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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). Murdoch University v20170721 Page 1 EDU645 Adult learning in education and work 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 v20170721 Page 2 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. Murdoch University v20170721 Page 3 EDU645 Adult learning in education and work 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. Murdoch University v20170721 Page 4 EDU645 Adult learning in education and work 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/ Murdoch University v20170721 Page 5 EDU645 Adult learning in education and work 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. Murdoch University v20170721 Page 6 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. Murdoch University v20170721 Page 7 EDU645 Adult learning in education and work 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. Murdoch University v20170721 Page 8 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 v20170724 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 v20170724
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Running head: TRAINING NEEDS ANALYSIS
1

TRAINING NEEDS ANALYSIS: DESIGNING A TEACHER TRAINING PROGRAM
FOR EQUIPING TEACHERS WITH BASIC ICT SKILLSESSENTIAL FOR TEACHING IN
SECONDARY SCHOOLS IN AUSTRALIA
Name
Institutional Affiliation

2

Training needs analysis
Table of Contents
1. Executive summary …………………………………………………………

3

2. Introduction …………………………………………………………………

3

3. Purpose of training need analysis …………………………………………..

4

4. Methodology ………………………………………………………………..

5

4.1

Target group ………………………………………………………….

5

4.2

Purpose of Interview …………………………………………………

5

4.3

Interview questions asked ……………………………………………

5

5. Analysis of interviews responses and training needs ………………………..

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6. Recommended trainings ……………………………………………………..

7

Office Presentation Applications ……………………………………..

8

6.1.1

Goals of Office Presentation Applications ……………………

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6.1.2

List of expected learning outcomes …………………………..

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6.1.3

Method of delivery approach …………………………………

8

6.1.4

Evaluation of training process …………………………………

9

6.1

7. Conclusion …………………………………………………………………….

10

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Executive summary
The current world experienced a significant paradigm shift in the 21st century, with most of the
industries taking to the adaptation and implementation of computer applications for production
and management processes. Computers are the mark of our future, seeing that industries and
markets have embraced computer-based innovations to enhance efficiency and effectiveness of
operational and production processes deployed. The situation is not any different with the field of
academics. ICT provides a wide range of capabilities and technologies that if embraced, would
bring a mega transition in learning, enabling students to better learn through a significant exposure
to a cloud...


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