensive course you will need to be online at least three to four times per week, particularly during the Thursday- Sunday window for follow- up discussion. Your participation is asynchronous, allowing you to work at any time convenient to you. However, you need to contribute in a timely fashion throughout the week so that the group will achieve its goals. Late or last minute discussion messages will have a devastating impact on your participation grade! COMMUNICATION WITH THE PROFESSOR Professor Participation in Weekly Discussions: The weekly discussions are intended to create a conversation among students, not a back- and- forth between the professor and students. Therefore I will not respond to each message. However, I will follow your work closely. Expect to hear from me on Friday or Saturday with a mid- discussion message. My facilitation posts will include observations and questions designed to help you take your conversations to a deeper level.

5 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 5 Water Cooler Discussion Area for General Questions: In addition to topic- specific discussions that are part of in each week s work, there is a discussion included in the website entitled Water Cooler. Post questions about the course or requests for clarification in this public area, because if you have a question it is likely that others are wondering about it, too. The whole class benefits from your query. Announcements: In addition to discussion facilitation posts, I ll also send logistical updates as needed. Depending on the nature and urgency of the message I will make an announcement, post in the discussion, send an message, or all three. Please check your Northeastern on a regular basis; otherwise you may not see an important message! If you have a follow- up question about an announcement, please post it in the Water Cooler discussion so that all can benefit from your query. Office Hours: Flexibility of location is one of the benefits of online learning. Students access this class from a wide range of time zones. Use the course tool to request a meeting and we will find a time that works for both of us. We can talk over the phone or face- to- face using Skype (username gmdenatale). If you live in the greater Boston area it might even be possible to meet in person! GETTING HELP The best place to go for help depends on the specifics of your concern or question. Please post course- related questions and concerns to the "Water Cooler" discussion, and check this discussion regularly to stay in the loop on questions and clarifications. Tip: The subscribe option forwards messages directly to your , making it easier to monitor this discussion. If you have technical questions or concerns about Blackboard, please visit the Northeastern University Online Support Center ( where you can access tutorials and get live chat support, or call For Digication eportfolio help, visit the Digication Support Desk at or download the Help Guide at Logins: The login URL for Blackboard is The URL for Digication is (a login link is also included in the course website). ASSIGNMENTS AND GRADING IMPORTANT NOTE: I will not accept late postings, papers and presentations unless there are mitigating circumstances (e.g., significant health events or a death in the family and documentation). Contact me immediately with a request for an extension prior to the deadline. I reserve the right to deny extension requests that are not substantive and documented. You should also tell your group and/or partners.

6 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 6 Grading Distribution Class Participation (e.g., discussion posts) (5 points for week one, 8 points per week thereafter) Module, Group Presentation, Self/Teammate- Assessment eportfolio (10 points after week two, 15 at the end) 45% 30% 25% Unit Topic Unit Scope of Work 1. Learning, Adults, and Motivation What do we know about how people learn? What does the term learning mean? What are the unique characteristics of adult learners? What motivates adults to learn? Wlodkowski Chapters Settings and Learning Climates What formats work best for adult learners, face- to- face and online? How can we improve the learning experience for all adults, regardless of place or space? Wlodkowski Chapters 3-4, Bonk and Zhang Chapter 1 Make a reflection entry in your eportfolio and attach a piece of your work to it Final project groups are formed at the end of the week 3. Learning Experiences and Learning Design What s involved in designing successful learning experiences for adult learners? How do we determine what the learners need and, by extension, what we need to focus on? How do we decide what order to do things in, what approach to take, and what to have the learners do? Wlodkowski Chapter 5, Bonk and Zhang Chapters 2-3 Work with your group to plan and post Phase I of your planner. 4. Facilitation and Teaching Strategies What does it mean to teach adults, face- to- face and online? How can you design online discussions that are engaging and interesting? What s the difference between teaching a class and facilitating learning? Wlodkowski Chapter 6, Bonk/Zhang Chapters 4-5 Work with your group to plan and post Phase II of module plan and peer feedback 5. Technology for All What do older adults need to succeed as online learners? How does pervasive use of technology shape the expectations and perspectives of many younger adult learners? How can we be responsive to the needs and perspectives of both adult learning demographics? Wlodkowski Chapter 7, Bonk/Zhang Chapters 6-7 Implement module plan, develop presentation about the plan 6. Final Presentations Presentations, Peer Feedback, Self- Assessment, and Leave- Taking Make a reflection entry in your eportfolio and attach your group s final presentation to it

7 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 7 All work in this course should be either original or with proper attribution. Any submission that does not include proper attribution or is plagiarized will receive an automatic grade of F. Please read the grading standards in the CPS Student Handbook, located at services/student- handbook. Class Participation (45%): You are expected to participate in all assigned discussions on a weekly basis (and on time). You should do so having completed all readings/viewings and ready to participate actively and constructively in the discussions. Please note that these assignments constitute a major portion of your grade. Remember that your classmates and group mates are counting on your contributions to the wikis and discussions. It is your responsibility to not let them down! At a minimum, messages should exhibit the following qualities: Value: There's nothing more annoying than clicking on a message link to find that it reads "me too" or "I agree totally." So be sure that your messages add something substantive to the conversation. If you agree or disagree with another person's post, say why. Draw on ideas from assigned materials and your own experience; relate your input to the topic and larger course concepts. Please note that I will look for evidence in your posts that you have viewed and read the weekly materials! Also, if you see a website or news clip that s relevant, or if the discussion resonates with things you ve learned in other courses, please tell us about it. Connections: Making connections is an important part of a discussion- based approach to learning. Ask questions and build on the ideas of others to take the conversation to a deeper level. In incorporating readings into your responses, the goal is not to quote chapter and verse (e.g., "on page # the author states that X"), but rather to figure out what the course concepts mean, what you think of them, and how you intend to act upon what you're learning in your lives and work. So follow- up messages might read something like one of the samples below - - though this is not an exhaustive list o "When I compare X reading with Y in our discussion, I [think, conclude, disagree]... because..." o "John, when you say X, that seems different from Y in our reading. What do you make of that?" o "Jane and Joe s comments that X reminds me of Y. If that's the case, then I think Z." o "The author/teacher says X, but when I look at my experiences at my [school, workplace] Y I'm not buying it. I think Y because Z." Concision: Abraham Lincoln is credited with saying "I'm sorry that this letter is so long. I didn't have time to write a short one." Message composition is part of the learning process, because in editing the message you are also clarifying your thoughts for yourself. Take time to craft your message before you post it, writing a first draft and then editing it down to the most essential components. Your message should have one main thought. Avoid composing directly in the message board because that leads to "stream of conscience" writing. Your starter message may be longer than follow- up messages, because it lays out your thinking (aim for less than 200 words). Follow- up messages will be shorter and should be interactive, questioning and building on things that the group has said ( words). The ideal post contains no more than one screen full of text, and

8 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 8 the text is formatted in paragraphs, bullets, headings, etc. to make it easier to read. Timeliness and Follow- Through: The quality of a discussion is directly related to timeliness of posting. When participants post messages before the deadlines, the group has more to work with in the ensuing discussion. Likewise, follow- up messages should be timely and build upon the contributions of others questioning, looking for connections, reconciling discrepancies, and grappling with ideas. Good discussions involve multiple volleys of communication. Do not wait until the last hour on Sunday to post all of your messages! Group Presentation (30%): At the end of the second week, you will partner up in a group to plan, develop, and present a unit module to your classmates. Each group will be given its own space to work in that includes lots of tools for collaboration and document sharing. To guide the planning process, you will use a planning template (an MS Word file). Each week your group will complete one section of the planner, post it, and receive feedback from classmates. During the last two weeks of the class your group will turn your plan into a fleshed- out module, designed for adult learners, that includes: Defined learning objectives, A rich set of resources for learning, A thoughtfully- designed sequence of varied activities that draws on learners prior experience, and Products of student work that provide evidence of learning. In the final week of the course your group will post its module materials and deliver a minute online presentation about the module. Presentations that run longer than 12 minutes will be penalized Please note that the presentation is in addition to the module, communicating the rationale for your module design and what you have learned from the experience. You are probably used to giving presentations in person, but it s important to know how to give a presentation over the web. This is an opportunity for you to experiment with giving a presentation in this format, combining text, visuals, and audio. For example, you could use voiceover PowerPoint, a web- based tool (e.g., Prezi, VoiceThread, AuthorStream, YouTube), or use Blackboard Wimba, a webinar tool. For Wimba, contact your instructor in advance to set up a room. Whatever technology you use, test it out and PRACTICE BEFOREHAND! Final presentations should be posted no later than 11:59 p.m. the Wednesday of week 6. The class will view and provide feedback on presentations the week of week 6. eportfolio (25%): In this course, you will use an eportfolio to consider how the things you learn in this course connect with the things you re learning and working on in other domains of your life, present examples that demonstrate the quality of your work, and store a copy of your final module/presentation. You will make two entries, one at the end of week two and another at the end of the course. Instructions for how to create your eportfolio are in the eportfolio section of the course website. The College of Professional Studies uses Digication as its eportfolio platform, a tool that is known for its ease

9 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 9 of use ( Your Digication eportfolio will remain active even after you ve graduated so you can use it for job- seeking, annual reviews, and life- long learning. It is yours to keep. ABOUT THE INSTRUCTOR: GAIL MATTHEWS- DENATALE, PH.D. I have a Ph.D. from Indiana University, and I have taught at Indiana University (Bloomington), IUPUI, University of South Carolina, George Mason University, and Simmons College. In September 2010 I joined the Northeastern University Graduate School of Education as a full- time faculty member. I teach Emerging Trends in Education, New Directions in Adult Learning, and lead an initiative to integrate eportfolios into the Masters in Education program. With a background in ethnography, at other institutions I have also taught courses on Oral History, and Digital Storytelling. I've worked for over twenty years in higher education (I guess that gives away my age!). In that time I've held a range of roles: faculty, instructional designer, academic technology administrator, and even academic dean. I also have experience working with educators at primary and secondary schools. In each of these roles, I've had the privilege of seeing the institution and its challenges from different perspectives. Education is an important and complex venture, so it's understandable that there are so many different perspectives on strategies for improvement. In this class I look forward to exploring those perspectives with you, and to thinking about possibilities for change that are "outside the box" new models that will make a difference in the lives of our students for years to come. I grew up in eastern Tennessee and Western North Carolina and came up North with my husband about fifteen years ago. I love to hike in the mountains. The photo above was taken during a weeklong hut- to- hut trek I recently did with my husband and oldest daughter across the White Mountains. It was forty- five miles of rocky trails, but amazing views. I have two daughters, biological sisters from Cambodia, adopted at the same time when Martha was two and Becca was one. They are beauties (I get to say that because I didn t have anything to do with creating their good looks!). Look at the pictures to see what I mean.

10 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 10 MASTER OF EDUCATION PROGRAM EPORTFOLIO REQUIREMENT Purpose: By pursuing a Master's degree, you are in a process of metaphorically speaking writing the next chapter in the story of your life. Your courses are one part of that journey. The eportfolio is designed to help you document your narrative of growth to see how parts relate to the whole. You construct meaning on your journey, considering how the program informs and shapes personal and professional goals. We believe your eportfolio will help you improve the quality of your learning experience, both during and after your time in the program. As of January 2012, all Master of Education students will be expected to develop and maintain an eportfolio throughout their WHAT S AN eportfolio? Have you ever remembered a citation, quote, link or idea from a previous course, but couldn t find it? Have you ever wanted to refer back to work you did earlier in your career or course of study, but discovered that you no longer have the file? Do you want to show off what you ve done to prospective employers or family members? An eportfolios is designed for this and much more. You upload documents and reflections to a password- protected website pictures, multimedia presentations, papers, and videos. Then you decide who gets to see them. You may want to keep some materials to yourself, show works- in- progress to instructors or peers, or showcase your best work to the world. You get to decide. program of study. You are required to select at least one piece of work from each of your courses for inclusion in your eportfolio. After selecting the work sample, write a companion reflection about your course- related learning, how it connects with your program- based learning, and your progress toward life goals Requirements: You are not expected to go back in time and reconstruct your story from previous courses. But, moving forward, at the completion of each course we do want you to attach a sample of your work and write about how the course influenced your development. Some courses may require additional work in your eportfolio. We hope you will use this valuable platform to reflect on your growth so that after you graduate you can take your narrative with you as you continue to pursue your goals. What s Unique about eportfolios: 21 st Century learning challenges us to explore new formats and models for learning. In addition to text- based assignments, your work is expanding to include the creation to include images, audio and video. eportfolios have the capacity to store work in a range of formats, along with notes to yourself about how they might be useful and why you ve saved them. In addition to serving as a repository, eportfolios are online spaces you can use to reflect upon your work, receive feedback from faculty and peers, and keep track of progress toward your professional and personal goals. As opposed to coursework that takes place within Blackboard, eportfolios are course- independent. They make it easier for you to see connections between courses, helping you get the most out of your program of study. As you near completion of your degree, you can use the same tool to create additional eportfolios that showcase your accomplishments. These eportfolios can be useful in job seeking and annual reviews. It makes sense to invest time and care in creating your eportfolio, because it will be available to you long after you have graduated and you can no longer access Blackboard.

11 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 11 ACADEMIC HONESTY AND INTEGRITY STATEMENT The University views academic dishonesty as one of the most serious offenses that a student can commit while in college and imposes appropriate punitive sanctions on violators. Here are some examples of academic dishonesty. While this is not an all- inclusive list, we hope this will help you to understand some of the things instructors look for. The following is excerpted from the University s policy on academic honesty and integrity; the complete policy is available at cps/policies- and- procedures Cheating intentionally using or attempting to use unauthorized materials, information or study aids in an academic exercise. This may include use of unauthorized aids (notes, texts) or copying from another student s exam, paper, computer disk, etc. Fabrication intentional and unauthorized falsification, misrepresentation, or invention of any data, or citation in an academic exercise. Examples may include making up data for a research paper, altering the results of a lab experiment or survey, listing a citation for a source not used, or stating an opinion as a scientifically proven fact. Plagiarism intentionally representing the words or ideas of another as one s own in any academic exercise without providing proper documentation by source by way of a footnote, endnote or intertextual note. Unauthorized Collaboration Students, each claiming sole authorship, submit separate reports, which are substantially similar to one another. While several students may have the same source material, the analysis, interpretation and reporting of the data must be each individual s. Participation in Academically Dishonest Activities Examples include stealing an exam, using a pre- written paper through mail order or other services, selling, loaning or otherwise distributing materials for the purpose of cheating, plagiarism, or other academically dishonest acts; alternation, theft, forgery, or destruction of the academic work of others. Facilitating Academic Dishonesty Examples may include inaccurately listing someone as co- author of paper who did not contribute, sharing a take home exam, taking an exam or writing a paper for another student. NORTHEASTERN UNIVERSITY ONLINE POLICIES AND PROCEDURES For comprehensive information please go to

12 Northeastern University, College of Professional Studies (CPS), New Directions in Adult Learning - P age 12 NORTHEASTERN UNIVERSITY ONLINE COPYRIGHT STATEMENT Northeastern University Online is a registered trademark of Northeastern University. All other brand and product names are trademarks or registered trademarks of their respective companies. This course material is copyrighted and Northeastern University Online reserves all rights. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the express prior written permission of Northeastern University Online. Copyright 2011 by Northeastern University Online, All Rights Reserved