SYLLABUS

AED 5221

COMPUTER TECHNOLOGY AND THE EDUCATOR OF ADULTS

On-line Version

Course Rationale

Educators of adults today need a good understanding of computer technology as it permeates and affects almost everything in one way or another. Communicating via the Internet, searching the Web for resources, word processing, using various presentation devices, and even teaching via some form of computer-based communication are common practices which frequently touch an educator or trainer of adults.

Technology in the classroom often means computer technology. This can be a serious misconception. Other types of technology can include music, video, and various kinesthetic devices. This course discusses these various options. In essence, participants will be helped to understand that who succeeds in which environment is crucial to making informed decisions on which type of technology to implement in adult education courses or training classrooms.

The course starts with a discussion of modern computer technology. As noted in the next section, various aspects of such technology are studied, examined, and practiced. In addition, critical reflection and discussion surrounds the topic to give the educator of adults an opportunity to not only work with various computer-based tools, but also to make intelligent decisions concerning appropriate uses, planning needs, monies spent on implementing technology into the classroom or learning center, and/or various ethical issues that may surround the use of technology. Learners also will have hands-on opportunities to practice what they are learning as the resources of a computer lab are utilized.

Therefore, the general purposes of this course are as follows: (a) to provide a comprehensive view of modern computer technology; (b) to facilitate discussion and critical reflection on choosing appropriate hardware and software, as well understanding the impact of technology on various aspects of teaching and learning; (c) to provide opportunities for participants to practice uses of computer technology through hands-on opportunities.

In keeping with the nature of this course's content, it is the philosophy that active involvement by an adult student involves the assuming of personal responsibility for learning. Such involvement should include adequate preparation through related course readings, critical thinking about the various issues raised, participation in asynchronous on-line class discussion where appropriate, and preparation of various materials required for the learning activities. Learning contracts will be used both as a means of student evaluation and as a tool for planning specific content areas.

Areas of Learning

The following broad topics illustrate the range of possible study areas likely to be covered during the course. Some of the areas will be analyzed in great detail, some in passing, while others may become focal points for in-depth personal study. The list is not exhaustive, and as needs develop, more may be added (or subtracted).

• Computer hardware – how to choose appropriate machines, configure them, and maintain them in a networked environment
• Computer software – choosing the right tools for the intended purpose, including presentation programs, web browsers, e-mail, and listservs
• Computer networks – LAN, WAN, and Internet access
• Synchronous and asynchronous communication – descriptions and positive and negative factors of each
• Network Operating Systems – Windows NT, Netware, Internet Information Servers, and Proxy Servers
• Presentation devices – datashows, projection units, electronic whiteboards, and how to configure and uses these devices
• The impact of technology on learning – what types of learners succeed in technology driven classrooms
• Legal and ethical issues – what types of legal or ethical issues should be considered in choosing and/or using technology in the classroom
• The Internet as a delivery option – several types of Internet based delivery schemes will be presented and students encouraged to research them
• Other possible areas of interest based on individual needs – CD-ROM based training, web-site development, Internet search engines, video conferencing, and the creation of virtual private networks using PPTP over the Internet

Competency Expectations

At the completion of the course, given active participation, each learner should be able to perform with excellence in the following ways:

1. Understand the state of art regarding computer technology and its potential uses with adult learners.
2. Research the use of a particular technology tool and demonstrate its use and potential to classmates.
3. Contribute to the on-line discussion of implications for adult educators and trainers related to future uses of computer technology in various settings, including some of the associated legal and ethical issues.
4. Develop a corresponding set of recommendations for needed changes, required resources, and the future training of adults when computer technology or some other form of technology is utilized.
5. Research one of the uses of the Internet as a delivery tool and demonstrate it and its potential to classmates.
6. Complete a major project related to individual need and interest and subject to approval by the instructor.

The Teaching and Learning Process

A teaching and learning process will be used that is based on the premise that adult students are mature learners who flourish in settings where considerable independence is expected or permissible. Thus, the process is a dynamic one that actively involves the learner in determining personal needs, potential, and capabilities. At the same time, it is understood that learners develop this independence at differing rates. Some people will be ready for considerably independent learning and will use the course requirements and the corresponding learning activities as vehicles for enhancing or supplementing personal learning. Other learners will require guidance, at least initially, in setting goals, establishing learning activities, and evaluating individual progress. The learning contract technique is used and either allows considerable freedom or may provide a fairly prescriptive path throughout the course depending on the learner.

Evaluation and Feedback

Evaluation and feedback are integral parts of any learning system whether a semester-long course, an intensive summer experience, or a personal learning endeavor. Evaluation is a tool for measuring personal progress toward individual or course goals. In addition, a formal institution like Elmira College requires that grades be established as marks for transcripts and degree completion.

Thus, in terms of feedback it is expected that the communication process will indeed be a two-way street. Feedback should reflect not only how well class objectives are being met, the effectiveness of any instructional facilitation, and the extent to which individual needs are being fulfilled, but also the quality of student contribution and involvement. Consequently, oral and written feedback relative to questions or concerns, additional information that is needed, and any evaluation of the teaching and learning process, the content, or the instructor is welcome at any time.

Personal evaluation and validation comes through the learning contract. Letter grades will be mutually negotiated and the quality of work submitted will be assumed to be at a level reflecting the contracted grade. The plus and minus feature of the Elmira College grading system will be used as a means of adjudicating for major differences in terms of learners' participation in the course and/or the quality of any submitted learning products.

Required Reading

Required readings will be in the form of materials selected from relevant periodicals or that reside on the World Wide Web. A bibliography will be provided to students at the beginning of the course. Following are possible sources:

Brandt, D. S. (1997). Constructivism: Teaching for understanding the Internet. Communications of the ACM, 40(10), 112-117.

Bromley, H., & Apple, M. W. (Eds.). (1998). Education/Technology/Power: Educational computing as a social practice. Albany, NY: State University of New York Publishers.

Cahoon, B. (Ed.). (1998). Adult learning and the Internet (New Directions for Adult and Continuing Education, No. 78). San Francisco: Jossey-Bass Publishers.

Cearley, K. (1998). HTML 4 interactive course. Corte Madera, CA: Waite Group Press.

Cyrs, T. E. (Ed.). (1997). Teaching and learning at a distance: What it takes to effectively design, deliver, and evaluation programs (New Directions for Teaching and Learning, No. 71). San Francisco: Jossey-Bass Publishers.

Eastmond, D. V., & Granger, D. (1997). Reaching distance students through computer network technologies. Distance Education Report, 1(2, 3, and 4), 4-6, 4-6, 4-6.

Fleischman, J. (1996). The Web: New venue for adult education. Adult Learning, 8(1), 17-18.

Gueulett, D. G. (Ed.). (1982). Microcomputers for adult learning: Potentials and perils. Chicago: Follett.

Hafner, K., & Lyon, M. (1996). Where wizards stay up late: The origins of the Internet. New York: Simon & Schuster.

Heeran, E., & Lewis, R. (1997). Selecting communication media for distributed communities. Journal of computer assisted learning, 13(2), 85-98.

Horton, S., & Lynch, P. L. (1998). Web multimedia: Turning the corner. Syllabus, 4(11), 16, 18, 20.

Lowe, D. (1998). Networking for dummies (3rd Ed.). Foster City, CA: IDG Books Worldwide.

PC World Magazine

Senkevitch, J. J., & Wolfram, D. (1997). Internetworking an urban community: A longitudinal study of approaches to introducing adult new users to electronic information resources. Library & Information Science Research, 19, 249-264.

Various Web Sites will be determined based on student interest and their continuing development. Some initial sites of interest are as follows:

http://www.cs.umass.edu/~ckc/

http://www.microsoft.com/ms.htm

http://www.uidaho.edu/evo/distglan.html

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Created  by Roger Hiemstra, 2001

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