EDU645
Adult learning in education
and work
Unit Information
Semester 2, 2017
This information should be read in conjunction with the online learning materials
on your MyUnits page
Unit Coordinator
Hugo Jorge
School of Education
Email: h.morajorge@murdoch.edu.au
© Published by Murdoch University, Perth, Western Australia, July, 2017
This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any
electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval
system or be broadcast or transmitted without the prior written permission of the publisher.
This unit was originally written by Dr. Max Scully, 2015. Revised by Dr. Jenni Parker, 2016 and 2017.
Table of Contents
Information about the unit ................................................................................................... 1
Welcome to: EDU645 Adult learning in education and work ..................................................... 1
Prerequisites & exclusions for this unit ...................................................................................... 1
Aims of the unit ........................................................................................................................... 1
Alignment of components in this unit ......................................................................................... 2
Contact details ............................................................................................................................ 2
Student feedback ........................................................................................................................ 3
Resources for the unit .......................................................................................................... 4
How to study this unit........................................................................................................... 4
Study schedule ...................................................................................................................... 4
Assessment ........................................................................................................................... 5
Assignment 1: Exploratory study ................................................................................................ 6
Assignment 2: Guided learning initiative with rationale ............................................................. 8
Examination .............................................................................................................................. 10
Notes
EDU645 Adult learning in education and work
Information about the unit
Welcome to: EDU645 Adult learning in education and work
This unit examines contemporary approaches to adult learning in academic, vocational and
community learning settings, including professional development and workplace learning.
By the end of this unit, participants should have developed a sound understanding of the
multidimensional, interactive, dynamic and socio-culturally situated nature of adult learning.
They should be well prepared for designing learning environments that facilitate the
development of meaningful knowledge and its application within an education or work
setting.
This unit is designed for anyone wishing to better understand adult learning in education
and work settings, for personal or professional reasons. It is particularly relevant to staff
development officers, instructional and curriculum designers in university, vocational
education and training settings, as well as human resource managers, learning and
development advisers, workplace supervisors, mentors and team leaders in organisations
that consider and treat learning as an integral part of working.
Prerequisites & exclusions for this unit
You need to be enrolled in a graduate-level qualification, or obtain permission from the Unit
Coordinator to participate in this unit. You will also need access to a computer and the
Internet to study this unit. Students who have successfully completed E446 Adult Learning
in Education and Work may not enroll in this unit for credit.
Aims of the unit
This unit aims at providing participants with a good understanding of adult learning within
an education or workplace context. It promotes reflection of the conceptions of selfregulation (also called self-directed learning), and social constructivist learning theories in
the development of knowledge and competence in vocational, higher education or the
workplace.
The unit focus on the social aspects of learning is deliberate and consistent with the latest
developments in socio-cognitive, situated learning and socio-cultural theories of adult
learning. The integrated nature of learning in education and the workplace, is intentional. It
reflects a growing realisation that the facilitation of adult learning is a distributed
responsibility between traditional education and training providers, business and industry, in
both large organisations or small workplace environments.
The distinctive role of universities in providing specialised knowledge is being requestioned
and reshaped, with a growing emphasis on the development of professional and generic
skills such as: collaborative problem solving, social interaction, critical and creative thinking
and communicating information, that prepare graduates for lifelong learning in increasingly
complex and challenging work environments. Reciprocally, knowledge, individual and
organisational learning are given prominent roles in workplace settings, with new and
continuing industries paying growing attention to the value of knowledge workers for
organisational innovation and development.
Learning approach
This unit employs a guided learning approach based on authentic learning principles and
students will be guided to learn in a supportive online environment and provided with
opportunities to interact with each other and their tutor via the online unit (LMS).
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Learning objectives and graduate attributes
The table below illustrates how the assessment tasks in the unit align with the unit’s
learning objectives and the attributes Murdoch University hopes all students will attain by
graduation. For a full list of Graduate Attributes: see http://our.murdoch.edu.au/EducationalDevelopment/Preparing-to-teach/Graduate-attributes/
EDN645 Learning Objectives
On successful completion of this unit you should be able to:
1. Collect and analyse data to identify organisational current or future training
needs and current competencies of potential participants within an adult
learning context.
2. Analyse and interpret relevant standards to determine the knowledge, skills
and attitudes required for effective performance within a specific
organisational context.
Task 1
Task 2
3. Research and critically analyse social constructivist learning concepts and
theories for their strengths and weaknesses for developing competence
and expertise.
4. Apply knowledge of social constructivist theories to design a practical
learning initiative to address a specific adult learning need.
5. Report research findings and provide clear advice and recommendations
to meet specific organisational training needs.
Murdoch University Graduate Attributes
Communication
Critical and creative
thinking
Social interaction
Independent and
lifelong learning
Ethics
Interdisciplinary
In-depth knowledge
of a field of study
Task 1
Task 2
The ability to communicate effectively and appropriately in
a range of contexts using communication, literacy,
numeracy and information technology skills.
The ability to collect, analyse and evaluate information and
ideas and solve problems by thinking clearly, critically and
creatively.
A capacity to relate to and collaborate with others to
exchange views and ideas and to achieve desired
outcomes through teamwork, negotiation and conflict
resolution.
A capacity to be a self-directed learner and thinker and to
study and work independently.
An awareness of and sensitivity to ethics and ethical
standards on interpersonal and social levels, and within a
field of study and/or profession.
A capacity to acquire knowledge and understanding of
fields of study beyond a single discipline.
A comprehensive and in-depth knowledge of a field of
study and defined professional skills where appropriate.
Contact details
Unit Coordinator / tutor
Name:
Email:
Hugo Jorge
h.morajorge@murdoch.edu.au
Administrative contact details
Name:
Email:
Office:
Phone:
Murdoch University
Tania Corbett
t.corbett@murdoch.edu.au
EH2.002
9360 2958
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EDU645 Adult learning in education and work
How to study this unit
This is a task-based unit. While readings and other resources are suggested, it is not
intended that you approach the unit in a lock-step fashion. However, completing the
recommended readings early in the unit will prepare you better for the tasks. The readings
are to be considered as a starting point only for your work in the unit—you are also
expected to conduct your own research. The major final task in particular, should not be left
till the end, but should be worked on throughout the entire unit. The last few weeks of the
unit will also be devoted almost exclusively to this important task. You are encouraged to
create materials that will be useful in your professional life or educational setting.
While the tasks will be completed individually, in an area to suit your own educational or
workplace context, group discussion and conversations are important aspects of the online
communication, and will assist you to develop and clarify your ideas.
In 2017 this unit is offered in the external mode only and is a fully online interactive and
engaging learning experience. This online unit is run quite differently to most other online
units. It is based on the principles authentic learning and community of inquiry. The
authentic learning theoretical framework for this unit is derived from a social constructivist
philosophy of learning. This authentic inquiry-based approach aims to promote the
development of higher order thinking by guiding students through the exploration of
questions that are generated by both the lecturer and the students themselves. The
learning environment is designed to support reflection, open discussion, multiple
perspectives, critical evaluation of information and collaborative construction of knowledge.
The online unit provides a gateway to online learning materials, information, activities and
resources.
Sharing your thoughts and personal reflections with others is a valuable way to further
develop your personal knowledge and understanding. Discussing your observations,
interpretations and attempts at meaning making is a useful way to gain access to multiple
perspectives, interpretations and viewpoints, and to get valuable feedback on our own
understanding of the world. You can do this by articulating your understanding and
questions about the readings in the relevant discussion forums.
Time commitment and attendance
As this is a 3-credit point unit, we expect you to spend on average 10 hours per week for
the 12 weeks of this teaching period working on this unit. Being an external unit no oncampus attendance is required. However, you are expected to access the unit via MyUnits
on a regular basis and contribute to the discussion forums and learning activities. Your tutor
will post announcements and new resources to the unit throughout the semester and it is
your responsibility to check for new and updated information on a regular basis.
Technology requirements
To undertake study in this unit, you will need access to a computer (PC or Mac) and:
• Internet access
• Web camera and audio (or access to a computer with these facilities)
• A suite of software programs including word processing and presentation programs,
such as Microsoft Office (Word, PowerPoint) or Apple iWork (Pages, Keynote).
Student feedback
Your feedback is important to us so please take the time to complete the Unit Evaluation
Survey issued towards the end of the semester. The information you give us will help to
improve the unit.
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Teaching period dates
The teaching period this unit follows is the 2017 Semester 2 Murdoch Onshore
Academic Calendar. Teaching periods, including withdrawal dates can be found at:
Student life > Get organised > Important dates and events.
Study schedule
The schedule below will help you to plan your time over the semester. Full details about the
assignment tasks are described in the Assessment section in this unit guide.
Week
0 week
24/7
Weeks 1 & 2
31/7 – 13/8
Week
Weeks 3 & 4
14/8 – 27/8
Week 5
28/8
Week 6
4/9 – 10/9
Week
Weeks 7 & 8
11/9 – 24/9
Topics
Orientation
Online Activities
Orientation activities
Getting started:
Introduction to adult
learning
Topics
Task 1: Training needs
analysis – TNA Process &
template
Break week
Unit introduction,
readings & activities
Task 1: Training needs
analysis – Presentation
Topics
Task 2: Training proposal
- Proposal process
& template
Break week
Readings &
activities
Online Activities
Task 2
Introduction lecture,
readings & activities
Online Activities
Task 1
Introduction lecture,
readings & activities
Assessment Due
Assessment Due
Task 1 due week 7
Monday 11/09/2017
before 9am
Assessment Due
Week 9
Task 2 due week 14
25/9
Monday 30/10/2017
Weeks 10 & 11 Task 2: Training proposal
Readings &
before 9am
2/10 – 15/10 - Rationale
activities
Weeks 12 & 13 Task 2: Training proposal
Readings &
16/10 – 29/10 - Presentation
activities
Week 14
Finish ☺
30/10
Note: Any changes to the above schedule will be advised via the Announcements on the
online unit (LMS). It is the students’ responsibility to check the LMS on a regular basis to
keep up-to-date with any changes and new information.
Getting Started
You can access the online unit (LMS) via MyUnits at: http://our.murdoch.edu.au/Students.
Please complete the activities in the Getting Started section on the LMS.
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Resources for the unit
To undertake study in this unit, you will need the following:
Essential
Reading
Herrington, J., Reeves, T., & Oliver, R. (2010). A guide to authentic elearning, Routledge: New York.
You can download the free authors version from the Murdoch Research
Repository at: http://researchrepository.murdoch.edu.au/id/eprint/1903/
Recommended All recommended readings can be accessed via the Online Unit (LMS) .
readings
Online resources (LMS)
You can access the online unit (LMS) via MyUnits at:
http://our.murdoch.edu.au/Students. The LMS contains a range of learning materials and
support resources that will assist you with completing the assignment tasks.
For example:
• online lectures and videos explaining the key concepts covered in this unit
• unit readings and discussion forums for sharing ideas with your peers
• dedicated communication and collaboration groups (e.g. Google Drive)
• assignment task marking guidelines and examples of completed tasks
• links to the Authentic Learning website (Herrington, n.d.) and the Technology Toolbox
for Educators website (Parker, 2017). These websites contain key information, links to
suggested technologies, tutorials and other resources that will assist you to complete
the assessment tasks in this unit.
Murdoch Library resources
•
•
•
Browzine: Access to key education journals (full text) are available through Browzine
at: http://browzine.com/libraries/1185/subjects/67/bookcases/161?sort=title.
Referencing: When you use the work of others, whether published, unpublished, or
posted on web sites, attributed or anonymous, you must include proper
acknowledgement. Your style of referencing (in-text and an end-text reference list)
should be consistent throughout. You may use APA style (the style used in this Unit
Guide) or another style (e.g. a style used in your subject area). You will find
comprehensive materials concerning referencing at:
http://library.murdoch.edu.au/Students/Referencing/).
EndNote: EndNote is a bibliographic referencing tool that you use on your computer
(PC or Mac). You can download a free copy of the EndNote software under a campuswide site licence agreement at: http://libguides.murdoch.edu.au/endnote/
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Assessment
Assessment for this unit is conducted in accordance with Murdoch’s Assessment Policy.
You can find important and up-to-date information about grades, assessment policies,
plagiarism, equity, conscientious objection and more on the What you need to know site.
Please make sure you look at this site before commencing the unit.
Plagiarism and pattern-matching software
Urkund is a pattern-matching system designed to compare work submitted by students with
other sources from the internet, journals/periodicals, and previous submissions. Its primary
purpose is to detect any submitted work that is not original and provide a thorough
comparison between the submitted document and original sources. Information about how to
avoid plagiarism is contained within the Murdoch Academic Passport (MAP) unit:
https://moodleprod.murdoch.edu.au/enrol/index.php?id=2684.
Assessment items
The assignment tasks in this unit are professional plans that build on each other. There is no
examination for this unit. You will be assessed on the basis of:
Item
Description & value
Due dates
Task 1
Training need analysis (TNA) (40%)
Week 7 - Monday
11/09 before 9am
Professional plan (1500-1800 words) and
Audio/visual presentation (10-minutes; equivalent to 500 words)
Task 2
Training proposal and rationale (60%),
Week 14 - Monday
30/10 before 9am
Professional plan (2200-2500 words) and
Audio/visual presentation (10-minutes; equivalent to 500 words)
In order to progress to the dissertation component of Master of Education Research or
Doctor of Education, students must achieve a minimum of 65% across all units.
Important note: For invigilation purposes you are required to submit a video for both
assignment tasks that include your voice and clear vision of your face.
Assignment submission
The due date and time indicates the last date and time of online submission. There is a
specific marking sheet for each task on the LMS and a completed marking sheet must be
submitted on the LMS. When submitting on the LMS, you must accept the declaration that
the assignment is your own work. Feedback about your work will be returned through the
LMS. Detailed submission instructions are provided on the LMS.
Before commencing each task: Download and carefully read the appropriate marking
sheet for the task to ensure that you understand the essential requirements for the task.
Determination of the final grade
In order to pass this unit, you must submit all assessable work; and achieve a satisfactory
performance (normally 50% of the marks) on the combined assignment tasks. If you fail an
assignment task and are invited to resubmit the maximum mark you can attain for a
resubmission is 50%. For more information on final result grades see Section 7 in the current
Assessment Policy.
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EDU645 Adult learning in education and work
Assignment Task 1: Training needs analysis (40%)
Due date:
Week 7 - Monday 11th September 2017 (on the LMS before 9am)
Format:
Professional plan (1500-1800 words) and
Audio/visual presentation (10-minutes; equivalent to 500 words)
Task details:
In this task, you will conduct a training needs analysis (TNA) to identify a specific learning need
within a specific context. You will also present an audio/visual summary of your analysis to justify
the need for your learning initiative. The aim of this assignment is to give you an opportunity to
examine a range of factors that impact on the design and implementation of an educational training
initiative to ensure the designed initiative is effective.
Task instructions
1. Work through the readings and activities for Task 1 (on the LMS) and analyse and interpret
the main concepts and issues associated with adult learning, and the process for
conducting a needs analysis to identify a training need.
2. Identify an adult learning setting (academic, vocational, or community – consider your own
workplace or educational institution) where you could conduct a training needs analysis for
a specific role or task.
3. Conduct a training needs analysis (TNA) where you collect and analyse data to identify an
organizational current or future training need and current competencies of potential
participants
a. Interview two adults who are willing to answer a few informal questions (see TNA
template on LMS) about their job role/tasks. Each interview is likely to be no longer
than 10 minutes.
b. Ethics regulations (Important): Murdoch University Ethics regulations require that
each person interviewed complete a Consent Form. A copy of the Consent Form is
available on the LMS. Please tell your respondents that although this exercise is
informal it is university regulations to request interviewees to complete this form.
Note: Do not return these forms with your assignment just keep them until the
semester is over.
4. Analyse and interpret relevant standards (curriculum) to determine the knowledge, skills
and attitudes required for effective performance within your selected organisational context.
5. Write a report describing your findings and include a rationale to explain the need for a
specific training initiative. Support your arguments with reference to the literature.
Note: Do not identify your participants by their names in your assignment.
6. Prepare a 10-minute narrated visual presentation to justify the need for a specific training
initiative.
a. Use a PowerPoint, Prezi or a similar tool to prepare slides for your presentation
b. Use Screencast-o-matic or a similar tool to record your narration and publish your
presentation as an online video.
7. Abide by copyright laws and acknowledge all third-party resources and information using
APA 6th Style in-text and end-text references as appropriate.
Assessment criteria:
A marking sheet with specific criteria for this assessment will be available on the LMS.
Assignment resources:
Readings and support materials to help you complete this task will be available on the LMS.
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Assignment Task 2: Training proposal and rationale (60%)
Due date:
Format:
Week 14 - Monday 30th October 2017 (on the LMS before 9am)
Professional plan (2200-2500 words) &
Audio/visual presentation (10-minutes; equivalent to 500 words)
Task details:
In this task, you will design a guided learning initiative to meet a specific learning need, that you
identified in Task 1. You will write a professional training plan proposal and present an audio/visual
conceptual rationale to justify your selected learning approach.
The aim of this assignment is to give you an opportunity to demonstrate your capacity to link theory
to practice for designing an effective educational training initiative. It is expected that this initiative
would be intended for an education or work setting that you are familiar with (for real
implementation, or for the sake of this assignment). The focus is on the social aspects of learning
or guided learning. You have the possibility of interpreting the term “guided” in its broadest sense
(i.e. socially “afforded” by the context).
Task instructions
1. Work through the readings and activities for Task 2 (on the LMS) that present a range of
ideas related to the social aspects of learning, and various forms of “guided” learning.
2. Conduct your own research and critically analyse the various forms of social constructivist
learning concepts and theories for their strengths and weaknesses for developing
competence and expertise.
3. Apply knowledge of social constructivist theories to design a practical guided learning
initiative to address the adult learning need you identified in Task 1.
4. Write a training proposal that describes your specific training initiative
a. Justify its conceptual rationale in light of your understanding of the most effective
ways of promoting learning, knowledge and understanding, in a social constructivist
perspective and for your selected context.
b. Support your arguments with reference to the literature. Note: Do not identify your
participants by their names in your assignment.
c. You may wish to beat the critics by pointing to some of the limitations of your
proposed initiative.
5. Prepare a 10-minute narrated visual presentation to present a case for the educational
value of the initiative that you are proposing
a. Use a PowerPoint, Prezi or a similar tool to prepare slides for your presentation
b. Use Screencast-o-matic or a similar tool to record your narration and publish your
presentation as an online video.
6. Abide by copyright laws and acknowledge all third-party resources and information using
APA 6th Style in-text and end-text references as appropriate.
Assessment criteria:
A marking sheet with specific criteria for this assessment task is available on the LMS.
Assignment resources:
Readings and support materials to help you complete this task is available on the LMS.
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EDU645: Marking Sheet
Task 1: Training needs analysis (40%)
Student name:
Student number:
Written Proposal (25%)
Conceptual aspects
Marks
Introduction to the Training needs analysis (TNA)
•
•
Convincing case for the importance of conducting a TNA supported with
references to the literature
Description of the organisational setting, job roles, etc. and identification of a
potential training issue
Identification of organisational needs and learning requirements
•
Analysis
•
•
•
•
•
/5
Explanation and evidence of data collection and analysis of potential
participants’ current knowledge and skills
Analysis and interpretation of relevant standard(s) with a clear description of the
expected level of competency that the training program will address
Individual gap analysis and Identification the knowledge and skills that the
training program is intended to address
Logical and sound rationale for the value of developing a training program to
address to meet the organisations needs supported with references to the
literature
Demonstrated capacity to link theory and practice
/10
Recommendations
•
•
Depth of reflection on the findings, and good interpretation of the data in light of
the literature
Recommendations reported logically and align with the analysis findings
Structural aspects
/5
Marks
References (APA style)
•
•
In-text references for paraphrasing and quotations
Correctly formatted end-text reference list
Writing style:
•
•
•
/5
Formal, straightforward, clearly written
Writing flow and vocabulary
Appropriate paraphrasing and quotations
Sentence structure, grammar and punctuation
•
Total Written Proposal Mark
/25
Comments
EDU645 Task 1 Marking sheet
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Audio/Visual presentation (15%) Essential item: Vision of & narration by the creator for invigilation.
Conceptual aspects
• Video content - Explanation of the TNA process, findings & rationale
• Content visuals - Good content visuals, use of others work abides by copyright
laws
• Timing - Timing within limit
• Vision of & narration by the creator - Clear vision of the creator & the
narration expands on most of the content visuals
Structural aspects
Marks
/10
Marks
References (APA style)
•
•
In-text references for paraphrasing and quotations
Correctly formatted end-text reference list
Presentation style:
•
•
•
•
/5
Formal, straightforward, clearly written
Flow and vocabulary
Appropriate paraphrasing and quotations
Sentence structure, grammar and punctuation
Audio/Visual Presentation Mark
/15
Comments
Written Proposal Mark
/25
Audio/Visual Presentation Mark
/15
Total Mark - Task 1: Training needs analysis
/40
Comments
EDU645 Task 1 Marking sheet
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