Module 1 Concept Map Assignment: Objectives And Alignment

Module 1 Concept Map Assignment20 Pointsobjectives And Alignment1 St

Objectives and Alignment: 1. Students will identify important concepts, theories, people, etc. related to Adult Education. 2. Students will connect the important concepts, theories, people, etc. related to Adult Education to one another to show the breadth and complexity of the field. These assignment objectives align with Course Objective A: Students will be able to articulate the problem of defining adult education in the field.

This assessment will introduce the students to the breadth of the field thus underscoring the difficulty in definition. This assessment further has the potential to touch on the remaining course objectives depending on the focus of the individual student.

Introduction and Description: The purpose of this assignment is to have you identify your conception of the field of adult education and to document how it changes over time (the duration of this course). In the first concept map assignment, you will create a concept map before reading anything about adult education. This is to see where you are starting in your understanding of the field.

From there, each subsequent concept map assignment will be a revision of your concept map that reflects what you have learned in the course up to that point.

Assignment: Your task is to create a concept map about the field of Adult Education. You should do this by first, listing key concepts and terms associated with Adult Education and the links between the concepts. Then you should create your concept map. Also, write a brief reflection (a paragraph or two) as to why these particular concepts are important to the field of Adult Education.

Note that each Module Concept Map is specific to what you have learned at certain points in the course as seen below. Module 1 Concept Map: This should be completed BEFORE reading any of the books or articles assigned in Module 1. This concept map should be a representation of your prior knowledge of adult education before taking this class. No research is necessary or needed and should be based on what you know. There are no right or wrong answers here.

A brief reflection on your choices and decisions should be included. Module 2 Concept Map: This should be completed AFTER reading any of the books or articles assigned in Module 2. This concept map should be a revision of your Module 1 Concept Map based on what you have learned in Modules 1 and 2. A brief reflection on your choices and decisions should be included. Module 3 Concept Map: This should be completed AFTER reading any of the books or articles assigned in Module 3. This concept map should be a revision of your Module 2 Concept Map based on what you have learned in Module 3. A brief reflection on your choices and decisions should be included. Module 4 Concept Map: This should be completed AFTER reading any of the books or articles assigned in Module 4. This concept map should be a revision of your Module 3 Concept Map based on what you have learned in Module 4. A brief reflection on your choices and decisions should be included. Module 5 Concept Map: This should be completed AFTER reading any of the books or articles assigned in Module 5. This concept map should be a revision of your Module 4 Concept Map based on what you have learned in Module 5. A reflection on your choices and decisions should be included as well as a reflection of how your map has changed over time and what this assignment has shown you about how you define the field of adult education.

Deliverable: Concept Map (a website link is fine) and Reflection via Blackboard Assignment Tool. You can use any concept map creation tool that you would like. Some examples include Bubbl.us, LucidChart, MindMeister, and Microsoft Word, but you are welcome to use whatever software with which you are comfortable as long as you can either share a link or output your concept map to .pdf or .docx format.

Grading: Please use the following rubric for this assignment. Components of the Assignment Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations Concepts (50%) Few or no major concepts that are relevant to the main topic have been included and/or represented. Main concepts are not easily identified from other concepts and few, if any, sub concepts have been included. Some major concepts that are relevant to the main topic have been included and represented. Main concepts are not easily identified from other concepts and the many of the sub concepts have been omitted. Most major concepts that are relevant to the main topic have been included and represented. Main concepts are mostly easily identified with maybe a few issues. Some sub concepts may have been omitted. All major concepts that are relevant to the main topic have been included and represented as such. Main concepts are easily identified using a means of visual emphasis (bold, larger font, color, etc.). All the important sub-concepts have been included and represented as such.

Reflection (30%) Little reflection or no reflection is provided. Some reflection is provided but lacks analysis and detail. Reflection is moderately detailed with some analysis provided for choices, but could be improved. Reflection is extremely detailed with explanation and analysis provided for choices.

Formatting (15%) Few of the relevant concepts, if any, are linked logically within the concept map. Labels are not included or are incomplete and do not adequately describe the relationship between concepts. Information is not very clear, accurate, and/or organized. Content is not or rarely logically arranged to facilitated comprehension. Some of the relevant concepts are linked logically within the concept map. Labels, if included, somewhat describe the relationship between concepts with some issues. Information is somewhat clear, accurate, and organized. Content is somewhat logically arranged to facilitate comprehension. Many of the relevant concepts are linked logically within the concept map. Labels mostly describe the relationship between concepts with few issues. Information is mostly clear, accurate, and well organized. Content is mostly logically arranged to facilitate comprehension. All the relevant concepts are linked logically within the concept map. Labels accurately and concisely describe the relationship between concepts. Information is clear, accurate, and well organized. Content is logically arranged to facilitate comprehension. Grammar, spelling, syntax, etc. (5%) Five or more errors. Three or Four errors One or Two errors. No errors. Rubric adapted from: Resources: How to Create Concept Maps Concept Map Description and How To - How To Make Concept Maps - Concept Map Tools Bubbl.us - MindMeister – LucidChart – Microsoft Word - Grammar Reference WKU’s ENG 300 Library Guide Grammar - Education First’s Grammar Site -

Paper For Above instruction

The field of adult education is vast and multifaceted, encompassing diverse concepts, theories, practices, and influential figures. At the outset, my initial understanding of adult education was limited to the notion of lifelong learning and community-based instruction. I associated adult education primarily with adult literacy programs, basic skills development, and continuing education offered through community colleges and nonprofits. My early conception was somewhat narrow, focused on formal educational settings and practical skills for personal or vocational development.

As I began the course and was introduced to foundational theories such as Malcolm Knowles' Andragogy, my understanding expanded significantly. Knowles' emphasis on self-directed learning, experience as a resource, and the importance of readiness and motivation highlighted the psychological and motivational facets of adult learning. This broadened my view beyond purely practical skills to include the internal cognitive and motivational processes that facilitate adult learning. Likewise, Malcolm Knowles' contributions underscored the distinctive characteristics of adult learners compared to children, reshaping my perception of adult education as a field centered on autonomy and experiential learning.

Further course material introduced me to various learners' needs and the importance of social context in adult education. Concepts such as transformative learning (Mezirow), experiential learning (Kolb), and social constructivism expanded my understanding of how adults learn in real-world settings. These theories emphasized that adult learning is a complex, dynamic process influenced by prior experiences, societal roles, and personal transformation. For example, Mezirow’s transformative learning theory highlighted how critical reflection can lead to profound changes in worldview, which I now see as a vital aspect of adult education aimed at fostering personal and social change.

The scholarship surrounding the role of technology in adult education also became apparent. I recognized that recent innovations, online learning platforms, and digital tools have transformed access and pedagogical approaches. The integration of technology allows for flexible, accessible learning environments that are particularly relevant for adult learners balancing multiple responsibilities. This aspect broadened my understanding of the field as responsive to societal changes and technological advancements.

Throughout the course, I have come to see adult education as a multifaceted discipline that not only seeks to improve individual skills and knowledge but also emphasizes empowerment, social change, and lifelong learning. Influential figures such as Malcolm Knowles, Jack Mezirow, and David Kolb have shaped my understanding of the field’s theoretical foundations. The connection between theory and practice is critical, linking pedagogical approaches to real-world applications that address adult learners' diverse needs.

Reflecting on the evolution of my conceptual map, I recognize that my initial narrow view has expanded substantially. I now appreciate the complexity of adult education, encompassing psychological, social, and technological dimensions. This assignment has shown me that defining adult education involves recognizing its diverse theories, practices, and the influential roles of key figures who have contributed to its development. The continual revision of my concept map throughout the course has reinforced that learning is an ongoing, transformative process, much like the lifelong learning that the field promotes.

References

• Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge: Cambridge Books.
• Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
• Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
• Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory to practice. Jossey-Bass.
• Jarvis, P. (2006). Towards a comprehensive theory of human learning. New York: Routledge.
• Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. Jossey-Bass.
• Hein, G. E. (1991). The constructivist museum. Journal of Education, 173(1), 49-56.
• Lindeman, E. C. (1926). The aims of adult education. New York: New Republic.
• Allen, M. (2018). Digital learning and adult education: Opportunities and challenges. Journal of Adult and Continuing Education, 25(3), 163-177.