Curriculum Development In Adult Education EDUC5406
- Academic Session: 2020-21
- School: School of Education
- Credits: 20
- Level: Level 5 (SCQF level 11)
- Typically Offered: Semester 2
- Available to Visiting Students: Yes
- Available to Erasmus Students: Yes
This course provides participants with the opportunity to develop; their philosophy as an adult educator; their skills in designing materials to support adults' learning capabilities and their understanding of teaching and learning theories, approaches and processes in adult education.
Lectures and seminars to be held in the evening.
Requirements of Entry
The essay (75%) should be 3,500 words and present an account of their personal stance as an adult educator, including a set of guiding principles that will inform their future practice. This should include the rationale behind the underpinning principles, and should give consideration to both methodological approaches and the design or selection of appropriate materials.
The presentation (25%) is a group project in which the group delivers an adult education teaching session in an adult education setting (e.g. higher education, further education, the workplace, a community). The presentation will be accompanied by a short session planning document and can take the form of a training session, drawing on methods of adult learning and teaching. The presentation should last 15-30 minutes (maximum) and will be followed by a 5 minute reflection and a 25-30 minute group discussion, including peer feedback.
This unit provides participants with the opportunity to develop:
· their skills in designing materials to support adults' learning capabilities
· their understanding of teaching and learning theories, approaches and
processes in adult education.
Intended Learning Outcomes of Course
By the end of this unit students should be able to:
· Articulate their philosophy of teaching and learning as an adult educator informed
by critical reflection on relevant theory, policy and practice.
· State methods of facilitating learning in large and small group contexts which are
responsive to individual learners and which enable the participation, engagement,
and contribution of all learners in the group.
. Draw from teaching and learning theories and demonstrate their ability to design
and/or select a variety of resource materials, including assessment and evaluation
tools, that are capable of stimulating and supporting adult learning in a range of
· State an ethical and professional approach to their practice that supports equality
of opportunity and access to education for all learners.
· State and reflect critically on their professional approach to adult teaching.
. Design a variety of resource materials for both individuals and groups which are capable of stimulating and supporting adult learning.
. Design, plan and deliver and individual teaching session suitable for a range of adult education contexts.
Minimum Requirement for Award of Credits