EDUC 8104 – Facilitating Adult Learning 6 semester credits EDUC 8104 –

(3 semester credits) This course focuses on the fundamentals of adult learning theory and practice. It examines the nature of adult learners, and how to design appropriate learning environments for those learners. The focus is on the development of an understanding of the learner within a social context with regard to other learners, teachers and content.
EDUC 8114 Course Introduction for EDUC 8114 – Teaching Adult Learners (6 semester credits) (EDUC 8114) (3 semester credits) This course provides

Introduction to adult learning theory, strategies, and techniques for facilitating the learning of adults in formal and informal settings. Emphasis is placed on the practical application of the theory in a variety of settings. (3-0) Prerequisite: EDUC 7002; or EDUC 7064; or EDUC 7085; or EDUC 7102; or education majors may substitute approved course work.

· The University of Texas at El Paso (UTEP) · Fall 2014

The University of Texas at El Paso

EDUC 8104 – Facilitating Adult Learning (6 semester credits)

Fall 2014, Fall 2015, Spring 2016

Location: TBA

Type: Lecture and Discussion, Lecture/ discussion, Study Abroad

Instructors:

Format(s): Face-to-Face Online Hybrid

Course Description:

Students will explore pedagogical

I. General Information (EDUC 8104) (30 hours) This course provides an introduction to adult education theory and practice. Topics include the nature of adult learning, learning as a process, active learning and active participation, assessment, and creating an environment that facilitates adult learning. II. Instructional Strategies (EDUC 8104) (10 hours) The instructional strategies section of this syllabus contains information about various instructional methods used in adult education classes, including case studies for each instructional strategy

The purpose of this course is to enhance the knowledge and skills of instructors so they may develop and utilize practical techniques for creating effective learning environments. Students will acquire the necessary understanding, skills, and knowledge to facilitate learning experiences for their students. Students will learn how to employ strategies that encourage individuals to change behavior in order to improve their own and others’ lives. Students will acquire the ability to lead a learner-centered classroom environment that promotes individual achievement and quality learning. (3 semester credits)

EDUC 8114 Course Pre-requisites for EDUC 8114 – Facilitating Adult Learning (6 semester credits) (EDUC 8114) EDUC 8204 Course Pre-requisites for EDUC 8204 – Promoting Student Engagement and Success (6 semester credits) (EDUC 8204)

Ardy McLeod School

3 credits Fall and Spring

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1. Analyze the facilitation process and its components. 2. Discuss how to design and deliver instruction to maximize the learning experience for adult learners. 3. Demonstrate ability to apply critical thinking, research, and problem-solving skills in decision making.
EDUC 8105 Course Learning Outcomes for EDUC 8105 – Adult Literacy (6 semester credits) (EDUC 8105) 1. Define adult education as it pertains to literacy instruction. 2.

(4 semester credits) N/A A. 2. Frequency of Activities: # of Hours/Week Number of Classes Per Week Total # of Weeks Participating in the Activity or Learning Experience 1 2 3 4 5+
B. 3. Components of Evaluation:
Formative Evaluation
The student’s work must be evaluated and rated on a scale of 0 to 5 (0=poor,5=excellent) indicating how well the student meets the evaluation criteria

3 credits The course is designed for undergraduate, graduate and continuing education professionals who are interested in learning the theoretical foundations of adult learning theory and the application of these principles in professional settings. Topics include adult learning theories; classroom management; adult learner characteristics; curriculum design; assessment; information systems; and systems for helping learners make decisions. This course will be available through many different formats including face-to-face, online, hybrid and non-traditional.

Courses on Our Online Campus

Course Number Title Credits Current

Students in the Master of Arts degree program in Adult Education will be required to take EDUC 8104 Course Delivery Modes for EDUC 8104 – Facilitating Adult Learning (6 semester credits). This course presents an overview of adult learning and its application in different forms within a learning context. The course is designed to help develop student’s ability to analyze, define, design, implement and evaluate various teaching methods in a variety of learning contexts, and their implications on learner experiences. The course utilizes class discussions,

Name: Valter (Denny) Jackson, Associate Professor of Education Phone: (304) 293-5571 Email: vjjackson@mail.wvu.edu Teaching Specialization: Adult Learning and Development; Educational Psychology; Organizational Learning; Interdisciplinary Communication, Collaboration, and Technology; Social and Cultural Studies Qualifications and Experience for EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) Name: Robert T. Hatcher, Sr., Professor Emer

Instructor: Kathleen Morse Course Description: Teaching adults to learn is a dynamic process. It involves strategies for creating a classroom environment that supports adult learners, approaches to curriculum development that are meaningful to adult learners, and the interaction of the teacher and adult learner. In this course we will explore these issues in depth. After studying both formal and informal teaching strategies, students will be able to facilitate any learning situation. Student Learning Outcomes: Upon successful completion of EDUC 8104 students will be able to:

Note: CIP requires 6 semester credits in upper division courses and 1 credit of upper level elective courses. Some suggested courses include the following:

8104 (EDUC 8104) (3-4) Adult education pedagogy; process-oriented learning theory; field placement site; curriculum development; techniques for adult students. May be repeated with different emphasis and degree of fulfillment of prerequisite satisfactions. 3/0-3/6

EDUC 8115 Course Practicum Journal for EDUC 8115 – Research Methods in Education (6 semester credits) (EDUC 8115) 8115 (EDUC

1. Curriculum Development: Foundations and Techniques for Facilitating Adult Learning, Jeff Schlosser, Ann Vezina, Liane Hockenberg. ISBN-13: 978-0-07-336174-9 2. The Adult Learner: Experiences in Practice, Robert J. Bjorkman, W. Gwynne Cohen, R. Peter Williams. ISBN-13: 978-0-07-3361756 3. The Adult Learner:

After the student has successfully completed EDUC 8104, and if he or she has received permission from the instructor, the student may then request permission to participate in this course project. This may be granted by the department chairperson.
Students who wish to have their courses recommended for this project must follow the guidelines below. The student must submit a course proposal to the department chairperson, based on research that will provide a service-learning component. The student must also provide written documentation that he or she is teaching

(3) Part A: Assessed by a portfolio and a written reflection. Course Requirements:
1. Provide evidence of competence in Adult Learning, Curriculum Design, and Classroom Management 2. Create an Adult Learning Class Curriculum that is aligned to the requirements of the school and district.
3. Follow Classroom Management Standards (Classroom Guidelines for Effective Instruction) 4. Attend all class sessions and meetings 5. Fulfill Professional Responsibilities as outlined in the California Department of Education Professional Development Guidelines
6.

– Online EDUC 8104, School Counseling 2017-18 (6 semester credits) (EDUC 8104) – Online EDUC 8104, Special Education: Leadership in Practice (6 semester credits) (EDUC 8104) – Online

Credits available for this course: 16.00

This course requires an additional fee.

Spring College Year Fall College Year Spring Summer Summer Part Time Fall Part Time Winter Spring Credits available for this course: 16.00

This

15% Midterm Exam for EEDS 8101 – Educational Psychology (6 semester credits) (EEDS 8101) 10% Final Exam for EDUC 8204 – Educational Assessment and Evaluation (3 semester credits) (EDUC 8204) 15% Final Exam for EDUC 8300 – Field Experience in Education (3 semester credits) (EDUC 8300) No credit/no permission will be given to students not meeting these requirements.

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What Should Students Expect to Be Tested from EDUC 8104 Midterm Exam

1. Explain the major types of adult learning theories and explain their strengths and weaknesses for facilitating adult learning. (12) 2. Select a current event and write a critical analysis of it as it pertains to education, learning, or teaching. (6) For more information about EDUC 8104 you can visit our website at: http://www.unl.edu/education/.

How to Prepare for EDUC 8104 Midterm Exam

— 1.0 Credits

EDUC 8104 – FACILITATING ADULT LEARNING (6 semester credits)

This course covers a broad spectrum of learning theories and models, the interaction between learner and context, and practical methods for fostering adult learning. The course includes the following areas:

• Adult learning theory & models

• Instructional design strategies & strategies for facilitating adult learning

• Characteristics of effective adult learners

• Methods to facilitate adult learning including research-based methods

• Student engagement

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This course is designed to enhance your knowledge of learning theory, methods and practices. Through this course you will develop a range of techniques for facilitating adult learning and making adult education a success.

EDUC 8310 – Theories of Human Development (6 semester credits) (EDUC 8310) Dr. Jim Beatty

This course provides an introduction to the theories of human development from conception to death.

EDUC 8325 –

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This course introduces students to the process of learning how to facilitate adult learning. The course focuses on learner-centered principles and processes that promote active and independent learning in a range of learning environments, including formal and informal settings, including the workplace. It is designed for students who wish to gain practical skills and experience in facilitating adult learning courses.

Students will learn to identify learner characteristics, skills, needs, interests and motivations for education; analyze learner profiles through psychometric testing; design assessments appropriate for

What Should Students Expect to Be Tested from EDUC 8104 Final Exam

Review the university’s policy regarding examinations in its Catalog (www.sjsu.edu/catalog). Refer to the following: a. University of San Francisco b. California State University, Northridge c. California State University, Sacramento d. Los Angeles Harbor College e. California State University, Fresno f. Sonoma State University g. San Joaquin Delta College h. University of Phoenix

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Course Homepage: https://facultystaff.cen.hku.hk/FacultyPages/faculty_pages.html

Description:

The aim of this course is to improve the understanding and skills in adult learning. The course will cover various concepts, theories, principles, models, theories and pedagogies related to adult learning in social contexts such as occupational settings, workplaces and homes. As there are more than 60 million adults aged over 18 in Hong Kong (the statistic is only an estimate

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EDUC 8104 Week 1 Description

A study of effective ways to teach adults. Develops the skills necessary for helping adults learn in the context of their everyday lives. Topics include: learning styles, goal setting, self-esteem, problem-solving strategies and decision making. Prerequisites: EDUC 7050 or equivalent and concurrent enrollment in EDUC 7050 or concurrent enrollment in an appropriate content area. Offered: Sp

EDUC 8104 Week 1 Outline

(Fall 2003) Instructor: Dr. Anne Marie Ward Table of Contents Topic Page No. Introduction 1 Overview and Objectives 2 Week 1 – Module 1: Introduction to Adult Learning Theory

Week 2 – Module 2: Learner-Context Relationship Week 3 – Module 3: Adult Learner and Context Week 4 – Module 4: Instructional Design for Learning Outcome Assessment Week 5 – Module 5: Learning Styles and Needs Assessment Week 6

EDUC 8104 Week 1 Objectives

(6 semester credits) Describe the five types of learning styles that people can have. Explain how an individual learns at his or her own pace and through different methods and media. Recognize the four levels of human needs and explain how they relate to motivation. Identify strategies to help students increase motivation, retain information, and develop their reading skills. Demonstrate knowledge of different instructional techniques to encourage interaction with peers and teachers and learn basic conversational skills for communicating with others in the classroom and on the job.

EDUC 8104 Week 1 Pre-requisites

EDUC 8104 Faculty: Christensen, C Published in 2012-2013 under the terms of the Creative Commons Attribution-Noncommercial 3.0 United States License

Diversity and Inclusion in Adult Education: How to Succeed? (EDUC 8148) (For more information contact: Michelle Niedermeier; email MNNiedermeier@hawaii.edu, phone (808) 956-5049)

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EDUC 8104 Week 1 Duration

– Spring 2017 Education at a Glance – Fall 2016 (EDUC 8104) – Fall 2016 (EDUC 8104) – Fall 2016 (EDUC 8104) – Fall 2016 (EDUC 8104) – Fall 2016

ENGL 1111 Introduction to English Literature I Course Overview This course is an introduction to literary analysis, written and oral expression. In this course students learn skills such as close reading

EDUC 8104 Week 1 Learning Outcomes

1. Apply theoretical knowledge and research to the field of adult education to design and conduct appropriate learning experiences in adult education. 2. Demonstrate understanding of cultural, social, psychological, educational and historical factors that affect learning and the process of adult learning. 3. Demonstrate an ability to apply principles of adult learning theory to design experiences that meet the individual needs of adults.
4. Demonstrate an ability to evaluate adult learning experiences for effectiveness.
5. Demonstrate an ability to describe adult

EDUC 8104 Week 1 Assessment & Grading

A – Annotated Bibliography (20%) All students will be required to submit a minimum of three references for their annotation. These references must be scholarly articles from peer reviewed journals and must not be published in 2007 or later. Include page numbers with each reference. Reference should include the author, title, publication year, volume number (if available), pages, and URL. For books, please provide title of book and publisher (with URL if possible). Pages should include title page, abstract,

EDUC 8104 Week 1 Suggested Resources/Books

Class Schedule at https://img1.wsimg.com/blobby/go/45070da7-bd9f-49a8-90f0-21e5b6d2c52d/downloads/EDUC8104.pdf?ver=1544046849107&verstate=0&mkt=en-us Availability: Online, In-Person; Open to Public

EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) Class

EDUC 8104 Week 1 Assignment (20 Questions)

for Educators, ECE Teachers, Social Workers, Counselors, Psychologists and Others (EDUC 8104) for Educators

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1. How are you doing on your reading assignment?

2. Are you fully prepared to do your homework assignments

EDUC 8104 Week 1 Assignment Question (20 Questions)

– Assignment Question #1 (EDUC 8104 Week 1 Assignment Question (20 Questions) for EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) – Assignment Question #2 (EDUC 8104 Week 1 Assignment Question (20 Questions) for EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) – Assignment Question #3 (EDUC 8104 Week 1 Assignment Question

EDUC 8104 Week 1 Discussion 1 (20 Questions)

for University of Phoenix

1. Selecting learning goals helps establish the purpose and reach of your course. Using your textbook, describe at least two ways that you might accomplish this. 2. Identify the type of assessment that will be used to measure learning progress.

Discussion 1 (20 Questions) for EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) for University of Phoenix

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EDUC 8104 Week 1 DQ 1 (20 Questions)

Discuss the difference between teaching and facilitating adult learning. (1-2 pages) 1. An instructor may teach but cannot facilitate an adult learner’s learning by giving instructions or by setting up a classroom environment for the students’ use (pp.18–19). 2. An instructor can facilitate an adult learner’s learning by providing positive feedback to the student about their responses, interaction, and engagement with the materials (pp.19–20). The instructor must understand that facilitating does not mean being

EDUC 8104 Week 1 Discussion 2 (20 Questions)

(EDUC 8104 Week 1 Discussion 2 (20 Questions) for EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) Discussion Question: As an educator, you have been asked to design a program that supports the learning of “Culturally and Linguistically Diverse” students. In developing this program, you are faced with the challenge of not only identifying the needs of this group but then matching those needs to the resources and skills

EDUC 8104 Week 1 DQ 2 (20 Questions)

Learn more about this material: http://www.studymode.com/essays/Educ-8104-Week-1-DQ-2-1067440.html (You can download this material now and start the assignment right away) Copyright © 2008 Studypool Corporation. All rights reserved.

This material was uploaded on 10/13/2011 for the course EDUC 8104 taught by Professor Hess during the Spring ’11 term at UNC Charlotte.

EDUC 8104 Week 1 Quiz (20 Questions)

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EDUC 8104 Week 1 MCQ’s (20 Multiple Choice Questions)

Course for Summer 2017, offered by University of Illinois at Urbana-Champaign in Springfield, Illinois (USA) – Online. Focus on the role of adults as learning partners and facilitators of learning. The certificate program is designed to prepare adult learners who are interested in pursuing a career in professional education. By enrolling in the certificate program, students will learn basic concepts of adult learning theory and practice, including cognitive, emotional and motivational aspects of learning.

These classes cover topics such as program evaluation

EDUC 8104 Week 2 Description

This course covers basic adult learning theory and practice, adult learning principles and models, and adult learners. The course provides an overview of the field of adult education with an emphasis on the theoretical underpinnings of adult learning and research related to various educational approaches (e.g., behavioral, social interactional, cognitive, etc.). Students will gain an understanding of important trends in the teaching and learning professions and become familiar with different types of classroom settings. This course is designed to provide students with a solid foundation

EDUC 8104 Week 2 Outline

Subject: General Education (G.E.) Course Number and Title: EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) Course Description: This course is designed to support adult learners in becoming effective facilitators of learning through the use of adult learning theory, models, methods, techniques, and strategies. The purpose of this course is to develop competencies in facilitating adult learning through the following six modules: Module I: Introduction to Adult Learners Module II:

EDUC 8104 Week 2 Objectives

To create a learning community where students are active participants, and to challenge them to take responsibility for their own education. 1. To create a learning community where students are active participants, and to challenge them to take responsibility for their own education. (EDUC 8104) A. Preparation: Adult Learners – Self-Definition: Self-definition is the process of self-inquiry about oneself as an adult learner. It is also the process of making conscious decisions about how to learn and be educated

EDUC 8104 Week 2 Pre-requisites

ENGL 4440 or 4450 OR ENGL 4500 or 4520 (writing intensive) or ENG 3200 with a minimum grade of C. Concurrent enrollment in EDUC 8104 is strongly recommended. EDUC 8104 supports a three-credit hour course load with the following grading rubrics: A = A and B = B, C = C, D = D, F = F. Lecture Hours: (3) One seminar day per week for six weeks,

EDUC 8104 Week 2 Duration

Instructor: Name: Uwe Wolff E-Mail: wollef@whitworth.edu Telephone (Lab): 509-963-7335 Office Hours: By appointment Course Description This course provides an overview of the theoretical and practical aspects of adult learning, with particular emphasis on the facilitation process. The course provides a foundation for developing skills for facilitating adult learners in a variety of contexts. This course also provides an overview of the current research on adult learning, as well as some historical perspectives on how

EDUC 8104 Week 2 Learning Outcomes

– During this course, students will explore the concept of adult learning and develop a repertoire of assessment strategies for facilitating adult learning. They will also learn how to apply these strategies to various learning situations. Students should obtain a minimum grade of C- in EDUC 8104 in order to receive credit for this course.

EDUC 8104 Week 3 Learning Outcomes for EDUC 8104 – Facilitating Adult Learning (6 semester credits) (EDUC 8104) – During this course,

EDUC 8104 Week 2 Assessment & Grading

3 Credits

This course is designed to provide students with the skills needed to be effective educators in a variety of situations. The course will consider the various roles of teacher, student and community members in the teaching/learning process. This course emphasizes strategies for integrating theory with practice, fostering critical thinking, promoting self-reflection, facilitating discussions and designing meaningful learning experiences for diverse students.

EDUC 8110 Week 1 Assessment & Grading for EDUC 8110 – Educating Learners Through Disc

EDUC 8104 Week 2 Suggested Resources/Books

References and Additional Reading I. Boud, D., & Ryan, M. (2015). Adult Learning: A Learner-Centered Approach (2nd Edition). Boston: Pearson Education Ltd.

II. Brym, R., Chisholm, A., & Crawford, M. (2014). A Realist Approach to Adult Learning. Sterling Heights: Cengage Learning.

III. Colby, G., & Reeves-Winkler, J. (2008). Adult learning and

EDUC 8104 Week 2 Assignment (20 Questions)

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EDUC 8104 Week 2 Assignment (20 Questions)

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EDUC 8104 Week 2 Assignment Question (20 Questions)

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EDUC 8104 Week 2 Discussion 1 (20 Questions)

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EDUC 8104 Week 2 Discussion 2 (20 Questions)

Discuss the difference between developmental learning and functional learning. What is a competency based model? What is the role of stress in adult learning? How do you assess achievement of competencies?

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EDUC 8104 Week 2 DQ 2 (20 Questions)

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EDUC 8104 Week 2 Quiz (20 Questions)

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EDUC 8104 Week 2 MCQ’s (20 Multiple Choice Questions)

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EDUC 8104 Week 3 Description

Readings, lectures and discussions that will introduce you to the theoretical and philosophical bases for adult learning theory and practice. May be repeated as topics vary.

EDUC 8123 Week 4 Description for EDUC 8123 – Educational Practice of the Learning-Disabled (6 semester credits) (EDUC 8123) A systematic study of current educational practice in special education. The course is designed to give an overview of assessment, instructional planning and case management strategies for students with learning disabilities.

EDUC

EDUC 8104 Week 3 Outline

Week 1: Introduction and Overview
• Definition of Adult Education • History of Adult Education • Theories of Adult Learning • Person-Centered approach • Theories of Curriculum and Instruction • Teaching Styles (Types, Practices, Techniques) • Educational Leadership
Week 2: