Veidlapa Nr. M-3 (8)
Study Course Description
Theories and Methods of Adult Pedagogy
Course Code
VPUPK_101
Branch of Science
Educational sciences
ECTS
3.00
Target Audience
Pedagogy
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aira Aija Krūmiņa
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Riga, 5 J. Asara Street, vppk@rsu.lv, +37167061587
About Study Course
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.
Preliminary Knowledge
Interrelationship, ethics.
Learning Outcomes
Knowledge
1.Defines the key concepts of adult learning and is familiar with the guidelines for lifelong learning policy.
Individual work and tests
Research and analysis of regulatory documents regulating adult learning. • Activity and initiative
2.Describes and lists the legalities of the teaching/learning process; addresses adult pedagogy (andragogy) theories and methodological approaches.
Individual work and tests
Research and analysis of regulatory documents regulating adult learning.
Skills
1.Differentiate between traditional and transformative teaching/learning approaches; select appropriate, effective teaching/learning techniques
Individual work and tests
In the context of a case of supervision, a scenario has been developed in adult education.
2.Classify and use acquired theoretical basics in adult pedagogy; employ professionally appropriate terminology
Individual work and tests
Research and analysis of regulatory documents regulating adult learning. • Activity and initiative
3.The theoretical and practical orientations of adult education shall be interpreted in accordance with the various sociocultural trends in Latvia and Europe.
Individual work and tests
Feedback as part of the study process • Research and analysis of regulatory documents regulating adult learning. • In the context of a case of supervision, a scenario has been developed in adult education.
4.Selects and uses feedback to describe your personal growth and adult learning processes
Individual work and tests
Independent work • Feedback as part of the study process
Competences
1.Purposefully integrate theoretical and practical guidelines into self-directed learning, choosing the most appropriate teaching/learning approach and applying the metacognitive skills acquired and the current learning needs of adults in supervision in the context of future skills.
Individual work and tests
AI usage • In the context of a case of supervision, a scenario has been developed in adult education.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Independent work |
-
|
-
|
|
Self-familiarisation with materials for lectures and classes in e-studies. Willingness to discuss (raise issues for group discussions) during classes. Providing constructive feedback on the study course by completing its assessment questionnaire. |
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|
2.
AI usage |
-
|
-
|
|
All works developed are original, author-generated, scientific research and knowledge-based. The use of artificial intelligence is only applicable to brainstorming. |
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|
3.
Activity and initiative |
10.00% from total grade
|
10 points
|
|
Sharing experiences and actively engaging in lectures and discussions. Class attendance required. |
||
|
4.
Feedback as part of the study process |
10.00% from total grade
|
10 points
|
|
During the course, the student deliberately and purposefully reflects on the processes in adult education, his or her learning process and professional development |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Research and analysis of regulatory documents regulating adult learning. |
30.00% from total grade
|
10 points
|
|
Written analysis and summary presentation of Latvian and EU policy planning documents defining Latvian adult education policy or international scientific research related to the topics of adult pedagogy during classes |
||
|
2.
In the context of a case of supervision, a scenario has been developed in adult education. |
50.00% from total grade
|
10 points
|
|
The scenario of an adult educational activity developed, in the context of a case of supervision, is based on scientific research and is based on the findings of the supervisor’s practical experience. In the development and presentation of the work, the student certifies competence in theoretical approaches and methodology of adult pedagogy. |
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Adult learning concepts, approaches, cycles. Adult learning opportunities in Latvia, the world.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The concept of andragogy as an opportunity for individual self-realization in the context of future skills.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories of the adult learning/teaching process. Learning as a category of didactics and a foundation of the development.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Methodological approaches to adult teaching / learning. Didactic models of working with the client.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Paradigm shift in adult education. Paradigm of the transformative learning.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Self-determined and self-directed learning. Flipped learning. Challenges in adult education in the context for the future.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organization of adult education in Latvia and in the world.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical methods in the context of andragogy (methods – synchronic, asynchronic, tools, roles), problem identification, solutions.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
|
Topics
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Theories and methods of adult pedagogy in the digital environment, activity and practice.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories and methods of adult pedagogy in the digital environment, activity and practice.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Manifistations of the physical, mental, social development on the process of the adult education. Metacognitive activities in practice.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Organization of the pedagogical process in a target group, resources, activities, evaluation.
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Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam (Oral)
Bibliography
Required Reading
1.
Tomlinson, N. (2013). Education, work and identity : themes and perspectives. New York : Bloomsbury. skatīt bibliotēku kopkatalogā (jaunāku izdevumu nav)
2.
Jarvis, P. (ed.), (2009). The Routledge International Handbook of Lifelong Learning. New York, Routledge. (jaunāku izdevumu nav)
3.
Pieaugušo izglītība. (2012) (Sast. K.Mārtinsone). Rīga: RaKa. (jaunāku izdevumu nav)
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. (akceptējams izdevums)
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