Unit 1

Week 1: June 13-17

Monday: IN-CLASS

1.1 Course Introduction


Beginning of class

Pre-Course Question Assignment:

Respond to the questions:

Survey link click here

Post any remaining questions on the course or syllabus to class forum.

Please respond to you classmates questions if you know the answer.

Microsoft Lync Download

Syllabus and Blackboard Orientations

In class the course syllabus and structured will be review with an opportunity to as questions for clarification.

The class assignment will include the a brief presentation on reasons for learner-centered design of instruction.


Why redesign the curriculum?



Call for creativity & Adaptability

Can creativity be taught?

Can adaptability be taught?

Why change curricula?

Learner centered environments,

Creativity and the Power of choice

Tuesday: ONLINE



View video: A visit with B.F. Skinner Video

Read: 1.2 Chapter 2: Traditional Learning Theories


Merriam, S. B., & Bierema, L. L. (2013). Adult Learning : Linking Theory and Practice (1st ed.). Somerset: Wiley.

Course reading: Link to eBook in JPL



What is learning?




Socio-cognitive theory



Do Assignment 1.2

On Blackboard Unit 1

1. In the discussion forum, post your reflection on the readings on learning theories based on their understanding.

2. Respond to at least 2 other students

3. Review Exhibit 2.1 (p. 39)

4. Respond to the Learning Theories Quiz.

Click on the link to respond. Multiple attempts are allowed:


 Toggle open/close quiz group





Online Synchronous Class via Microsoft Lync

Discuss key points invovled in Andragogy; respond to compelling questions.


Read before online synchronous class:

1.3 Chapter 3: Adult learners: Andragogy: The art and science of helping adult students learn


Merriam, S. B., & Bierema, L. L. (2013).

Link to eBook in JPL

Chapter 3

The learners self concept



Problem-centered orientation

Internal motivation

The need to know

Presentation: Learning Theory & Adult learners



In groups discuss your redesign and use the rubrics table to evaluate each other's suggestions.

Take a topic that you are thinking about teaching that has traditionally been taught in a teacher-centered, lecture format mode. How can you redesign the course to employ some if not all of the six assumptions of andragogy?


Knowles Assumptions of Andragogy rubric






1. As a person matures, his or her self-concept moves from that of a dependent personality to ward one of self-directed learning human being.





2. An adult accumulates a growing reservoir of experience, which is a rich resource for learning.





3. The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.





4. There is a change in time perspective as people mature—from future application of knowledge to immediacy of application. Thus, an adult is more problem centered than subject centered in learning.





5. Internal motivation, rather than external motivators mostly drives adults.





6. Adults need to know the reason for learning something.










Key: 3 = Consistent with the assumption; 2 = Partially Consistent with the assumption; 1 = Not yet consistent with the assumption


After Class

On Blackboard Unit 1

Do Assignment 1.3 

Recall a good and a bad learning experience and write a short narrative describing each.

What was different?

What Knowles assumptions were seen in the good experience?

How could the bad experience be transformed?

Use the senarios at the beginning of chapter 3 to guide your writing

Thursday: ONLINE


View video: Constructivist learning 4:45

Read: 1. 4 Adult learners: Self-directed learning


Chapter 4

Defining SDL

Process of SDL





Do Assignment 1.4

In Blackboard Unit 1

Resource: Merriam, S. B., & Bierema, L. L. (2013): Table 4.1, p. 70

Write a one page response in Journal area of Blackboard:

Using Grow's instructional model, design two different instructional plans in your area of expertise that address each of the level of student comport with SDL (dependent, interested, involved, SDL learner).




Friday: IN-CLASS



1.5 Chapter 8: Motivation & Learning


Read before class:

Chapter 8

Motivation Defined

Motivation Theory

Motivation in Adult Education

     McClusky's Theory of Margin

     Wlodkowski's Integrated Levels of Adult Motivation



Learner centered curriculum summary


Do Assignment 1.5

In class Groups


Using Grow's instructional model (Table 4.1, p. 70), design two different instructional plans in your area of expertise that address each of the level of student comport with SDL (dependent, interested, involved, SDL learner).


After Class On Blackboard Unit 1

Select ONE of the following prompt:

1. Reflect on some of Pink's (2009) "Questions About Motivation":

  1. As you think about your best work, what is most important to you? Autonomy over what you (task) when you do it (time), how you do it (technique), or with whom you do it (team)? Why? How much autonomy do you have in your learning or teaching right now? Is that enough?
  2. Does education today put too much emphasis on extrinsic rewards? What is the best way to build more intrinsic motivation into the accountability equation?
  3. What really motivates your? Make a list. Now jot down how you spent your time last week. How many of those 168 hours were devoted to those things? How might you do better?



2. ARCS Model of Motivational Design. Keller's ARCS model (1983) of motivational design of instruction notes four components of motivation: Attention, Relevance, Confidence, and Satisfaction. This model posits that instruction will be more motivating if it captures student attention (task engagement), includes content and activities that learners perceive as relevant, increases learner self-confidence and sense of self-efficacy, and results in satisfaction in what was learned. Reflect on or discuss how you can incorporate these four components into adult learning and instruction.