EDPE6016: Semester 1, 2020

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Units EDPE6016 Semester 1 2020 [Normal day]

Unit of study_

EDPE6016: Adult Learning and Development

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

This unit examines selected issues relating to adult development and adult learning. Concepts of growth and decline are explored, particularly in relation to cognitive development, transitions in the workplace, within families, and in other social contexts. Considerations of adult learning focus on adult conceptions of learning, higher education, and the development of expertise. It considers contexts for adult learning, and concepts of self-directed and self-regulated learning.

Unit details and rules

Unit code	EDPE6016
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Paul Ginns, paul.ginns@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Learning contract assignment Written assignment	25%	Formal exam period Due date: 09 Jun 2020 at 23:59	1500 words
Outcomes assessed:
Presentation	Presentation Class presentation	50%	Multiple weeks	30 minutes
Outcomes assessed:
Assignment	Presentation-related essay Written assignment	25%	Multiple weeks	1500 words
Outcomes assessed:

Assessment summary

Presentation: The first major piece of assessment will be a presentation to the class via Zoom on one of the suggested presentation/essay topics on one of the suggested topics. The presentation should be an in-depth coverage of the topic and should include activities which engage the class e.g. a discussion question on the topic, a question sheet, a role-play etc. Feedback will also be given via Zoom.
Presentation-related essay: This assessment task provides the opportunity for you to address a major issue in adult learning and development in depth.
Self-developed essay question and reflection exercise: Develop an essay topic on a major question of interest to you in adult learning and development. The development of your essay will be a staged process, with development and submission of the learning contract in the first half of the semester, and submission of the essay in the exam period.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

Specific rubrics for each of the assessment tasks will be available through Canvas.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Unit structure, goals and assessment; 2. Malcolm Knowles' theory of adult learning	Seminar (2 hr)
Week 02	Student learning theory	Seminar (2 hr)
Week 03	Student engagement theory	Seminar (2 hr)
Week 04	1. Expertise through deliberate practice and deliberate performance; 2. Cognitive load theory	Seminar (2 hr)
Week 05	Learning in the Workplace	Seminar (2 hr)
Week 06	Key topics in adult development	Seminar (2 hr)
Week 07	1. How might creativity be fostered over the lifespan?; 2. Relations between teachers’ approaches to teaching and students’ approaches to learning	Seminar (2 hr)
Week 08	1. How can Classroom Response Systems be used to support active learning?; 2. Design of "brain-training" programmes	Seminar (2 hr)
Week 09	1. In what ways does research suggest key learning constructs like "metal abilities" can change over the lifespan?; 2. Compare and contrast two key theories of development in the university years	Seminar (2 hr)
Week 10	1. Adult learning: discuss the major theories of and controversies surrounding the notion of self-directed learning; 2. What are the implications for adult learners of their beliefs about intelligence and knowledge?	Seminar (2 hr)
Week 11	1. What are the most important factors in predicting retention of first-year university students?; 2. What are the key issues in the effective design and use of information and communication technologies in adult learning?	Seminar (2 hr)
Week 12	1. What are the major challenges facing research higher degree (RHD) students?; 2. What are the main educational issues in learning to be an effective team member in the workplace?	Seminar (2 hr)
Week 13	1. Increasing commercial pressures are changing the nature of learning in the workforce away from traditional models (Boud, 2006); 2. Problem based learning disputes	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. communicate effectively your understanding of aspects of adult learning, through both written essays and verbal presentations; this work will require substantial independent reading, reflection, and composition
LO2. take responsibility for your own learning, as well as that of your peers, through your participation in class and development of learning materials and activities in your class presentation
LO3. compare and contrast major theories of adult learning, including their strengths and weaknesses
LO4. apply major theories and principles of adult learning to realistic settings and problems, with the goal of improving teaching and learning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The seminar on "Learning in the Workplace" has been revised to draw on Noe, Clark, and Klein's (2014) "Learning in the 21st Century" review article.

Additional information

Additional costs

There are no additional costs for this unit.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

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