.
Theories and Methods of Adult Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:16.08.2022 13:43:43
| Study Course Information | |||||||||
| Course Code: | VPUPK_101 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy | Target Audience: | Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aira Aija Krūmiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Interrelationship, ethics. | ||||||||
| Objective: | Improve proficiency on theoretical approaches and methodology of the adult pedagogy, forming understanding of the paradigm of the transformative learning and integration into the pedagogical praxis. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Adult learning concepts, approaches, cycles. Adult learning opportunities in Latvia, the world. | Lectures | 1.00 | auditorium | |||||
| 2 | The concept of andragogy as an opportunity for individual self-realization in the context of future skills. | Lectures | 1.00 | auditorium | |||||
| 3 | Theories of the adult learning/teaching process. Learning as a category of didactics and a foundation of the development. | Lectures | 1.00 | auditorium | |||||
| 4 | Methodological approaches to adult teaching / learning. Didactic models of working with the client. | Lectures | 1.00 | auditorium | |||||
| 5 | Paradigm shift in adult education. Paradigm of the transformative learning. | Lectures | 1.00 | auditorium | |||||
| 6 | Self-determined and self-directed learning. Flipped learning. Challenges in adult education in the context for the future. | Lectures | 1.00 | auditorium | |||||
| 7 | Organization of adult education in Latvia and in the world. | Classes | 1.00 | auditorium | |||||
| 8 | Pedagogical methods in the context of andragogy (methods – synchronic, asynchronic, tools, roles), problem identification, solutions. | Classes | 1.00 | auditorium | |||||
| 9 | Theories and methods of adult pedagogy in the digital environment, activity and practice. | Classes | 2.00 | auditorium | |||||
| 10 | Manifistations of the physical, mental, social development on the process of the adult education. Metacognitive activities in practice. | Classes | 1.00 | auditorium | |||||
| 11 | Organization of the pedagogical process in a target group, resources, activities, evaluation. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Written analysis, summary and presentation in class of one planning document (at Latvia or Europe level), which determines adult learning policy in Latvia, or of one international research paper related to the topicality of the adult pedagogy. 2. Adult pedagogy case study analysis and action modelling by drafting plan and content of lessons including learning styles, indicating factors, that might influence realisation progress of the plan with a respect towards psychological and social needs of the client. Select proper resources linking them to the topic of presentation regarding adult pedagogy. Present prepared plan in MsPowerPoint format during examination. | ||||||||
| Assessment Criteria: | Active participation in theoretical and practical classes – 10%. Independent performance of assignment in writing (analysis and presentation of policy planning document or research paper) – 30%. Examination (case study related to supervision description, grounded in evidence based praxis or research papers, thus acknowledging competency in adult pedagogy theoretical approaches and methodology; presented during examination in MsPowerPoint format) – 60%. | ||||||||
| Final Examination (Full-Time): | Exam (Oral) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students are familiar with basic adult learning concepts, guidelines of the lifelong learning policy, teaching/learning legal aspects, are competent in theories and methodological approaches of adult pedagogy (andragogy). | ||||||||
| Skills: | Classify and apply mastered theoretical frameworks of adult pedagogy; can operate with corresponding professional terminology; differentiate traditional and transformative learning/teaching approaches; choose adequate, effective learning/teaching techniques; can interpret adult learning theoretical and practical positions related to different sociocultural tendencies in Latvia and Europe. | ||||||||
| Competencies: | As a result of mastering the study course, the student is able to choose the most appropriate teaching / learning approach, integrates theoretical and practical approaches in the process of self-directed learning; identifies and integrates acquired metacognitive skills and current adult learning needs in supervision in the context of future skills. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Tomlinson, N. (2013). Education, work and identity : themes and perspectives. London ;New York : Bloomsbury. skatīt bibliotēku kopkatalogā | ||||||||
| 2 | Jarvis, P. (ed.), (2009). The Routledge International Handbook of Lifelong Learning, London, New York, Routledge. | ||||||||
| 3 | Pieaugušo izglītība. (2012) (Sast.K.Matinsone). Rīga: RaKa. | ||||||||
| 4 | Supervīzija. Teorija Pētījumi Prakse (2017). (sast. K. Mārtinsone, S. Mihailova) Rakstu krājums. Rīga: RSU, 422. | ||||||||
| 5 | Krūmiņa, A.A., Mihailovs I.J. (2020). Izglītības organizācijas pamatjautājumi un izglītošanās iespējas Latvijā. Monogrāfija. Rīga: NordLynx, 204 lpp. | ||||||||
| 6 | Tangen, J. L. (2018). Learning styles and supervision: A critical review. Clinical Supervisor, 37(2), 241–256. | ||||||||
| 7 | Carlsen, A., & Maslo, E. (2018). “Growing together”: A Latvian retrospective of learning opportunities created in the cooperation among Nordic and Baltic adult educators. International Review Of Education / Internationale Zeitschrift Für Erziehungswi | ||||||||
| 8 | Rowe, A. D., & Fitness, J. (2018). Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behavioral Sciences (2076-328X), 8(2), 1-N.PAG. doi:10.3390/bs8020027 | ||||||||
| 9 | Watkins, C. E., Davis, E. C., & Callahan, J. L. (2018). On disruption, disorientation, and development in clinical supervision: a transformative learning perspective. Clinical Supervisor, 37(2), 257. | ||||||||
| 10 | Urick, M. (2017). Adapting Training to Meet the Preferred Learning Styles of Different Generations. International Journal of Training and Development, 21(1), 53–59. | ||||||||
| 11 | Yee, T. (2018). Supervising East Asian international students:Incorporating culturally responsive supervision into the Integrated Developmental Model. Clinical Supervisor, 37(2), 298–312. | ||||||||
| 12 | Selwyn, N., Gorard, S., Furlong, J. (2006) Adult Learning in the Digital Age: Information Technology and Learning Society. Routledge, UK. | ||||||||
| Additional Reading | |||||||||
| 1 | Lieģeniece,D, (2007) Ievads andragoģijā, Rīga, RaKa. | ||||||||
| 2 | Bear, A. G. (2012). Technology, Learning, and Individual Differences. Journal Of Adult Education, 41(2), 27-42. | ||||||||
| 3 | Illeris, K. (2018). An Overview of the History of Learning Theory. European Journal Of Education, 53(1), 86-101 | ||||||||
| 4 | Ju, B. (2019). The Roles of the Psychology, Systems and Economic Theories in Human Resource Development. European Journal of Training and Development, 43(1), 132–152. | ||||||||
| 5 | Morris, T. H. (2019). Adaptivity Through Self-Directed Learning to Meet the Challenges of Our Ever-Changing World. Adult Learning, 30(2), 56–66. | ||||||||
| 6 | FRANCO, M. S. (2019). Instructional Strategies and Adult Learning Theories: An Autoethnographic Study about Teaching Research Methods in a Doctoral Program. Education, 139(3), 178. | ||||||||
| 7 | Boghian, I., Cojocariu, V.-M., Popescu, C. V., & Mâţӑ, L. (2019). Game-based learning. Using board games in adult education. Journal of Educational Sciences & Psychology, 9(1), 51–57. | ||||||||
| 8 | BIASIN, C. (2018). Transformative Learning: evolutions of the adult learning theory. Revue Phronesis, 7(3), 5–17. | ||||||||
| 9 | HOGGAN, C. (2018). The Current State of Transformative Learning Theory: A Metatheory. Revue Phronesis, 7(3), 18–25. | ||||||||
| 10 | RTA konferences rakstu krājums. Sabiedrība. Integrācija. Izglītība. (2020) V [5.] daļa, Volume V [5], | ||||||||
| Other Information Sources | |||||||||
| 1 | EPALE - Eiropas pieaugušo izglītības E-platforma | ||||||||
| 2 | ES politika pieaugušo izglītības jomā | ||||||||
