BAGWELL COLLEGE OF EDUCATION
Ed.S./Ed.D Program
EDL 8520 Adult Learning and Development
Kennesaw State University
Bagwell College of Education
Department:
Department phone number:
Semester: XXXX
Credit Hours: 3
INSTRUCTOR:
e-mail:
Web page:
Office Phone:
TEXTS:
Caffarella, R. (2002). Planning programs for adult learners: a practical guide for educators,
trainers, and staff developers. 2nd ed. San Francisco: Jossey-Bass.
Taylor, K., Marienan, C., & Fiddler, M. (2002). Developing adult learners. San Francisco:
Jossey-Bass, Inc..
COURSE CATALOG DESCRIPTION:
Prerequisites:
Admission to the Ed.S. or Ed.D. program in Educational Leadership or approval of the
Educational Leadership Department to enroll in this course as an elective course.
This course reviews major trends in adult learning theory and development in order to establish a
framework for high-quality formal and informal professional learning programs. Theories most
applicable to promoting the adoption and effective use of technological innovations for learning
will be highlighted. Candidates will review how these theories influence national standards for
professional learning programs and reflect on how these standards are best implemented in
educational settings. Candidates will apply standards to current technology-related professional
learning programs in their schools and will project the types of professional learning programs
they will support and promote as future educational leaders. Integrating professional learning for
technology programs with other initiatives will also be discussed.
PURPOSE/RATIONALE:
Introducing, adopting, and sustaining technology uses in organizations, especially schools, is a
complex endeavor that often fails without the correct types of system support for the innovation.
Among the most important type of system support is professional learning designed for adult
learners in their work setting. While technical training may be the most common representation
of professional learning related to technology, research also shows that traditional one-day
workshops are not enough to prepare teachers to use technology effectively. Other methods, such
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as teacher study groups, guided peer observations, mentoring, coaching, and demonstrations by
master teachers are also needed to support substantive changes in practice. Research also shows
that adoption and effective use also occur when the culture of the school supports informal
learning opportunities among educators. This course assists school leaders in designing formal
learning opportunities and promoting informal learning that will result in successful technology
integration. Since providing this type of in-depth support for technology adoption/use is difficult,
the course will also help school leaders integrate learning support for technology into other
initiatives requiring extensive professional learning.
KSU CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process,
the teacher education faculty at KSU believe that the concept of expertise is central to preparing
effective classroom teachers and teacher leaders. Researchers describe how during the continuum
phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
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confident to design multimedia instructional materials, and create WWW resources.
Field Experience:
While participating in all field experiences, you are encouraged to be involved in a variety of
school-based activities directed at the improvement of teaching and learning. Activities may
include, but are not limited to, attending and presenting at professional conferences, participating
in leadership activities, attending PTA/school board meetings, and participating in educationrelated community events. As you continue your field experiences, you are encouraged to explore
every opportunity to learn by doing.
Diversity:
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are ethnicity, race,
socioeconomic status, gender, giftedness, disability, language, religion, family structure,
sexual orientation, and geographic region. An emphasis on cognitive style differences
provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above. For more information
contact the Student Life Center at 770-423-6280.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the The Kennesaw
State University Doctorate of Education program of the Bagwell College of Education reflect the
unique aspects of this degree. Collaboratively developed by faculty from across the university
and in consultation with community/school partners, these outcomes and proficiencies delineate
the high expectations we have for graduates who will be Leaders for Learning. Clearly, the
proficiencies reflect the complex nature of student learning in advanced degree programs leading
to a terminal degree. Consequently, many of the proficiencies listed below incorporate aspects
of knowledge, skills and dispositions within a single proficiency. These proficiencies are clearly
linked to our conceptual framework, The Collaborative Development of Expertise in Teaching,
Learning and Leadership.
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Graduates from the Doctorate of Education Program at Kennesaw State University
1. Demonstrate leadership as advocates for students and education. Candidates
a. synthesize and apply the latest research on learning, leadership, developmental theory
advocating the implementation of best practices and assist colleagues to do the same to
ensure all students learn.
b. are knowledgeable, articulate and think critically about educational practice, policy and
issues on national and international arenas.
c. understand, respond to , and influence the larger political, social, economic, legal, and
cultural context in matters related to education.
d. are knowledgeable about the factors contributing to safe physical environments for
education.
e. develop, articulate, implement, and steward a vision of learning supported by the
school community
2. Demonstrate leadership as agents for change, collaboration and collegiality. Candidates
a. understand the complexity of schools and the ambiguous nature of educational issues.
b. act in concert with and/or on behalf of colleagues to improve teaching and learning in
the classroom as supported by effective school, district, state level policies and
operations.
c. facilitate shared-decision making and teamwork.
d. improve teaching and learning by intentionally and systematically building networks of
influence at local, state, national and international arenas.
e. impact student learning for all and mentor other educators to do the same by effectively
working within the structures and culture of schools, families and communities.
f. support the teaching and learning process by soliciting all sources of funding and
educational resources.
3. Demonstrate leadership as mentors. Candidates
a. support and guide teachers to improve teaching and learning for all.
b. are committed to improving student learning by improving teaching and the learning
environment.
c. model routine, intentional, and effective use of technology while mentori8ng and
encouraging others to do the same.
4. Demonstrate leadership as expert teachers and instructional leaders. Candidates
a. are creative and flexible in their thinking and in seeking solutions to educational
challenges.
b. are knowledgeable of assessment, evaluation and accountability practices and critically
synthesize and utilize the data to improve student learning.
c. are master-teachers and instructional leaders possessing and demonstrating content and
pedagogical expertise who are able to make international comparisons in both areas.
d. develop and/or support appropriate, meaningful curricula that positively impact student
learning for all and assist others to do the same.
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e. facilitate and support curricular design, instructional strategies, and learning
environments that integrate appropriate technologies to maximize teaching and
learning.
f. use technology to collect and analyze data, interpret results, and communicate findings
to improve instructional practice and student learning.
5. Demonstrate leadership as models of professionalism. Candidates
a. effectively design and conduct educational research which positively influences
educational practice or policy.
b. exhibit ethical behavior in all professional and personal interactions.
c. respect others, value differences and are open to feedback.
d. believe that for every problem there is a solution and actualize that belief when
engaging colleagues, students, families and community partners.
e. seek out responsibility and are accountable for their actions.
f. maintain current knowledge and best practices through continued professional
development.
6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates
a. value and recognize the strength and power of diversity.
b. incorporate global perspectives and cultural richness in curriculum planning and
decision making.
c. address exceptionalities in planning, teaching, and assessment and respond to diverse
community interests and needs by mobilizing community resources.
d. proactively and intentionally advocate for and work to build educational environments
that are inclusive and supportive of diverse students, families and colleagues
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will support the adoption and effective use of learning technologies in education by
(1) designing and implementing high-quality professional learning programs; and (2) fostering
cultures of professional learning and innovation in schools (ELCC Standard I, NETS-A Standard
III, ISTE/NCATE TL Standards I, II, III, V, VI, VII, and VIII).
In pursuit of these goals, the learning objectives of this course include:
1. Understanding learning principles and research relevant to adult learning and conceptual
change (ELCC 2, TL-1, TL VII, TLVIII)
2. Using technology, including distance learning opportunities, to enhance professional
learning for practicing educators (ELCC 2, TL-V)
3. Focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other
techniques that promote new knowledge and skills in the workplace (ELCC 2,)
4. Using strategies such as observations and collaborative reflection to help form
comprehensive professional growth plans with district and school personnel (ELCC 2, )
5. Help others develop personal professional growth plans that reflect commitment to life
long learning and best practice (ELCC 2)
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6. Modeling the routine, intentional, and effective use of technology to improve learning
(NETS-A IIIA, TL III)
7. Employing technology for communication and collaboration among colleagues, staff,
parents, students, and the larger community (NETS-A IIIB)
8. Creating and participating in learning communities that stimulate, nurture, and support
educators in using technology for improved productivity (NETS-A IIIC)
9. Identifying and evaluating components needed for the continual growth of knowledge,
skills, and understanding of concepts related to technology (TL-1)
10. Using multimedia to effectively present content to practicing professionals (TL-V)
11. Identifying and recommend school, district, state and national policies that support
professional learning (ELCC 6, TL-V)
12. Identifying and disseminate information on assistive technologies, emerging
technologies, data management tools that might support the diverse needs of learners
(TL- II, TL-VI)
13. Develop strategies to sustain personal learning about professional learning topics and
practices (ELCC 2.6, TL-V)
GOALS AND OBJECTIVES – aligned to Program Standards
The Professional Teacher Education Unit prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making instructional decisions that foster the success of all learners. As a
result of the satisfactory fulfillment of the requirements of these courses, the candidate will
demonstrate the following outcomes:
Course objective
Doctoral
KSDs
1. Understanding learning principles and
research relevant to adult learning and
conceptual change
2. Using technology, including distance
learning opportunities, to enhance
professional learning for practicing
educators
3. Focusing on authentic problems and
tasks, mentoring, coaching,
conferencing, and other techniques that
promote new knowledge and skills in
the workplace
4. Using strategies such as observations
and collaborative reflection to help form
comprehensive professional growth
plans with district and school personnel
2a, 2b, 2c,
2d, 2e
“The Collaborative Development of Expertise”
Distributed
School
Leadership
Roles*
Learning &
Development
Leader
Learning &
Development
Leader
PSC/NCATE
Standard
3a, 3b, 3c,
5f
Learning &
Development
Leader
1.2, 1.5
2b, 2e, 3a,
3b, 5f
Performance
Improvement
Leader
1.2, 1.5
5f
1.2, 1.5
1.2, 1.5
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5. Help others develop personal
professional growth plans that reflect
commitment to life long learning and
best practice
5f
6. Modeling the routine, intentional, and
effective use of technology to improve
learning
3c
7. Employing technology for
communication and collaboration
among colleagues, staff, parents,
students, and the larger community
8. Creating and participating in learning
communities that stimulate, nurture, and
support educators in using technology
for improved productivity
2b, 2c, 2e
2b, 2c, 2e
9. Identifying and evaluating
components needed for the continual
growth of knowledge, skills, and
understanding of concepts related to
technology
4b, 5f
10. Using multimedia to effectively
present content to practicing
professionals
11. Identifying and recommend school,
district, state and national policies that
support professional learning
12. Identifying and disseminate
information on assistive technologies,
emerging technologies, data
management tools that might support the
diverse needs of learners
13. Develop strategies to sustain
personal learning about professional
3c
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2b, 2c, 5f
1a
5f
Learning &
Development
Leader
Performance
Improvement
Leader
1.2, 1.5
Learning &
Development
Leader
Change Leader
Performance
Improvement
Leader
Relationship
Development
Leader
Learning &
Development
Leader
Performance
Improvement
Leader
Learning &
Development
Leader
Performance
Improvement
Leader
Performance
Improvement
Leader
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
1.5
1.6
1.2, 1.5
1.2, 1.5
1.5
1.2, 1.5
1.2, 1.5, 1.8
1.2, 1.5
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learning topics and practices
Leader
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1. Overview of major adult learning theories
2. Conceptual change in adults
3. Differences/similarities among theories
4. Differences/similarities between adult and childhood/adolescent learning
5. Unique challenges of technology adoption for adult learners
6. Research findings on adult learning and technology adoption
7. Models and frameworks for adult learning and technology adoption
8. Successful technology-related professional learning programs in schools
9. The role of technology in supporting adult learning
10. Organizations and standards for professional learning in education
COURSE REQUIREMENTS/ASSIGNMENTS:
1. Candidates will participate in a series of online discussion forums and in-class activities
responding to assigned readings, recommended websites, and critical issues related to the
professional learning and instructional technology. Candidate responses should relate not
only to the question(s), but also to the comments made by classmates and/or instructor.
These responses should clearly demonstrate that candidates have read the required
articles, thoroughly examined recommended websites, and participated fully in course
assignments and exercises. Responses should be relevant to the topic and should serve to
move the discussion forward—not simply agree or disagree with what has already been
stated. Candidates should interact with classmates constructively and respectively,
allowing for everyone to participate. Candidates should follow the rules of netiquette to
be provided in class.
2. Candidates will create a web page of resources to support the technology-enhanced
professional learning of faculty, staff, and/or administrators within a school/district.
Resources might include technology-connected lesson plans, software reviews, videos of
technology-connected lessons, etc.
3. Using standards, principles, and research discussed in this course, candidates will:
a. Critique a current professional learning program related to technology. Discuss
strong points and make recommendation for improvements –orb. Design a professional development program for a real-life scenario in a K-12
setting, -orc. Design a professional development program for a constructed scenario provided
by the instructor.
All options should include technology adoption as a goal of the professional
development program and include the effective use of technology to deliver the
professional learning program.
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The critique or design of a professional learning program will be submitted as a paper not
to exceed 20 pages in length. Candidates also will present highlights of their paper in a
brief class presentation.
EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Web bibliography of Resources (15% of grade)
Professional Development Design Project (45% of grade)
A:
B:
C:
F:
92% - 100%
84%-91%
75%-83%
74% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper.
Action research work submitted should follow APA format. Manuscripts must be proof read to ensure
accuracy in spelling, punctuation, and grammar. Written work should be attractive and neat -ESPECIALLY WITH MATERIALS INTENDED FOR STUDENT USE.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should reflect their own efforts, achieved without
giving or receiving any unauthorized assistance. Any student who is found to have violated these
expectations will be subject to disciplinary action.”
PROFESSIONALISM: CLASS ATTENDANCE/PARTICIPATION POLICY:
Attendance is required for each class session, and candidates are expected to be on time. Part of
your success in this class is related to your ability to provide peer reviews and feedback to your
group members regarding group projects. Furthermore, responding effectively and appropriately
to feedback from your peers and the professor is another measure of one’s professionalism. Since
each class meeting represents one week of instruction/learning, failure to attend class will impact
your performance on assignments and final exams. Class discussions, group work, and activities
require that everyone be present. There is no way to “make up” this class. Please be prepared
with all readings completed prior to class. You are expected to ask insightful and pertinent
questions.
REFERENCES AND BIBLIOGRAPHY:
Campbell, K. (1999). Learner characteristics and instructional design. Academic Technologies
for Learning. http://www.atl.ualberta.ca/articles/idesign/learnchar.cfm
Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative
review. Annual Review of Psychology.
http://www.findarticles.com/CF_0/m0961/2000_Annual/61855625/print.jhtml
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Glazer, H., Ph.D., & Stein, D. S., Ph.D. (2000). The adult learner in academic mid-life. Adult
Student.Com. http://www.adultstudent.com/eds/articles/midlife.html
Kruse, K. (2002). Gagne's nine events of instruction: An introduction. e-Learning Guru. http://elearningguru.com/articles/art3_3.htm
Kruse, K. (2002). The magic of learner motivation: The ARCS model. e-Learning Guru. http://elearningguru.com/articles/art3_5.htm
McInnes, M. (2002). e-Learning: Bridging the apathy gap. e-Learning Guru. http://elearningguru.com/articles/art8_1.htm
Shanley, D. B., & Kelly, M. (No date). Why Problem-Based Learning?
http://www.odont.lu.se/projects/ADEF/shanley.html
Smith, J. M., Ph.D. (2003). Patterns in adult learning: Implications for traditional and online
learning [Special issue]. About Adult/Continuing Education.
http://adulted.about.com/library/weekly/aa010901a.htm
Valiathn, P. (2002). Blended learning models. Learning Circuits.
http://learningcircuits.com/2002/aug2002/valiathan.html
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice,
41(2).
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