Transformative Education

LHA 1100

Introduction to Adult Education.

Department of Leadership, Higher and Adult Education (LHAE)

LHA 1100: Introduction to Adult Education Course Outline Spring 2018

  1. Instructor: Loretta Howard, B.Sc., M.Ed., Ed. D. E-mail: loretta.howard@utoronto.ca
  2. Course Hours: Tuesdays & Thursdays, 5:30-8:30 p.m.
  3. Room: 8-280, 252 Bloor Street West
  4. Course Delivery: Traditional ___ Web Facilitated _X_ Blended __ Online __
  5. OISE/UT Academic Policies and Regulations: The academic policies and regulations at OISE/UT have been developed to uphold the rights and responsibilities of students, faculty and the institution to maintain academic integrity and ethical standards. This course, including all faculty and students involved, operates in congruence with all current OISE/UT academic policies in effect including, but not limited to, policies on academic integrity, accommodation and the student code of rights and responsibilities. Students are expected to familiarize themselves with relevant academic policies which can be found on the OISE/UT website:http://www.oise.utoronto.ca/oise/About_OISE/Policies.html.Academic Integrity: The evaluation process and product of this course endorses OISE/UT’s academic integrity policies. The definitions, expectations and policies pertaining to Academic Integrity applicable to this course are found at: http://www.utoronto.ca/academicintegrity/ Please note: ALL materials submitted for evaluation in this course must be your original thoughts/work and NOT previously submitted for grading in other courses.Attendance Policy: Due to the experiential nature of this course, attendance at all sessions is required. Should you have an urgent reason for not attending a session, you must inform me in advance and negotiate an alternative work assignment for submission in lieu of attending the session.

2. CALENDAR DESCRIPTION:
Designed to assist students to develop an understanding of, and an identity with, the field of adult

education. Major philosophical, historical, and conceptual bases are examined along withpage1image82461888

The great aim of education is not knowledge, but action. ~ Herbert Spencer

1. ADMINISTRATIVE DETAILS:page1image82475888page1image82476176page1image82476464

Loretta Howard, Ed. D. LHA 1100 Spring 2018 1

3.

contemporary agencies and programs, issues, and trends in the practice of adult education. It is required that all Master’s students include either LHA1100H or LHA1102H in their program of study.

REQUIRED TEXT(S) AND READINGS:

  1. Nesbit, T., Brigham, S., Taber, N. and Gibb, T. (eds.). (2013). Building on critical traditions: Adulteducation and learning in Canada. Toronto, ON: Thompson Educational Publishing, Inc. (Available at The Bob Miller Book Room, 180 Bloor Street West, Lower Concourse).
  2. Spencer, B. & Lange, E. (2014). The purposes of adult education: A short introduction (3rd ed.). Toronto: Thompson Educational Publishing Inc.
  3. The Truth and Reconciliation Commission. (2016). A Knock on the Door. (Introduction and Chapter 1 ONLY). Winnipeg, MN: University of Manitoba Press.
  4. Pre-work posted weekly on Portal.

COURSE LEARNING OUTCOMES:

Upon successful completion of this course learners will have demonstrated the ability to:
1. Articulate a personal philosophy of adult education grounded in adult learning theory.
2. Identify personal beliefs, assumptions, values and constructs that influence and inform adult

education practice.

3. Explain the history of adult education in Canada in relation to contemporary issues of adult education

4. Differentiate between major concepts and purposes of adult education. 5. Synthesize theories of and approaches to adult education.

6. Analyze the role of adult education in the workplace and the economy. 7. Summarize the role of adult education in citizenship.

8. Promote reflexive inquiry about adult education focused on self, context, relationship and Canadian society.

9. Contribute constructively to a community of practice;
10. Represent significant course learnings in a meaningful manner.

EVALUATION FORMAT AND CRITERIA:

Evaluation in this course addresses knowledge, application and integration of course concepts and is based upon: attendance at, and active participation, in course sessions; completion of assigned pre- and post-work; and, completion of the following assignments at a graduate level of academic rigour:

4.

5.

Deliverable

  1. Personal Philosophy of Adult Education
  2. Learner Directed Activity (LDA)
  3. Representation of LearningTotal

Weight Due

25% May 17 35% TBD 40% June 7 100%page2image80575344

NOTE: See rubrics posted on Blackboard for each assignment.

* Please inform me by email ahead of time if you are unable to attend a class for an urgent reason. Alternate work will be assigned to make up for the missed session.

Loretta Howard, Ed. D. LHA 1100 Spring 2018 2

** Your assignments should be submitted in electronic (NON PDF) format with the naming convention: InitialSurname-Assignment Title (e.g. LHoward-Philosophy).

Personal Philosophy of Adult Education (25%) Due: May 17th A philosophy statement helps adult education practitioners synthesize their best thinking and beliefs about adult education in order to enact a sound, integrated practice. This paper is an opportunity for you to reflect about and articulate your emerging philosophy of adult education. Your statement should discuss your ideas, supported by relevant literature, around the purpose(s) of adult education, your view of the role of the adult learner and the practice of the educator in the design, facilitation and evaluation of adult learning. Areas you might explore in determining your philosophical stance include your conceptualization of how learning occurs, of what an effective teaching and learning environment is, what your expectations of the teacher-student relationship are, and how assessment and evaluation should be broached.

Length: 5-7 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12- pt or Arial 10 pt font. Key strategies: exploration, conceptualization, reflection, analysis, evaluation, and theory-practice integration.

2. Learner Directed Activity (LDA) (35%) Individual/pair: Due: TBD
You will self-direct your learning by working alone or in partnership with another learner/s to explore an adult education issue of your choice in experiential format. Session length is 45 minutes with a 10- minute break between sessions to accommodate completion of formative feedback and the set up/set down process between sessions (flow and pacing will be assessed).

You will select a topic from the topical outline and, using the appropriate text chapter(s) and other readings as a foundation for your session, design, facilitate and evaluate a learning process for the class to explore the topic in deeper context.

Please note: your seminar MUST model focus on applied and experiential approaches to the exploration of your topic (i.e., no lectures).

Your LDA process must include the following: 1. Planning (5%):

  1. Research your topical area, beginning with the appropriate chapter reading/s and then going beyond same;
  2. Develop a lesson plan or detailed agenda for your seminar;
  3. At least 1 week ahead of your LDA presentation:

i. Submit any pre-work that you want the class to complete (e.g. further reading, online quiz, reflection, website, etc.). This will be posted to the blackboard site.

2. Implementation (15%). In your seminar:
a. Provide me with a hard copy of your lesson plan/agenda and all materials for the session; b. Provide the class a brief overview of your topic;
c. Facilitate an experiential process that engages the class in the exploration and/or

application of your topic to practice utilizing discussion, analysis, reflection and action; d. Provide a brief handout (no more than 1 double-sided page) of concepts related to your

topic, to be distributed to class members in your session; andpage3image81603024page3image81603312

Loretta Howard, Ed. D. LHA 1100 Spring 2018 3

3.

e. Implement a formative feedback tool that seeks constructive feedback from your peers about your seminar. You will use this feedback to inform your post seminar reflections.

3. Evaluation (15%) One week from the day of your seminar, electronically submit to me:
a. An electronic copy of all seminar materials (to be posted to Blackboard)
b. A reflection that summarizes your key insights about your planning, implementation and

evaluation of the session, synthesizes class feedback and outlines your key insights about your process (e.g., what did you learn about yourself? Others? Adult education in practice? etc.) and product (e.g., what worked well? What didn’t? What key takeaways do you have?).

Length: 4-6 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12-point font. Only 1 reflection paper is submitted per LDA. If you work in partnership with another/s you are expected to debrief your process, review the feedback and combine your individual reflections into one cohesive reflection. Key strategies: synthesis, contextualization, presentation, application, engagement.

Representation of Learning (40%) Due: June 7th
The purpose of this assignment is to give you the opportunity to articulate who you are as a developing adult educator and locate yourself within the field. You will demonstrate the integration of your understanding of self, adult education and adult learning theories and your personal adult education practice. It is meant to help you identify, critically reflect upon, and discuss your experiential understanding of the key concepts (to date) in the course and how these insights inform you as an adult education practitioner. Your statement and representation should demonstrate your understanding of the course readings, class discussions and other relevant materials.

As you work your way through the course, you are expected to reflect upon and relate material to your personal experience, analyze and evaluate concepts and make connections among emerging theories, themes, models, and strategies. These reflections should be noted in a learning journal that you maintain throughout the course (Note: you are NOT required to submit your journal).

At the end of the course, you will critically reflect upon your learning process, consider your key insights from the course and then synthesize and represent them in both a text and non-text based manner. You representation should draw upon your learning journal and the selected topic/s, course readings, class discussions and other relevant materials and be grounded in the course literature.

Length: 8-10 pages (exclusive of title and reference pages), APA style, typed, double-spaced, TNR, 12 point font. Key strategies: exploration, conceptualization, reflection, analysis, evaluation, theory- practice integration and representation.page4image141881664

6. TOPICALOUTLINE:

2 Foundations: Historical & Social Read: Loretta Howard, Ed. D. LHA 1100 Spring 2018

4

SessionTopicPreparation
1 Tues May 1Course OverviewDefining Adult EducationRead:Nesbit: Chapter 1Spencer: Chapter 1 Complete:• Posted pre-work

page4image142531872page4image142532160page4image142532448

SessionTopicPreparation
Thurs May 3History of Adult EducationNesbit: Chapters 2, 3, 14 & 15Spencer: Chapter 2 Complete:• Posted pre-work
3 Tues May 8Mapping out the Field of AETheoretical and Philosophical PerspectivesAdult learning theoryTransformative learning theorySessions 1 & 2 readings Read:Nesbit: Chapters 9 & 10Spencer: Chapter 4

4
Thurs May 10

• LDA Research

• Work on your readings and LDA

5
Tues May 15		Theorizing Gender & War• LDA: Camille • LDA:Read:Nesbit: Chapters 6, 7, 13,Spencer: Chapter 5
6
Thurs May 17		Theorizing Race, Class & Poverty• LDA: Rochele • LDA:Read:Nesbit: Chapters 11, 12, 14Spencer: Chapter 5 (continued) Complete:• Invisible Backpack Quiz
7
Tues May 22		Truth & Reconciliation; Indigenous Adult EducationLDA: Paul – RoyLDA: Victoria (ch 4)Read:
Nesbit: Chapter 4
TRC Intro and Chapter 1
8
Thurs May 24		Literacy, Economy and WorkLDA: AlidaLDA: EmilyRead:Nesbit: Chapters 21-25Spencer: Chapter 3
9
Tues May 29		Learning in CommunitiesLDA: OluLDA: SoumyaRead:Nesbit: Chapters 16-20Spencer: Chapter 6
10 Thurs May 31Global Contexts of Canadian Adult Education – Immigration and InternationalizationLDA: AminaLDA: Alan & TriRead:Nesbit: Chapters 29-31Spencer: Chapter 7 Complete:• Posted pre-work
11 Tues June 5Adult Education Beyond PSELDA: SunheeLDA: Nicole & LisaRead:Nesbit: Chapters 26-28Spencer: Chapter 7

12 Thurs June 7

Representation of Learning Course Synthesis

Read
• Nesbit: Chapters 8, 32page5image142037808page5image142038096page5image142038384

Loretta Howard, Ed. D. LHA 1100 Spring 2018

5

Successful Graduate Learners:

Evaluation in this Course

  • Attend all classes prepared, in order to actively engage;
  • Utilize effective time and organizational management strategies;
  • Read course material critically and thoughtfully with a focus on applying readings topersonal/professional contexts;
  • Participate constructively in class discussions and activities, demonstrating an openness to, andconsideration of, different learning and communications styles and alternative perspectives to thereadings;
  • Complete assignments and course requirements demonstrating a graduate level of scholarship andacademic rigour. Assignments that do not meet course/program expectations will be returned at mydiscretion; and
  • Engage in a practice that demonstrates academic integrity with a commitment to meeting allinstitutional policies governing same.Generic Evaluation Framework

• Grammar; sentence structure; usage; spelling; punctuation

  1. FORMAT
    • The organization and structure of materialo Thesisstatementraisedinyourpaper’sintroductionisdevelopedinthebodyand summarized in the conclusiono Points/issuesinsubheadingsareintroduced,discussedandconcludedupon
    • The organization and structure of your argument (i.e., orderly presentation of ideas)o Thepresentationofyourargumentinascholarlymanner
      o Thoughtsandargumentsregardingtheidentifiedissuesareexpressedclearly,concisely,and in a logical and organized manner
  2. CITATIONS
    • Effective use of voice to include outside authors and footnotes/endnotes to cite andacknowledge sources, authorities, work or ideas of others, and/or to support/pursue pointsand/or provide additional comments or information not appropriately included in the text itself
    • Proper and consistent citation format, following American Psychological Association (APA), mostrecent edition
  3. CONTENT
    • Originality of argument/thesis statement
    • Persuasiveness of argument and analysis
    • Key issues are identified and discussed
    • Critical thinking, reflexive inquiry and strong insight are demonstrated
    • Thoughts/arguments are supported (not made) with relevant authorities
    • Opposing views/thoughts are acknowledged and addressed

Note: • Expression; the manner in which your thoughts are articulated (i.e., clarity, brevity, voice, etc.)

In this course learners are evaluated based on four criteria: style, format, content and citations. Rubrics for each deliverable will be posted on Blackboard.
1. STYLE

Loretta Howard, Ed. D. LHA 1100 Spring 2018 6

Interpretation of Grades

90-100 A+Exceptional paper in all respects;Demonstration of original creative thoughtVery well organized format and expression ofthoughts and argumentsSound critical reflection and evaluationClear command of techniques and principlesof the disciplinePublishableConsistently exceeds expectationsHigh level of synthesisNew understandingsExtension of contentConcepts and understandings grounded in real applications to personal/professional practiceExamination of literature goes well beyond synthesis of course materials80-89 AVery good paperWell organized format and expression of thoughts& arguments with few errorsShows clear understanding of concepts andevidence of critical and reflective thoughtAbility to discriminate and interpret relevant issuesAnalytic treatment of contentApplication of ideasSynthesis – able to make connections amongdisparate details or ideasEvaluation of ideas and contentManipulation and interpretation of dataConcepts and understandings grounded in realapplications to personal/professional practiceExamination of literature goes beyond synthesis ofcourse materials
75-79 B+Good paper; meets some of the above criteriaShows basic competence in analysis, synthesisand critical thinkingIntegration of concepts demonstratedDemonstrates competent grasp of writing andreference stylesAdheres to proper reference and grammaticalstylesLogically organizedCourse literature utilized effectively70-74 BAdequate paper; constitutes baseline for graduate papersShows some comprehension of course content and draws together information of the course in a coherent, understandable fashionDescriptive treatment of contentIdentification of key elementsRecognition of basic facts, knowledge and recall;retrieval of informationAdequate written style; errors in grammar,sentence structureLittle integration of conceptsAdequate organization of thought and structure ofpaperSome course literature utilized

Reading List

Cranton, P. (2002) Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63-71. Retrieved from:http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9179019&site=ehost-live

Eastwick, L. (2004) Adults and learning disabilities: Moving beyond the limits of learning. In Proceedings of the Joint International Conference of AERC and CASAE, held at Victoria, BC, June. Retrieved from:http://newprairiepress.org/cgi/viewcontent.cgi?article=2778&context=aercpage7image136943440

Loretta Howard, Ed. D. LHA 1100 Spring 2018 7

Egloffstein, M. and Ifenthaler, D. (2017) Employee Perspectives on MOOCs for Workplace Learning, TechTrends (2017) 61:65–70, Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=12 0548828 6.

Finnegan, F. (2016) The Future is Unwritten: Democratic adult education against and beyond neoliberalism. Adult Learner (0790-8040). 2016, p46-58. 13p. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=11 8916344

Glowacki-Dudka, M., Treff, M. and Usman, I. (2005). Research for social change: Using autoethnography to foster transformative learning. Adult Learning 16(3/4), 30-31. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=33 958048

Gouthro, P. (2009) Neoliberalism, lifelong, and the homeplace: Problematizing the boundaries of public and private to explore women’s learning experiences. Studies in Continuing Education, 31(2), 157- 172. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=43 050955

Guo, S. (2006). Adult education for social change: The role of grassroots organizations in Canada. Convergence, 39(4), 107-122. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=27 827333

Henschke, J.A. (2011) Considerations Regarding the Future of Andragogy. Adult Learning. Winter 2011, Vol. 22 Issue 1, p34-37. 4p. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=58 031256

“Historical Booklet” available from the YMCA Canada website
at http://www.sault.ymca.ca/uploads/english-ymca-historical-booklet.pdf

Jenkins, A. (2015) Critical conversations: Dialogue in global citizenship education, widening participation and lifelong learning, Volume 17, UALL Special Edition, April 2015. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=11 0585556

Jenkins, C. (2011). Authenticity through reflexivity: Connecting teaching philosophy and practice. Australian Journal of Adult Learning, 51, 72-89. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=11 4972118

Kaya, Y. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House, 8, 204–212. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=64 320474

Kawalilak, C., Well, N., Connell, L., Beamer, K. (2012). E-Learning access, opportunities, and challenges for Aboriginal adult learners located in rural communities. College Quarterly, 15(2) 3-3. Retrieved from: 2http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=8 9129284page8image140066080page8image140066368page8image140066656

Loretta Howard, Ed. D. LHA 1100 Spring 2018 8

Lange, E & Baillie Abidi, C. (2015). Rethinking social justice and adult education for welcoming inclusive communities: Synthesis of themes. New Directions For Adult & Continuing Education, 146, 99-109. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=10 3266161

LabR Learning Resources. (2008-2012). The PAEI questionnaire. In LabR Learning Resources: Perspectives in Adult Education. Retrieved from: http://www.labr.net/apps/paei/inventory.phpMacKeracher, D. (2010) Social change in historical perspective. New Directions for Adult and Continuing Education, 124, 25-35. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=45 685361

Magnusson, J. & Shahrzad, M. (2015). War of gender games. In N. Taber (Ed.), Learning gendered militarism in Canada: A lifelong pedagogy of acceptance and resistance. Edmonton: University of Alberta Press.

McLean, S. (2016) From cultural deprivation to individual deficits: A genealogy of deficiency in Inuit adult education. Canadian Journal of Education, 4(16), 1-28. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=12 0583832

Milheim, K. L. (2011). The role of adult education philosophy in facilitating online classrooms. Adult Learning, 22(2), 24-31. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=61 018543

Newman, M. (2014). Transformative learning: Mutinous thoughts revisited. Adult Education Quarterly, 64 (4), 345-355. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=98 410734

Ozuah, P. O. (2005) First, there was pedagogy and then came andragogy. Einstein Journal of Biology & Medicine, 21(2), 83-87. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=18 391501

Sawchuk, Peter H. (2015). “Informal Learning as the Dialectics of Activity”. In O. Mejiuni, P. Cranton and O. Taiwo (eds) Measuring and Analyzing Informal Learning in the Digital Age. Hershey, PA: IGI Global.

Tuckett, A, (2015) Adult education, social transformation and the pursuit of social justice. European Journal of Education, 50(3), Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=10 8742312

Wall, K., Reichwein, P. (2011). Climbing the pinnacle of art: Learning vacations at the Banff School of Fine Arts, 1933–1959. The Canadian Historical Review 92(1), 69-105. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=a9h&AN=57 685539

Welton, M. (2011). Falling into the company of adult educators: Travels with CASAE. The Canadian Journal for the Study of Adult Education, 23(2). Retrieved from: https://cjsae.library.dal.ca/index.php/cjsae/article/view/950/941page9image140480624page9image140480912

Loretta Howard, Ed. D. LHA 1100 Spring 2018 9

Zinn, L. (1990). Identifying your philosophical orientation. Chapter 3. In M.W. Galbraith (ed.) Adult Learning Methods: A Guide for Effective Instruction. Malabar, Florida: Krieger Publishing Company. 39-56. Retrieved from: http://www.labr.net/apps/paei/zinn.pdf