EDCX571 Adult Learning

Credit Points 6
Responsible Campus Teaching Period Mode of Study
Armidale Trimester 3 Off Campus
Intensive School(s) None
Supervised Exam There is no UNE Supervised Examination.
Pre-requisites candidature in MTrngDev or BEd prior to 2010 or GradDipEdSt(TESOL) or MEd(LOTE) or MProfSt or MAdminLead
Co-requisites None
Restrictions AET471 or PDLD471
Notes None
Combined Units None
Coordinator(s) Bob Boughton (rboughto@une.edu.au)
Unit Description

This unit is based on the assumption that before we consider how best to teach or train, we need a better understanding of how people learn, and in this particular instance how adults learn. The purpose of the unit therefore is to develop a better understanding of how and why adults learn, including examining our own learning preferences, and to explore theories and principles of adult learning, so that you might utilise that understanding to enhance your professional practice as an educator. The unit structure provides for consideration of key questions, other reflective exercises including maintaining an optional learning notebook, and suggestions about using the accompanying resource book readings.

Materials No text required
Disclaimer Unit information may be subject to change prior to commencement of the teaching period.
Title Exam Length Weight Mode No. Words
Assignment 1 50% 3000
Relates to Learning Outcomes (LO) and Graduate Attributes (GA)

LO: 1-6 G:A: 1, 2

Assignment 2 50% 3000
Relates to Learning Outcomes (LO) and Graduate Attributes (GA)

LO: 1-6 GA: 1, 2

Learning Outcomes (LO) Upon completion of this unit, students will be able to:
  1. discuss possible reasons that adults engage in intentional learning;
  2. understand what is meant by 'learning styles' and the implications for educators;
  3. understand the significance of motivation in adult education and training;
  4. identify the features of the main theories of learning and their relevance for adult education and training;
  5. understand the significance for adult education and training of emerging explanations of adult learning, including transformational learning, situated cognition, e-learning and feminist pedagogy;
  6. determine the significance of such concepts as andragogy and self-directed learning for adults.

Graduate Attributes (GA)
Attribute Taught Assessed Practised
Knowledge of a Discipline

Unit topic notes and readings cover the fundamentals of adult learning theory. Assignment 1 invites students to reflect on the characteristics of adult learners including own learning styles. Assignment 2 then asks for a more critical analysis of so-called principles of adult learning, examining case studies.

True True
Communication Skills

Adult learning principles help clarify the characteristics of good communication between teachers and learners. Assignments 1 & 2 test students ability to communicate their analyses in the genre of an academic paper.

True True
Global Perspectives

Unit outline and readings take students to writers from the international field of adult education, helping them to identify different perspectives on adult learning across different nations and cultures.

Information Literacy

Unit outline encourages use of electronic resources eg full-text journal databases.

Life-Long Learning

Lifelong learning is a core foundational concept of contemporary adult education theory, and is discussed in the topic notes and readings.

Problem Solving

Unit outline poses problems via focus questions, encouraging students to reflect on real-life issues and problems in their own practice.

Social Responsibility

Social equity is a core value of contemporary adult education and is reflected in the topic notes and readings.