Main Content
Syllabus
ADTED 542: Perspectives on Adult Learning Theory (3): Introduction to adult education learning theory, principles, and models of adult learning by adults alone, in groups, and in communities. Prerequisites:
Overview
This course examines the ways in which adults produce and use knowledge. The focus is thus theoretical not instrumental. This course is not a survey of all adult learning theories. While students are exposed to traditional adult learning theories, the emphasis will be on more contemporary interactional theories. In conducting this inquiry, we will return our attention repeatedly to the following questions: What are some of the major definitions of adult learning and what are the relationships between and among these definitions? What is the empirical evidence upon which each definition rests? What conceptions and practices of adult education does each definition of adult learning promote or impede? To which definitions of adult learning do you subscribe (if any), and why? Implicit in this last question is the assumption that alternatives to adult learning theory may be of greater use
To help us address these questions, we will conduct a brief review of traditional learning theories: Behaviorism, Andragogy, and Self-Directed Learning. These three theories provide foundations for our more in-depth scrutiny of Transformative Learning, Situated Learning, Embodied Learning, and learning conceptualized within the traditions of social interaction theory and cultural-historical activity theory (CHAT). A premise of this course reflects Sawchuk's (2003) observation that learning occurs on more than one level: social interaction, and individual higher cognitive functions. According to Sawchuk, "learning is defined by processes of mediated action and social participation rather than merely cognition” (p. 293). While we recognize the importance of cognition in learning, the focus of this course will be on learning as a process of mediated action and social participation.
Course Objectives
By the end of this course, you should be able to:
- Describe the major theories of adult learning, their historical development, and the ways in which they relate to one another;
- Discuss the importance of learning theory to the profession and practice of adult education; and
- Analyze the limitations and advantages of specific theories and explain how they can be applied in specific educational settings.
Reference:
-
Sawchuk, P. H. (2003). Informal learning as a speech-exchange system: Implications for knowledge production, power and social transformation. Discourse & Society, 14(3), 291-307.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Most of our readings will be from online sources or handouts.
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Note: Detailed instructions for all assignments are in the Assignments Folder.
| Assignments | Points | |
|---|---|---|
| Presentations |
|
20
|
| Critical Response Papers |
|
30
|
| Participation |
Your active, prepared participation and critical reflection in relation to the readings, presentations, personal learning journal and materials is the very centerpiece of the class. To participate means to immerse yourself in the material and the class discussion.
|
30 |
| Final Paper |
A 15-20 page literature review of one learning theory, or aspect of one theory, (i.e. andragogy, SDL, situated cognition/community of practice, CHAT) discussed in class. More information will be provided. |
20 |
| TOTAL |
|
100 |
|
Letter Grade
|
Percentage Range
|
|---|---|
| A | 95-100% |
| A- | 90-94% |
| B+ | 87-89% |
| B | 84-86% |
| B- | 80-83% |
| C+ | 77-79% |
| C | 70-76% |
| D | 60-69% |
| F | Below 60% |
The instructor reserves the right to upgrade to an intermediary grade (e.g., C+, B-, B+, A-) when judged as merited.
Course Schedule
- Course length: 16 weeks (includes 1 break week)
Click to Expand:
Lesson 1: Introduction and Overview
- Carefully review the Course Syllabus and overall course layout and materials.
- Complete the activities in the Introduction and Overview module.
Lesson 2: Perspectives on Adult Learning
Readings:
Videos:
Tasks:
- Participate in the Lave Class Discussion.
- Participate in the Final Paper Class Discussion.
Lesson 3: Experience and Adult Learning
Readings:
Videos:
Tasks:
- Participate in the Experience and Learning Class Discussion
- Participate in the Final Paper Class Discussion.
- Select a chapter from Dewey's Experience and Education to present.
- Submit your proposed final paper topic.
- Check-In your Personal Learning Journal.
Lesson 4: Experience and Adult Learning (continued)
Readings:
Tasks:
- Present on one chapter from John Dewey's Experience and Education.
- Participate in Discussion on Dewey Chapter Presentations.
- Participate in the Final Paper Class Discussion.
Lesson 5: Experience and Adult Learning (continued)
Readings:
Videos:
Tasks:
- Participate in the Experiential Learning Summary Class Discussion
- Participate in the Final Paper Class Discussion.
Lesson 6: Transformative Learning Theory
Readings:
Optional Readings:
- The limits of perspective transformation: A critique of Mezirow’s theory, by Collard, S., & Law, M. (eReserves)
- Context and rationality in Mezirow’s theory of transformational learning, by Clark, M. C., Wilson, A.L. (eReserves)
- Response to Mark Tennant and Michael Newman, by Mezirow, J. (eReserves)
Tasks:
- Participate in the Mezirow and TLT Class Discussion.
- Begin work in your TLT Debate group.
- Participate in the Final Paper Class discussion.
Lesson 7: Transformative Learning Theory (Continued) Debate Group Work
Readings:
Tasks:
- Participate in your TLT Debate group.
- Participate in the TLT Debate Class Discussion.
- Check-In your Personal Learning Journal.
- Participate in the Final Paper Class discussion.
Lesson 8: Transformative Learning Theory (continued) Final Discussion
Readings:
Videos:
Tasks:
- Participate in the Final TLT Debate Class Discussion.
- First Critical Response Paper is due.
- Complete your Part 1: Self-Evaluation.
- Complete the Mid-Course Survey.
- Participate in the Final Paper Class discussion.
Week 9: Situated Learning Theory
Readings:
Tasks:
- Participate in the Situated Learning Class Discussion
- Participate Final Paper Class discussion.
Lesson 10: Situated Learning Theory (continued)
Readings:
Videos:
Tasks:
- Participate in the Situated Learning Research Studies Class Discussion.
- Check-In your Personal Learning Journal.
- Participate in the Final Paper Class discussion.
Lesson 11: Cultural Historical Activity Theory (CHAT)
Readings:
Tasks:
- Participate in the CHAT Introductory Class Discussion.
- Second Critical Response Paper is due.
- Participate in the Final Paper Class discussion.
Lesson 12: Cultural Historical Activity Theory (continued)
Readings:
Videos:
Tasks:
- Participate in the CHAT Research Studies Class Discussion.
- Participate in the Final Paper Class discussion.
Week 13: Embodied Learning
Readings:
Tasks:
- Participate in the Embodied Learning Class Discussion.
- Check-In Personal Learning Journal.
Lesson 14: Applying a Learning Theory to Our Own Practice
Readings:
Tasks:
- Participate in the Applying a Learning Theory Class Discussion.
- The Final Paper is due.
Lesson 15: Cultural Historical Activity Theory (CHAT)
Readings:
Tasks:
- Submit your Personal Learning Journal.
- Participate in the Final Reflection Class Discussion.
- Complete your Part 2: Self-Evaluation.
- Complete the SRTE.
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- Accommodating Disabilities
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