Faculty of Education BachElor of arts in adult Education and digital technology

Transcription

1 Faculty of Education BachElor of arts in adult Education and digital technology

2 A message from the director The Faculty of Education s Bachelor of Arts (BA) in Adult Education and Digital Technology (AEDT) program recognizes the growing importance of formal and informal lifelong learning as seen in the expanding professional development needs of post-secondary instructors, as well as similar requirements in the corporate, governmental, community-based and professional workplace environments. As the instructional demands of these large institutions and organizations continue to grow outside the traditional university and college-based education system, and as human resources departments turn their attention to the economic benefits of just-in-time online learning opportunities, there is an increased need for individuals with the knowledge, competencies and skills associated with teaching and learning in adult education environments in the digital age. The University of Ontario Institute of Technology s (UOIT) BA in AEDT program intends to prepare a new kind of expert who is essential to the knowledge-based economy; an expert who possesses both a broad social understanding of adult education and the specialized knowledge and competency base with a focus in the use of digital technologies for learning. This program is designed with you in mind. It is built on UOIT s strength in digital technology and Faculty of Education s focus on learning and technology. Please let us know how we can help you continue along your career path! Sincerely, Dr. Roland van Oostveen Director, BA in AEDT program

3 Benefits of a Bachelor of Arts in Adult Education and Digital technology degree Leverages the potential of digital technology affordances in adult education contexts. Provides alternatives for employment opportunities outside the kindergarten to Grade 12 education system. Capitalizes on the recent success of pathway programs, allowing qualified students with a college diploma to receive a university degree, while simultaneously decreasing the time required for completion. Affords careers in HR management and training in the industrial, commercial and various other sectors. Offers adult educators in the corporate and government sectors opportunities for professional development and advancement in adult education and human resource development. Situates graduates as college educators, military trainers, health educators (both for professional development and public education), as well as education bureaucrats and public educators in other service areas.

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5 Online program structure With this program, the Faculty of Education has the ability to reach potential students anywhere in the world. Its structure and planning offers a balance between flexibility of scheduling, and the power of personal contact, while remaining totally independent of geographical location. The courses are designed to allow access from a wide range of mobile devices, such as smartphones and tablets (ipads, Playbook, Galaxy Tab, etc.), therefore favouring the development of a truly mobile learning culture. A typical 36-hour (three credits) course will be articulated in 12 weekly modules with each including: A total of 60 minutes of video clips available online (e.g. YouTube). Sixty minutes of synchronous group activities (tutorials) using a videoconferencing application such as Adobe Connect moderated by one teaching assistant per 30 students. Equivalent of one hour of work to be done online asynchronously (e.g. discussion forum, wiki entries, etc.); and Blackboard will be the primary course publication source for the syllabus, communication with students and for publication of presentation files to allow access to URLs published within them. Video clips will be produced by a content expert, (i.e. a UOIT professor or a recognized expert from another institution). Tutorials will be planned in detail by the professor or content expert and presented by a teaching assistant (TA) or the professor on a weekly basis. By scheduling different groups at different times of the day and of the week, the program will be able to accommodate (dependent on numbers) students residing in a wide variety of time zones. Each weekly class will include online activities such as forum discussions, self-directed learning activities, etc. Although this covers the basic weekly three-hour commitment to the class, additional reading or other course work will be expected from the students.

6 Admission requirements Regardless of educational background, all applicants to undergraduate programs must have specific prerequisite subject knowledge for their intended program of study. The specific average or standing required for admission varies from year to year. Students are selected by taking into consideration a wide range of criteria, including: Distribution of subjects taken. Performance in subjects relevant to the academic program. School marks. Direct entry Starting in the fall of 2014, the BA in AEDT will be admitting graduates from Ontario secondary schools who have graduated with an Ontario Secondary School Diploma (OSSD) with a minimum overall average of 70 per cent in six 4U or 4M courses, including English (ENG4U). Advanced entry The BA in AEDT is currently admitting graduates with an Ontario college diploma or equivalent, with an overall B average or better. These students can receive up to 60 transfer credits toward the degree. Note: This program does not qualify a graduate for membership in the Ontario College of Teachers or to teach in Ontario s elementary and secondary school systems.

7 Program descriptions Direct entry Students entering the four-year BA in AEDT directly from secondary school will need to successfully complete 72 credits (24 program courses) for degree completion, including: Elective courses (36 credits, 12 courses). Fourth-year thesis (six credits). Introductory Psychology (three credits). Introductory Sociology (three credits). Before students can enrol in 3000 or 4000 level courses, they must successfully complete: Fundamentals of Professional Writing. Online Learning Theory and Research. Fifteen additional credits at the 1000 or 2000 level. Note: No more than 30 credits at the 1000 or 2000 level will be counted toward degree completion. Advanced entry Advanced entry students in the two-year BA in AEDT program will need to successfully complete a minimum of 60 credits for degree completion, including 54 credits (18 program courses) and a fourth-year thesis (six credits). COURSE Instructional Design Social Foundations and Digital Technologies Serious Gaming and Simulations PRE-REQUISITE(S) Creating Digital Tools. Graphic Design, Digital Technologies and Learning. Culture and Digital Technologies. Social Justice Issues in Adult Education. Problem-based Learning.

8 Program maps Direct entry First year Digital Communication Technologies (three credits) Foundations of Adult Learning (three credits) Foundations of Digital Teaching and Learning Technologies (three credits) Fundamentals of Professional Writing (three credits) History of Digital Technologies (three credits) History of Theories of Learning (three credits) Introductory Psychology (three credits) Introductory Sociology (three credits) Learning Technologies (three credits) Psychological Foundations and Digital Technologies (three credits) Social Foundations and Digital technologies (three credits) Second year Culture and Digital Technologies (three credits) Digital Technologies and Adult Learning (three credits) Digital Technologies and Advanced Teaching Methods (three credits) Four electives Graphic Design, Digital Technologies and Learning (three credits) Online Learning: Theory and Research (three credits) Technical Support for Adult Learning (three credits) Third year Creating Digital Tools (three credits) Financial Management of Online Learning (three credits) Four electives Information Literacy (three credits) Problem-based Learning (three credits) Technology Trends and Issues for Learning (three credits) Workplace Learning (three credits)

9 Fourth year Fourth year Assessment for Adult Learning in a Digital Context (three credits) Instructional Design (three credits) Four electives Serious Gaming and Simulations (three credits) Social Justice Issues in Adult Education (three credits) Thesis (six credits) ** The Faculty of Education reserves the right to change the term or year in which specific courses may be offered. Note: No electives will be offered during the first three rollout years since Advanced Entry will be offered for the first two years followed by direct Entry in the third year of operation. Advanced entry First year Creating Digital Tools (three credits) Culture and Digital Technologies (three credits) Digital Technologies and Advanced Teaching Methods (three credits) Foundations of Adult Learning (three credits) Foundations of Digital Teaching and Learning Technologies (three credits) Fundamentals of Professional Writing (three credits) Online Learning: Theory and Research (three credits) Problem-based Learning (three credits) Psychological Foundations and Digital Technologies (three credits) Serious Gaming and Simulations (three credits) Second year Assessment for Adult Learning in a Digital Context (three credits) Digital Communication Technologies (three credits) Digital Technologies and Adult Learning (three credits) Financial Management of Online Learning (three credits) Graphic Design, Digital Technologies and Learning (three credits) Information Literacy (three credits) Instructional Design (three credits) Social Justice Issues in Adult Education (three credits) Workplace Learning (three credits) Thesis (six credits)

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11 Student computer requirements Hardware requirements In order to be able to take advantage of all the resources available for this program, students require access to a computer, preferably a laptop, with these minimum characteristics: Audio capabilities with appropriate combination headset/microphone (external speakers are not acceptable as they tend to cause feedback noise). High Speed Internet access. Operating system: - Windows 7 or newer - MacOS X 10.6.x or newer Video capabilities with either a built-in or external compatible WebCam. Candidates must have access to high-speed Internet service, preferably at home as schools tend to have firewalls that can block many key features of these courses, such as videoconferencing. Basic software requirements MS Office, Open Office or Google Docs: - Presentation application - Spreadsheet capability - Word processing Web browser: - Firefox - Google Chrome - Internet Explorer - Safari Additional software A free set of basic software packages will be made available online for use by students and each course instructor will also supply additional information about whether course-specific software is required. Although most software will be free, it is highly probable some software may need to be purchased by students. The cost will never represent more than the average normal cost of books associated with such studies. Required computer skills Students must possess a minimum technical skill set that allows them to use the necessary technology used in their courses. All students should be comfortable with the use of their computer and the basic software listed above.

12 Faculty of Education 11 Simcoe St. North P.O. Box 385 Oshawa, Ontario L1H 7L7 Canada ext (fax)