trends and issue in pedagogy andragogy.pdf

Graduate Program PED 702 Trends and Issues in Andragogy and Pedagogy Written by: Henelsie B. Mendoza, PhD  PED 702 – Trends and Issues in Andragogy and Pedagogy TRAINING C...

Graduate Program PED 702 Trends and Issues in Andragogy and Pedagogy Written by: Henelsie B. Mendoza, PhD  PED 702 – Trends and Issues in Andragogy and Pedagogy TRAINING COURSE INTRODUCTION Course Description The module primarily focuses on research-based knowledge and principles of pedagogy and andragogy. The training content centers on investigating issues and exploring trends on andragogy and pedagogy with the goal of developing the ability to deal with complex issues and considering the implications of these in research and development while examining their own practice and the Philippine context. Readings and discussions cover career stage-specific topics. Career Stage 2 participants explore the different trends and issues of andragogy and pedagogy toward improving classroom practice. Career Stage 3 participants reflect on leadership roles as teacher experts. Thorough and insightful discussions will be facilitated to guide participants in coming up with an electronic portfolio. The Job-Embedded Learning task for Proficient Teachers is preparing a critique paper. Highly Proficient Teachers are expected to write a review of related literature. Thorough and insightful discussions situated in contexts of practice will be facilitated to inform the Job- Embedded Learning task specific to PPST Career Stages 2 and 3. Proficient Teachers are expected to prepare an e-portfolio of their insights, while Highly Proficient Teachers are tasked to propose a study in relation to the issues and trends uncovered in the course. At the end of the term, the student shall be able to: Outcomes PPST Indicator/s PPSSH Indicator/s PPSS Indicator/s Critically reflect and engage PPST Domain 1.2.2 - PPSSH 1.4.1 Identify PPSS 3.3.1 Demonstrate with the selected major Research-based knowledge relevant research knowledge and trends and issues in and principles of teaching findings from reliable understanding of relevant andragogy and pedagogy and learning sources in facilitating research findings data-driven and evidence-based innovations to improve school performance. Consider the implications PPST 1.2.2 - Use research- PPSSH 1.4.2 Utilize PPSS 3.3.2 Utilize findings of trends and issues in based knowledge and relevant research of research undertaken andragogy and pedagogy in principles of teaching and findings from reliable and/or adapted to improve research and development learning to enhance sources in facilitating practice. in the teaching of language professional practice. data-driven and in their own practice and evidence-based that of the Philippine context. innovations to improve school performance PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy BIG IDEAS The activities and discussions in this academic module will revolve around the following concepts and ideas: Big Idea 1 Big Idea 2 Big Idea 3 Pedagogy, Education, and Praxis in Adult and Lifelong Education Interactive Technologies for Formal Critical Times Education is usually associated with and Informal Education Pedagogy, education, and praxis are the formal education of children, Educators should be familiar with the some of the important constructs that adolescents, and young people. variety of available technologies that educators need to consider and Although they are the primary could support teaching and learning. address to gain better understanding beneficiaries of education under They should be aware of the benefits and capacity to transform education. international human rights law, and the challenges that interactive This big idea offers new ways of adults are also recognized rights- technology imposes. Moreover, they thinking about the identified issues holders. The right to education is, like should be exposed to practical and themes considering current all other human rights, universal and experiences that calls for the educational concerns and the applies to everyone, irrespective of integration of technologies to varied prevalence of neoliberal conditions age. International law mandates that educational settings. More being experienced in educational education should include ‘full importantly, technology for formal settings worldwide. Teachers need to development of the human and non-formal education as a factor comprehend the important concepts, personality and the sense of its for improving the quality, efficiency situations, and concerns to critical dignity’ and to ‘enable all persons to and effectiveness of lifelong learning, opportunities and ideas orienting participate effectively in a free student development, self-realization readers towards future educational society.’ These aims cannot be met in accordance with an individual transformation. through education delivered educational trajectory. exclusively to children. The right to education, therefore, recognizes the importance of education as a lifelong process. The early years are considered foundational for lifelong learning, where each level of education lays the building blocks for further education throughout a person’s life. LEARNING ACTIVITIES To achieve the intended learning outcomes, the course is clustered into 3 big ideas, which are divided into 3 lessons consisting of synchronous and asynchronous activities, including independent study. Each topic is guided by focus question/s to provide direction for the learning experiences in the module, structured using the RSVP instructional design model. Lesson 1: Pedagogy, Education, and Praxis in Critical Times Focus Question: What are the critical questions about pedagogy, education, praxis? PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy This lesson explores the idea of “good” outcomes in teaching, learning, researching and leading in educational institutions in the time of constant change. Researches are interested in looking into theoretical, practical and strategic aims by defining what educational praxis is and is for, how teachers experience and understand “good professional practice” in their individual contexts, how the changing cultural, social, political and material conditions for praxis and praxis development affect the educational practices of teachers and what research approaches facilitate praxis and praxis development in different contexts. Addressing broad questions will extend and deepen understanding of the most crucial challenges for education which also hopefully inform and stimulate discussions among educational stakeholders. CILO Lesson Objective/s Critically reflect and engage with the selected a) Explore critical questions about education hat major trends and issues in andragogy and have concerned researchers and educators about pedagogy Pedagogy, Education, and Praxis; Address complex issues in pedagogy and andragogy b) Discuss the renewed importance of clear and concise academic style of writing. researching, leading, teaching, student learning, and professional learning in the light of current global uncertainty, disruption, and precariousness; and c) Develop critical insights into theoretical and methodological approaches through which educators can make sense of the conditions that shape their decision-making and practices, and the impact these can have on learners and communities. Teaching Resources Type of Resource Title of Resource Description Book of articles Mahon, K., Edwards-Groves, C., These books contain articles that Francisco, S., Kaukko, M., Kemmis, will be discussed in the course. S. & Petrie, K. (Eds.). (2020). This will elicit conversation among Pedagogy, Education, and Praxis teacher students and allow them in Critical Times. Springer. to think back and reflect on their practices. Some of the articles will also be assigned for a 3-minute presentation. Lesson Instruction Phase PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy Each chapter will be assigned to a group of participants who will prepare a 3-minute professional READ sharing presentation. They will be completing a Google Form (Making Connections Template) after they read the article assigned. Link to the form: https://forms.gle/q7JkTLoERYADobzk7 Name: _____________________ Email: ________________________________________ Comprehending the Reading Material 1) What word would best capture the essence of the chapter? Then, explain in 3 sentences what the chapter is all about in connection to the word you have chosen. 2) What trends/issues related to Pedagogy and Andragogy have you discovered in the reading? 3) Explain and describe how the text can be connected to you as a practitioner, to the world and to another text. Do this in 3-5 sentences only. a. Text-to-Self b. Text-to-World c. Text-to-Text Reading Assignments: 1.1 EDUCATION FOR A WORLD WORTH LIVING IN Mervi Kaukko, Susanne Francisco, and Kathleen Mahon In a rapidly changing world, education is vital for humankind and for the world itself. Education is a contested space. This chapter takes a view of education as being for the good for each person and for the good for humankind. The five broad questions that the book explores are outlined in this chapter, as are key concepts addressed throughout the book, including pedagogy, education, bildung, practice, and praxis. We also briefly introduce the theory of practice architectures. The chapter concludes by providing an introduction to the chapters in the rest of the book. 1.2 WHAT IS EDUCATIONAL PRAXIS? Kathleen Mahon, Hannu L. T. Heikkinen, Rauno Huttunen, Tess Boyle, and Ela Sjølie This chapter explores the question “What is educational praxis?” based on a review of theoretical and empirical research undertaken by the Pedagogy, Education and Praxis (PEP) international research network over the past decade. A book series produced by the network in 2008 explored this very question in relation to a range of educational sites and national contexts. Six key themes emerging from this work were outlined in the first of the books in the series, Enabling Praxis: Challenges for Education. In short, the themes concerned agents and agency; particularity; connectedness; history; morality and justice; and praxis as doing (Kemmis and Smith in Enabling praxis: challenges for education. Sense, Rotterdam, Netherlands, 2008b). Using these six themes as a point of departure, we present a view of educational praxis as a kind of educational practice that is informed, reflective, self-consciously moral and political, and oriented towards making positive educational and societal change; it is context-dependent and can therefore take many forms. We also explore the forming, self-forming, and transforming nature of educational praxis and explain its relevance at a time when instrumental, managerialist, and neoliberal rationalities continue to dominate global and local education narratives. 1.3 RESEARCH THAT FACILITATES PRAXIS AND PRAXIS DEVELOPMENT Mervi Kaukko, Jane Wilkinson, and Lill Langelotz PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy This chapter draws on an integrative literature review of the corpus of Pedagogy, Education and Praxis (PEP) publications between 2008 and 2018, examining research conducted in and for praxis, that is, research that helps us to understand and facilitate praxis. The chapter maps some of the central foundations that cut across educational research facilitating praxis and praxis development, including the theory of practice architectures and educational action research. It also touches upon approaches that, despite their connections with praxis, appear to be less common. The chapter also deliberates on the conditions under which research in and for praxis might be conducted, and by whom, in different educational settings and national contexts. The findings show that research in and for praxis is possible via multiple approaches and various positionalities, as long as the aim is to go beyond understanding praxis into realizing its possibilities in actual educational sites. These multiple approaches include “insider”, “outsider”, and “in-between” researcher locations. Overall, our review reveals that the rich and varied works on, with, and for praxis discussed in the chapter can provide a powerful armory with which to speak back to increasingly homogenized and homogenizing research approaches in education. It also suggests that the emergence of new ideas and less dominant theories has the potential to further facilitate the (re)imagining of new possibilities for research/praxis development. 1.4 CRITIQUINGS AND CULTIVATING THE CONDITIONS FOR EDUCATIONAL PRAXIS AND PRAXIS DEVELOPMENT Ian Hardy, Kirsten Petrie, Anita Norlund, Ingrid Henning Loeb, and Kiprono Langat This chapter addresses how, in different national contexts, the changing cultural, social, political, and material conditions for praxis and praxis development are affecting the educational practices of teachers and other educators. Through the corpus of PEP research (2008–2018), the chapter explores the broader conditions within which educators undertake their work—conditions that enable and constrain educators’ working lives. At a more macro level, the chapter elaborates changing conditions of educational policy and practice, especially regarding the nature and effects of neoliberalism, that have had a significant impact on educators’ possibilities for praxis. At more micro levels, the impact of neoliberalism is felt through a myriad of significant issues—including educators’ professional practice, refugee education, and responses to climate change. The chapter shows that, while these issues are problematic, there are also grounds for hope. Through specific examples, the chapter concludes by identifying practices that cultivate conditions that serve as resources for hope, enabling educators to sustain and foster educational praxis. 1.5 TEACHING AS PEDAGOGICAL PRAXIS Stephen Kemmis, Christine Edwards-Groves, Rachel Jakhelln, Sarojni Choy, Gun-Britt Wärvik, Lisbeth Gyllander Torkildsen, and Charlotte Arkenback-Sundström This chapter reports findings of research into the practice of teaching conducted by members of the Pedagogy, Education and Praxis (PEP) international research network, much of it using the theory of practice architectures as an analytical framework. Examples of teaching practices are given across education sectors from early childhood education and care to primary and secondary schooling, to vocational education and training, and university education, as well as from community education. The theory allows us to see different kinds of teaching practices as they unfold in intersubjective space (semantic space, physical space-time, and social space) to engage learners in different ways and to produce different kinds of opportunities for learning. Much of the research on teaching presented in this chapter used close interaction analysis to show how teaching practices unfold in synchrony with learning practices, to give new insights into the interconnected ways learning drives PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy teaching while teaching (also) drives learning. The chapter also suggests that, in many cases, teachers’ teaching and students’ learning are jointly necessary parts of a combined pedagogical practice. 1.6 LEADING AS SHARED TRANSFORMATIVE EDUCATIONAL PRACTICE Christine Edwards-Groves, Jane Wilkinson, and Kathleen Mahon This chapter examines the practices of leading, as an important facet of the extended professional work and experience of educators. It employs a site ontological lens to examine the duality of leading in and for education. The chapter conceptualizes leading as a co-constructed, socially situated practice, and focuses on the “happeningness” of leadership, making the actual practices of leading its main emphasis. In particular, questions about the nature and particularity of professional practice as it is enmeshed in different local, national, and international education sites are explored. In so doing, it addresses the following question in relation to leading, that is, how, in different national contexts, is good professional practice (“praxis”) being understood and experienced by teachers, and educators, more broadly? By drawing on the theory of practice architectures, the chapter explores (1) leading as a practice, (2) leading from, within, and beyond the middle, and (3) leading as a democratic practice. Analysis of these interrelated elements aims to contribute to a broader inquiry concerned with understanding, practising, and changing educational leadership by establishing the dynamism of leading as a practice for orchestrating conditions that enable shared educational transformations. The chapter concludes by reorienting leading as being a shared transformative educational practice. 1.7 COLLABORATIVE PROFESSIONAL LEARNING FOR CHANGING EDUCATIONAL PRACTICE Anette Olin, Susanne Francisco, Petri Salo, Michaela Pörn, and Gunilla Karlberg-Granlund This chapter explores professional learning and professional development of teachers, principals, and other educators. It initially identifies our understanding of the terms professional learning and professional development and various national political ideologies and policies that have influenced the work in this area. In particular, the chapter explores some key themes that researchers in the PEP network have addressed related to professional learning and development. Firstly, we explore three broad themes: action research for professional learning, professional learning for social justice, and leading for learning. Secondly, we examine more specific themes of professional learning at different stages of a teacher’s career. The concepts of praxis and bildung are highlighted as important understandings that guide our work. The chapter discusses the contribution that this research makes to the professional learning and professional development literature more broadly and concludes with a reflection on what we have achieved. We also present a composite theoretical framework for understanding professional learning as praxis development. 1.8 CRITICAL PRAXIS FOR CRITICAL TIMES Kirsten Petrie, Stephen Kemmis, and Christine Edwards-Groves This final chapter recalls the view of education that animates this volume: education to help people live well in a world worth living in. The authors outline some of the challenging historical, cultural, economic, environmental, social, and political conditions of our contemporary times. These are also challenges for education, which must be renewed to confront the challenges of our time. The authors use the theory of education outlined at the beginning of the chapter as a critical framework for finding ways to resist the bureaucratizing and deprofessionalising tendencies of education systems locally, nationally, and globally, and to restore hope for forms of contemporary educational PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy practice that can help people to live well in worlds worth living in—and for the practice architectures (conditions of possibility) that make critical educational praxis possible. The authors show that the work of the Pedagogy, Education, and Praxis (PEP) international research network in the years 2008– 2018 has included a variety of kinds of research that have contributed to the realization of educational praxis—research by educators, research with educators, and research for educators. The chapter concludes by encouraging resilience and resistance in the face of an intensely pressurized system of education dominated by performativity, management, and surveillance in our neoliberal times, and resources for a journey of hope in the task of realizing education in the form of educational practices that in fact help children, young people, and adults to live well in a world worth living in. Draw SHARE Write a critical question about pedagogy, education, praxis based on the readings assigned to you. Post this question in the Jamboard—one page, one question. These questions will be answered after the professional sharing. Interpret Guidelines for Professional Sharing (PS) In each topic, the class will be divided into 8 groups and each group will be assigned one subtopic each. Each group must prepare a professional sharing about the assigned subtopic, like it is your own paper. Each PS will be posted in ePNU for the class to watch and evaluate using the rubric provided. Please following the following PS Guidelines: Content o Less is more! Focus on the key messages. o Separate content into small sections using signposts (e.g., first, and then, now, on to my next, in other words, etc.). These help the audience follow along. o Use short sentences (25 words max). o Use pauses and chunking (put emphasis on the last content word of a phase). o Use active voice. o Avoid jargon and explain key terms in non-specialist language. o Explain concepts and people important in the article. o Highlight the outcomes and message of the article, and the not the desired outcome. o Imagine that you are explaining your paper to a close friend or fellow student from another field. o Consider presenting the 3MT as a narrative, with beginning, middle and end. o Break your presentation down into smaller sections to make it easier to follow. Structure Introduction o Capture the audience’s attention at the start with a hook (e.g. ask a question, tell a story, give a contemporary example) Provide context/background of your research o Keep the message simple o Articulate the significance of your research for society PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy o Use examples that the audience will relate to Conclusion o Return to your introduction to close your talk o End on a high note o Remember to keep it user 3 minutes Slides o Background ▪ Leave white/light space ▪ Use colors that work well on a screen ▪ Don’t overcrowd your slide ▪ Be creative ▪ Make sure your slide is legible, clear and concise o Imagines & Figures ▪ Use clear images ▪ Re-size and compress images before inserting them on a slide ▪ Use simple graphics to convey important information o Text ▪ Use min. 24-point font size and a sans serif font type ▪ Make sure all your text is in your language of presentation o Content ▪ Only include relevant content that you actually refer in your presentation ▪ Use minimal, if any, text ▪ Include credit in the slides (ideally bottom corner) ▪ Do not rely on your slide to convey your message – it should simply complement your oration ▪ Think about how your slide might be able to assist with the format and delivery of your presentation – is there a metaphor that helps explain the paper? ▪ Personal touches can allow the audience to understand to impact of your presentation Presentation o Pacing ▪ Speak at a reasonable pace (average roughly 150 words/minute) ▪ Avoid fillers (ums, ahs, ers, …) o Silent Pauses ▪ Why you should use them: ▪ To collect your thoughts ▪ You appear in control and confident ▪ To give the audience time process your message ▪ Try to leave the audience with an understanding of what the research is about, why it is important, and what the study hope to achieve PS Evaluation Rubric For each area below, please provide a feedback by assigning a score to each of the categories, where 1 is poor/not addressed and 10 is exceptional. Comprehension & Content 1 2 3 4 5 6 7 8 9 10 The professional sharing provided an understanding of the background and significance to the research questions being PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy addressed, while explaining terminology and avoiding jargon. The professional sharing clearly describe the impact and/or results of the research, including conclusions and outcomes. Th professional sharing follows a clear and logical sequence. The assigned reading was communicated in an appropriate language. The presenter spent an adequate time on key elements of their professional sharing. Engagement & Communication 1 2 3 4 5 6 7 8 9 10 The oration made the audience want to know more The presenter was careful not to trivialize or generalize their 3MP. The presenter was able to capture and maintain the audience’s attention. The presenter have sufficient stage presence and vocal range; maintain a steady pace, and have a confident stance. The slides used enhance the 3MP – it was clear, legible, and concise. Professional Sharing 1) Each rapporteur will be given 3 minutes only for presentation. 2) The professional sharing should surround around 3 KEY IDEAS from the reading assignment. 3) Each idea should be explained with concrete examples from their school context and must be backed up by further reading about the matter. 4) After the presentation, each participant will answer the question in the Jamboard through sticky notes. 5) The answers will be synthesized by the teacher before moving on to the next. Resolve We will evaluate the answers to the critical questions you asked. Let us try to reconcile as a group if the answers indeed responded to the critical questions asked. While it is important to know the definition, the nuances of these terms and what they entail. It is important to draw out the trends and issues that we can reflect on to improve our praxis. The class will complete the table below: Trends Issues PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy Which trends are applicable and worth exploring in your school setting? How do we address issues related to pedagogy? Explain Provide a sample of a journal article related to pedagogy. Go through the process of writing a critical review using the article. Writing a Critique Paper VALUE Use the PNU library or other resources to search for a research journal article which is related to each topic and write an at least 1000–1500-word critical review for. Choose a reputable and peer- reviewed journal articles only. The review will be submitted via Turnitin. Only submissions with at least 20% similarity ratings will be marked for grading. Writing a Critical Review: Critical reviews require careful planning and drafting just like any other assignment. This guide suggests what to focus on at each stage of the process. 1. Plan your approach Go back to the readings carefully in order to: Determine your exact criteria; find out what proportion of your review you should dedicate to summary and evaluation; and know whether the summary and evaluation should be presented as separate sections or a combined section. 2. Make notes Skim read the text and make notes about: the main question or questions; the author’s aim; the methods used; the evidence provided; the key findings or answers; and the implications and significance of the findings. 3. Evaluate the text Judge the quality or value of the text (for other researchers, or to practitioners in the field, or to students). Consider the merits of the text in the short term as well as the long term. Consider the merits of the text in comparison to other related text. When evaluating the text you could answer some of the following questions: Is the question the text tries to answer relevant, interesting, new, or useful? To who, and why Does the text give new answers or interpretations to an old question? PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy Is the text detailed, or brief? Simple or complex? Is the evidence presented to support the answer extensive? Strong? Weak? Relevant? Persuasive? Contradictory? Are the conclusions reached final, limited, qualified or preliminary? How can you relate the findings of the research to your practice? 4. Write it up When writing and proofreading your critical review: Stay focused on your evaluation criteria. Read the text you are reviewing again to check that you have covered everything. 5. Note that you will be grading according to the following rubric Critique Paper Rubric Excellent Very Good Satisfactory Good Needs Improvement Summary (20%) Clearly presents Presents Presents author’s Insufficient No explanation of author’s thesis and author’s thesis thesis, but may explanation of author’s thesis, author’s How well does describes his/ her and describes not provide thesis, and/or and/or no the student strategies for his/her sufficient insufficient description of summarize the supporting it. strategies for description of description of strategies for text? supporting it. strategies for strategies for supporting thesis. supporting supporting it. thesis. Clearly and Describes Describes succinctly describes organization and organization and Insufficient Poor or no organization and presentation of presentation of description of description of presentation of text. text. text, but may need text’s text’s organization more details organization and presentation. and presentation. Overall Quality Exhibits clarity, Exhibits clarity, and Exhibits some Exhibit some Exhibit little or no of Analysis complexity, some depth about clarity, though only faulty logic, evidence of (20%) perceptiveness, the topic, but lacks minimal depth of and/or effective thinking originality, and the qualities of thought about the stereotypical or about the topic How well does depth of complexity, topic. superficial (please note that the student thought about perceptiveness, thinking about there may be analyze the text? the topic. and originality the topic. effective thinking in exhibited in level A. the composition, but not about the topic). Provides excellent Provides clear Makes some attempt Insufficient Poor to no attempt evaluation of text’s evaluation of to present the attempt to to present the weaknesses or text’s weaknesses weaknesses or present the weaknesses or strengths; or strengths; strengths of the text; weaknesses or strengths of the evaluative criteria evaluative criteria evaluative criteria strengths of the text; no obvious are unique and are unique and are used. text; evaluative criteria for interesting. interesting. criteria are evaluation. unclear. PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy Uses creativity to Puts text in Places text in context. Insufficient Poor to no interpret text (e.g., meaningful context attempt to put attempt to put places it in when interpreting text in context text in context. interesting context it. or compares / contrasts with other relevant texts). Support of Exhibits command Exhibits control of Exhibits some control Exhibit Exhibit a Analysis (20%) of focus, coherent focus, organization, of focus, organization insufficient basic/elementary organization, and and development (structure may be control of focus, sense of How well does interesting (all of the subject formulaic or be organization (way organization (may the student development (with matter is relevant organized loosely ramble, be be purely descriptive select, summarize carefully chosen, to the topic, but is around the topic), repetitious, or or strictly formulaic), and/or insightful details, not as insightfully and development locked into a but ideas about the paraphrase examples, selected as a (may contain some formula), and/or topic are generally supporting arguments, etc.) of response at level A) poorly chosen development (it undeveloped, evidence from the topic. of the topic. information, but may be mostly illogical, irrelevant, the text to major ideas are descriptive or or inconsistent. demonstrate and adequately lack adequate support analysis? supported). support) of the topic. Organization & Review is very well Review is well Review has separate Distinction General structure Content (20%) organized, organized, introduction, body between of review is paragraphs, and containing an containing an conclusion, but introduction, difficult to follow, introduction, body introduction, connections among body and/or student paragraphs, and body paragraphs, these could be paragraphs, and failed to follow conclusion. and conclusion. improved. conclusion is the prescribed unclear. format. Most paragraphs Paragraphs contain All paragraphs focus on a single clear topic contain topic topic and are Paragraph Paragraphs are sentences, focus on sentences, focus on coherently structure needs unfocused, a single issue, are a single issue and structured. improvement incoherent or coherent, and are coherently (some may be require organized according structured. incomplete, or restructuring. to an obvious focus on too pattern of Some use of many issues, or argument. Topic sentences transitional signal structure of be incoherent). expressions and argument, but may Effective use of other signposts require more focus. Topic sentences are that make the Transitions are Topic sentences absent or transitional present and help expressions and structure of the do not effectively unconnected to the connect parts of other signposts document clear. argument signal structure paragraphs that that make the of argument or follow. structure of the lack focus / Transitions are document clear. clarity. absent or used More transitions incorrectly. are needed to develop argument PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy Student’s tone Student’s tone Student’s tone and Student’s tone and and diction are and diction are diction enhance the diction are Student’s tone and marginal. inappropriate. argument being appropriate for the diction are made about the text argument being occasionally Paper is much under review. made about the inappropriate for longer or shorter Paper is text under review. the target than the unreasonably too audience. assignment long or too short. requirement. Grammar & Clear, concise Mostly clear, Adequate Poor sentence Very poor Mechanics (20%) sentences. concise sentences. sentence structure structure. sentence but may require Writing may structure, and/or No grammatical May have some editing for be wordy or Uses errors. minor clarity/wordiness. difficult to inappropriate grammatical follow in language or errors. Some grammatical Citations are places. language that is errors, but these included in too informal. do not impede the correct Citations are understanding. Significant ACM format. included in the Many grammatical errors, correct ACM grammatical and/or format; may have Citations are errors. Contains errors that minor errors. included with are identified by MS some issues in Citations are Word software but ACM formatting. included but were not corrected. not in the ACM format. Citations are missing. The insights and best practices you have gleaned from the readings and discussion in this PRODU module will be put in the context of practice through your Job-Embedded Learning task CE specific to PPST Career Stages. Proficient Teachers (Career Stage 2) and Highly Proficient Teachers are expected to identify appropriate lesson study for improving classroom practices. Prepare an Annotated Lesson Study with the goal of identifying instructional needs of teachers and addressing gaps in student outcomes. Use the Lesson Study Plan template. 1. Prepare a lesson study based on the trends and issues explored during the discussion. 2. Annotate the attached lesson plan which was prepared collaboratively by highlighting results in your curriculum investigation, research on classroom practice, student learning, trends and issues in pedagogy. 3. The following questions can guide your annotation. a. Which trends can be applied in teaching the lesson? PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy b. What possible issues will you encounter in teaching the content? c. How do we address these issues? 4. Work on the Lesson Study Template. Here is the link: https://docs.google.com/document/d/1bMlXlEiRAOeSuGq7gDK_XM_WQ9JOPoNl/edit?usp= sharing&ouid=111710606831481796861&rtpof=true&sd=true 5. Submit the completed Lesson Study in the assignment created in ePNU. Lesson 2: Adult and Lifelong Education Focus What are emerging trends and enduring issues in adult education? Question: This lesson explores the growing importance of adult education. More specifically, this deals with adults and their capacity for lifelong learning. Learning opportunities for adults occur with the changing nature of society, individual, learners and needs for learning. The readings in this lesson also covers the definition of adult learning where it involves an institutionalized learning process and not merely a “one-shot event”. This process should be planned carefully to make sure it is humanistic and involve understanding for critical awareness (Peters, 1966). Traditional approaches are no longer as effective to adult learning as they used to be. It is, therefore, important to consider not only the objectives and ways lessons are delivered but also the teaching style and morality of the approach in relation to the participant’s process. A new perspective was drawn out of theoretical and practical perspectives of adult education. CILO Lesson Objective/s Critically reflect and engage with the Familiarize the variety of theoretical and historical perspectives about adult selected major trends and issues in education and lifelong learning. andragogy and pedagogy Develop fresh perspectives of emerging and enduring issues in adult and Address complex issues in pedagogy lifelong learning that have important implications for practice; and and andragogy clear and concise academic style of writing. Determine how adult education research contribute to learning debates. Teaching Resources Type of Resource Title of Resource Description Book of articles Milana, M., Webb, S., Holford, J., Waller, R., & These books contain articles that Jarvis, P (Eds). (2018). The Palgrave will be discussed in the course. PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy international handbook on adult and lifelong This will elicit conversation among education and learning. Macmillan Publishers teacher students and allow them Ltd. to think back and reflect on their practices. Some of the articles will also be assigned for a 3-minute presentation. Lesson Phase Instruction Each chapter will be assigned to a group of participants who will prepare a 3-minute professional READ sharing presentation. They will be completing a Google Form (Making Connections Template) after they read the article assigned. Link to the form: https://forms.gle/q7JkTLoERYADobzk7 2.1 CONTEMPORARY ADULT AND LIFELONG EDUCATION AND LEARNING: AN EPISTEMOLOGICAL ANALYSIS Richard G. Bagnall and Steven Hodge This chapter seeks to shed some light on the prevailing vocationalisation of adult and lifelong education and learning policy and provision. It does so through a framework of competing educational epistemologies, which are seen as being generated, shaped and selectively foregrounded through educational responses to the prevailing cultural context. Shifts in the nature of that context selectively favor different epistemologies, and may be used to explain: the historical hegemony of disciplinary epistemology; the episodic flourishing of constructivist and emancipatory epistemologies and—with the recent development of a neoliberal cultural context—also the shift from ‘education to learning’ in labelling the field, the contemporary ascendency of instrumental epistemology evident in the vocationalisation of the field, and the anticipated future decline of that epistemology, with the possible rise of a situational epistemology. 2.2 CRITICAL ADULT EDUCATION THEORY: TRADITIONS AND INFLUENCE Stephen Brookfield The notion of what constitutes critical adult education theory and practice is strongly contested, partly because the word ‘critical’ is open to so many interpretations. In this chapter, I begin by reviewing two major traditions of critical analysis that have framed much adult educational theorizing. The first of these is Marxism and the attempt of the Frankfurt school of critical social theory to modernize Marx’s ideas for in the twentieth and twenty-first centuries. The second is the critical pedagogy tradition that draws especially strongly on the work of Paulo Freire I then examine the way that specific critically inclined streams of theorizing such as transformative learning, feminist theory, queer theory, Africentrism and critical race theory have influenced theorizing in adult education. The key to all these theoretical efforts is a desire for a theory to assist in the dismantling of structures of power by critiquing the ideologies that keep these structures in place. 2.3 ADULT EDUCATION AND THE ‘LEARNING’ TURN Terri Seddon PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy In the 1990s, the terms ‘adult education’ and ‘lifelong education’ began to be displaced by a novel discourse of ‘lifelong learning’. This learning turn in education policy affirmed ‘learning as performance’ but also discounted the established world of adult and lifelong self-development. In that moment, the meanings of ‘adult education’, ‘lifelong learning’ and ‘lifelong education’ became unclear. But what is being entangled here and with what effects on knowing and doing adult education? I use the concept of ‘analytic borderlands’ to understand change in global transitions and report on research that traced the learning turn in Australian adult education through three different historical contexts. Re-reading empirical case study research, I show how these historical contexts intersected in ways that transformed publicly provided Technical and Further Education (TAFE) into mixed economy Vocational Education and Training (VET). I argue that these three concepts of ‘lifelong learning’, ‘adult education’ and ‘lifelong education’ are historically specific forms of more general political rationalities, institutionalized spaces and necessary utopias. 2.4 LIFELONG LEARNING AS AN EMANCIPATION PROCESS: A CAPABILITY APPROACH Pepka Boyadjieva and Petya Ilieva-Trichkova chapter offers a theoretical outline of the heuristic potential of the capability approach in conceptualizing lifelong learning and tests the capacity of this approach to guide empirical studies on lifelong learning. It argues that the capability approach provides a theoretical framework for the understanding of lifelong learning as an agency process which is embedded in different social and institutional contexts, for grasping its different meanings for individuals and society and for its critical evaluation against the background of important values, such as justice, freedom and identity development. Drawing on data from the Adult Education Survey (2007), the chapter suggests an index of fairness in participation in adult education and explores various meanings of adult education and obstacles to participation in it. 2.5 RESEARCH PATTERNS IN COMPARATIVE AND GLOBAL POLICY STUDIES ON ADULT EDUCATION Marcella Milana This chapter frames comparative and global policy studies on adult education as an intelligible area of research, and presents a meta-investigation that, without claiming to be exhaustive, enables researchers to reflect on and interpret what connects existing studies, and identify possible gaps. It does so on a corpus of 58 academic texts produced and/or in circulation in the Global North, for the most articles in peer-reviewed journals and, to a lesser extent, books and book chapters, published in 2000–2015; in short, this meta-investigation led to the identification of four research patterns, each based on a combination of the main unit of analysis and particular research scope. By pinpointing at their strengths and limitations, the author argues for the need to cherish these diverse patterns and the necessity of scrutinizing closely the type of knowledge they produce. 2.6 LEARNING IN LATER ADULTHOOD: A CRITICAL PERSPECTIVE Brian Findsen The sub-field of educational gerontology, better known colloquially as learning in later life, has been receiving increased attention in the new millennium, especially as in many countries the proportions of older adults are reaching dramatic levels. This article provides insights into the historical development of later life learning including consideration of the ideas of old age or later adulthood. It looks into how knowledge (or curriculum) has been constructed within a lifelong learning framework before analyzing issues of older people’s participation and providers of learning opportunities. Coverage of recent developments in this sub-field includes a review of important PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy reports and academic publications. Finally, a number of emergent issues of special salience for older learners, especially connected to the new millennium, are discussed. 2.7 TECHNOLOGIES FOR ADULT AND LIFELONG EDUCATION Seng Chee Tan Seng Chee suggests taking a learning-centric approach, rather than a techno-centric approach, for the integration of technology for adult education and lifelong learning. He argues that the anchor point for design consideration should be the goals and purposes of adult learning and the corresponding learning approaches, which will help to identify pertinent technological support. Learning design should be applied based on relevant theories so as to engage adult learners towards achieving their learning goals. He presents three approaches of technology-supported learning: knowledge as acquisition supported by technologies as a tutor, learning as participation supported by Computer-Supported Collaborative Learning tools and learning as knowledge creation supported by Web 2.0 tools. 2.8 CREATIVITY, THE ARTS, AND TRANSFORMATIVE LEARNING Patricia Gouthro The arts provide educators and researchers with opportunities to work with adult learners to support creative and transformative learning opportunities. This chapter examines how the arts may foster creativity and help adult learners develop the capacities to live and work in contexts characterized by fluidity, uncertainty, and change. It challenges a neoliberal perspective that reduces the notion of creativity to the more technical-rational definition of innovation for the purposes of profit. Drawing upon critical Habermasian and transformative learning theory, it explores how these frameworks help us to understand the need to broaden our perspectives on teaching adults to promote creativity. This chapter examines various examples of how the arts, including fiction writing, may be used to develop creativity in adult education and lifelong learning contexts. Draw SHARE Concept Mapping Let us create a concept map using the terms given below as a guide. You can draw out words from these general terms and use it to complete the map. Through mapping, we hope to track how adult education revolved with societal changes over the years. The professional sharing will significantly guide the map. Below are the general terms: a) Globalization b) Knowledge Society c) Lifelong Learning d) Adult Learning e) Teaching adults f) Distance Education Interpret Professional Sharing 1) Each rapporteur will be given 3 minutes only for presentation. 2) The professional sharing should surround around 3 KEY IDEAS from the reading assignment. PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy 3) Each idea should be explained with concrete examples from their school context and must be backed up by further reading about the matter. 4) After the presentation, each participant will suggest how the general terms can be arranged in a map or use more specific terms in relation to those to come up with a more nuanced model. 5) The answers will be synthesized by the teacher before moving on to the next. Resolve The class will complete the table below: Trends in Adult Learning Issues in Adult Learning Which trends are applicable and worth exploring in your school setting? How do we address issues related to pedagogy? Explain Discussion Question 1 How can we benefit more from learning about adult education? 1. Facilitator will synthesize the key points shared by the groups. 2. Selected participants will share Takeaways based on the Discussion Question. Discussion Question 2 VALUE Professional development is a form of adult learning. If you were to apply some of the insights you have learned about adult learning, in what way should professional development programs be designed? 1. Facilitator will synthesize the key points shared by the groups. 2. Selected participants will share Takeaways based on the Discussion Question. Design a professional development activity that can benefit from what you learned about PRODUC adult learning. Fill out the template below and submit thru ePNU: E Names PST Section: PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy of Scholars: Date of Program: Submission: PD Program Title School Proponents Research on Adult Learning A. Context Description B. Implementation Goal Success Indicator Activities Resources Persons Timel Involved Lesson 3: Interactive Technologies for Formal and Informal Education Focus How can we integrate interactive technologies to education? Question: This lesson focuses on the use of interactive technologies both in formal and informal education set-up based on present various experiences of developing and integrating interactive technologies in different educational settings. This lesson seeks to offer a comprehensive understanding of the “benefits and affordances, trade-offs and limitations” in relation to promoting learning. Other areas PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy cover novel approaches to develop, integrate and use technology in different school settings. While there are limitations and challenges in incorporating them, empirical support for utilizing them to benefit specific learning issues and teaching methods would be very helpful. Useful guidelines and heuristics can be used to design technology-enhanced academic environment. CILO Lesson Objective/s Address complex issues in pedagogy and Be aware of the current debates surrounding andragogy clear and concise academic style of bridging informal and formal learning; writing. Develop an enthusiasm for improving the Consider the implications of trends and issues learner’s experience through interactive in andragogy and pedagogy in research and technologies learning; and development in the teaching of language in their own practice and that of the Philippine Immerse in the discussion that will contribute context. to the integration of interactive technologies for formal and informal educational practice. Teaching Resources Type of Resource Title of Resource Description Book of Articles Díaz, P., Ioannou, A., Bhagat, K. K., These books contain articles that & Spector, J. M. (Eds). (2019). will be discussed in the course. Learning in a digital world: This will elicit conversation among Perspective on interactive teacher students and allow them technologies for formal and to think back and reflect on their informal education. Springer. practices. Some of the articles will also be assigned for a 3-minute presentation. Lesson Phase Instruction Each chapter will be assigned to a group of participants who will prepare a 3-minute professional READ sharing presentation. They will be completing a Google Form (Making Connections Template) after they read the article assigned. Link to the form: https://forms.gle/q7JkTLoERYADobzk7 3.1 LEARNING IN A DIGITAL WORLD PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy Paloma Díaz and Andri Ioannou Learning is an extremely broad concept, and this makes it hard to answer the question of what the main factors influencing learning are, and thus to identify technologies and methods that optimize learning (Lowyck, 2014). At the same time, the variety of available technologies is so broad that deciding what to use, how to integrate, and what outcomes to expect is a complex issue. This book aims at guiding this decision by providing not only examples of the use of technologies but also well-grounded discussions on their learning affordances and the challenges they pose. Communication between scholars of different disciplines, including education, design, human–computer interaction, computer science can ensure that learning theories, models, and principles will guide the design of technological tools with best possible value for learning. Using systematic, theoretically grounded, and empirically sound research, we can build on the work presented in this special issue to move the field forward. 3.2 PROMPTING DEEP LEARNING WITH INTERACTIVE TECHNOLOGIES: THEORETICAL PERSPECTIVES IN DESIGNING INTERACTIVE LEARNING RESOURCES AND ENVIRONMENTS Tiffany A. Koszalka, Mary K. Wilhelm-Chapin, Christopher D. Hromalik, Yuri Pavlov and Lili Zhang Interactive technologies are inundating learning activities. Multiple features offered by technologies give learners options to interact with, engage in, and reflect on learning content. New technologies are offering more exciting and contextualized resources and environments than ever before. The questions explored in this chapter were about how to design effective learner–content interactions by assuring the resources and environments encourage interaction WITH engagement in thinking and reflection, by transforming resources and environments into learning resources and learning environments. There is no guarantee that highly immersive, or low technology-enhanced, experiences are going to be better or worse at supporting deep learning. Theory and research can inform characteristics of technology uses that are predictive of deep learning. By combining what is theorized about the mechanisms of deep learning, design principles, and appropriate technology features, a set of guidelines has been proposed to support the design of learner–content interactions. Further research is necessary to validate these guidelines and their application to a variety of emerging interactive technologies and content applications. The goal is to take a strategic perspective in incorporating what is known about learning when creating or transforming resources to support deep learning. We likely have not yet fully explored what technologies can do to attract and lull learners into deep thinking and how to avoid designs and interactions that distract and inhibit learning. Learners are complex beings who must choose to think during the learning process. Helping learners make this choice is a complex idea; however, the process can be informed by research. Regardless of the technology of choice, one of the most critical interactions in the learning process is the learner–content connection. Focusing on that interaction goes far in designing purposeful instruction. 3.3 CREATING DIALECTICS TO LEARN: INFRASTRUCTURES, PRACTICES, AND CHALLENGES John M. Carroll, Na Sun and Jordan Beck This chapter identified challenges to the design and implementation of interactive systems for argumentation, and it suggested possible ways for educators, and designers of educational technologies, to address these challenges. Two cases illustrated ways of integrating interactive technologies into classroom activities such that they support more useful and engaging learning experiences. The third case drew attention to counterproductive discourses that can arise in interactive debate systems. It showed how these discourses are tied to human values and beliefs PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy and motivated by interaction design, which reaffirm the need for multidisciplinary inquiry. Our experiences with structured argumentation and debate activities suggest that developing and refining explicit arguments can be an engaging learning and problem-solving activity that directly facilitates the development of critical thinking skills. As such, this is an important direction for supporting learning in the digital world. 3.4 PROMOTING ONLINE LEARNING COMMUNITY WITH IDENTITY TRANSPARENCY Na Sun, Mary Beth Rosson and John M. Carroll With advances in technology and broadened access to educational resources, university degree programs provided via online delivery have drawn considerable attention and effort, and have been rewarded with regular increases in enrollment (Kena et al., 2015) and comparable achievements in terms of learning outcomes (Shachar & Neumann, 2003). However, distance education continues to suffer from the mere fact of distance: separation of instructors and students in terms of time and space leads to feelings of being socially removed from the situation (Guo, Tan, & Cheung, 2010). This social isolation is a major contributor to the retention problems common in online education (Carr, 2000; Tinto, 1975). Ashar and Skenes (1993) suggest that learning goals attract adults to an online program, but it is the presence of a social environment that makes them persist. At the same time, productive social interaction is an important component of collaborative learning (Clegg et al., 2013); being part of a learning community leads to fuller engagement with the class and dialogue (D. J. Brown et al., 2011). Not surprisingly, social presence and social interaction are predictors of students’ learning performance in CSCL (Xing, Kim, & Goggins, 2015). For example, online learners with higher social belonging also report better learning outcomes (Kizilcec & Halawa, 2015). Furthermore, learners with higher social skills exhibit greater social interaction, which in turn mediates the impact of system functionality on learning (Xing et al., 2015). These suggest the importance of fostering communities for online learners despite the physical distance between students and teachers, or among learners themselves. 3.5 EMBODIED LEARNING IN A DIGITAL WORLD: A SYSTEMATIC REVIEW OF EMPIRICAL RESEARCH IN K-12 EDUCATION Yiannis Georgiou and Andri Ioannou To sum up, research on technology-enhanced environments for embodied learning is a nascent but growing research area. This review has examined the literature on K-12 empirical research employing technology-enhanced embodied learning environments. In general, the review revealed positive learning outcomes across the cognitive, affective, and psychomotor domains, linked to the use of technology-enhanced embodied learning environments in K-12. The review indicated that embodied learning work seems to focus primarily on the promotion of cognitive outcomes in STEM education. Future research could be expanded into more types of learning outcomes. Also, future research should be based on more objective and in situ measurements, rather than retrospective pre–post-testing, which is incongruent with the epistemological grounds of embodied cognition. At the same time, research should investigate the effectiveness of the technology-enhanced embodied learning environments, as compared to other forms of instruction and interfaces, using larger samples to allow for firm statistical analyses and generalizable conclusions. Finally, future studies should be grounded on research designs that enable empirical substantiation on the positive contribution of technology-enhanced embodied learning environments, by controlling the effects of other variables such as student collaboration. PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy 3.6 REVIEW OF AUGMENTED REALITY IN EDUCATION: SITUATED LEARNING WITH DIGITAL AND NON-DIGITAL RESOURCES Yun Wen and Chee-Kit Looi The use of AR in education can be considered as one of the natural evolutions from traditional instructional design to constructivism, because it enables the power of immersion and embodied learning providing the first-person form of experiential learning, and it has the potential to recognize the context the learner is situated in. Our review indicates that the dimension of context-aware design can be a contributing factor toward whether the learning approach utilizing AR leads to surface-type learning or is intentional toward developing deep learning. Productive ways of using AR to promote deep learning need to be built on a foundation of strong learning theory such as to achieve distributed cognition. We hope to see more of such studies that can illuminate the real affordances of AR in education that taps on both digital and non-digital resources. 3.7 VIRTUAL REALITY ENVIRONMENTS (VREs) FOR TRAINING AND LEARNING Kalliopi-Evangelia Stavroulia, Maria Christofi, Telmo Zarraonandia, Despina Michael-Grigoriou and Andreas Lanitis In this paper, we summarized some of the opportunities and challenges that the integration of VR in educational faces. We also presented two works that exemplify the vast possibilities of application of this technology. The potential of VR technology has just started to be explored, and more research needs to be done in order to understand how to exploit the benefits of VR in education. Educators need to be informed on the contexts and applications in which immersive learning experiences will improve the outcomes of traditional practices. Also, it is not only necessary to reduce the cost of the technology, but the design and development of the activity and educational content need to be facilitated. It is necessary to provide the teachers with the means to create VR application customized to their teaching needs. 3.8 TEACHING TECHNOLOGY DESIGN: PRACTICING TEACHERS DESIGNING SERIOUS Leonard A. Annetta and Marina Shapio Although the concept of design thinking dates to the 1950s, there is no unique, essential meaning of design thinking; rather, it is a guiding concept used in various theoretical and applied situations and is given meaning within those applications (Johansson-Skoldberg, 2013). Design thinking is a nonlinear approach to problem- solving (Razzouk, 2012). The nonlinear nature of the design process is further elaborated by Wells (2013) who distinctly states that designing is not a set of pre-programmed events, but instead more of an interactive and experiential activity which requires conscious practical and emotional engagement by each individual involved in the creative and collaborative process. These strategies are relevant to all disciplines and professions (Lindberg, 2010), which makes design thinking applicable across and outside a curriculum. Figure 1 from the Stanford d school is a great illustration of design thinking that we like to refer to when helping others understand how we operationally define the process. The continuum goes a bit further than we did in this particular study as it encompasses the implementation piece that results in a business canvas. Draw SHARE PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy Think of a time where you took advantage of technology in teaching a lesson or concept. Answer the questions that follow: a) What theoretical and empirical findings in technology integration can you associate with your practice? b) How can you possibly develop deep learning with technology use? c) What design principles and technology affordances to support content learning have you utilized? d) How would you characterize your interactive technology design? Interpret Professional Sharing 1) Each rapporteur will be given 3 minutes only for presentation. 2) The professional sharing should surround around 3 KEY IDEAS from the reading assignment. 3) Each idea should be explained with concrete examples from their school context and must be backed up by further reading about the matter. 4) After the presentation, each participant will include either a trend or issue in the table below. 5) The answers will be synthesized by the teacher before moving on to the next. Resolve The class will complete the table below: Trends in Technology Integration Issues on Technology Integration Which trends are applicable and worth exploring in your school setting? How do we address issues related to technology integration? Explain Discussion Question 3 How can we benefit more from technology integration? 1. Facilitator will synthesize the key points shared by the groups. 2. Selected participants will share Takeaways based on the Discussion Question. Reflect on your current practices as a teacher and redesign the conceptual framework we VALUE have come up as a class that would best capture a trend that would be applicable in your PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy context and address an existing issue that may turn out to be a problem in your school setting. REFLECTION: Online Forum Instructions: Three online forums will be posted in ePNU (one for each topic), where you must post your reflection, addressing the following questions: Think about what you learned on this topic. How has this changed your way of thinking? What will you do with this information? What surprised you the most about this topic? What disappointed you the most about this topic? If you have the power to make a change (lesson related), what would that be? What might be some obstacles? What do you plan to investigate further? Are there any educational ethics implications? The reflection Highly Proficient Proficient (3) Nearly Unacceptable posted in each (4) Proficient (2) (1) forum will be graded using the rubric that follows: Criteria Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate a Reflection conscious and thoughtful basic limited thorough understanding understanding understanding understanding of the writing of the writing of the writing of the writing prompt and the prompt and the prompt and prompt and the subject matter. subject matter. subject matter. subject matter. This reflection This reflection needs revision. can be used as an example for other students. Use of Textual Uses specific Uses relevant Uses general or Uses Evidence and and convincing examples from vague examples unconvincing, examples from the texts from the text poorly specified the texts studied or your studied or your examples or studied life to does Historical or your life to support claims life to support not include Context support claims in your own some claims in examples at all; in own writing; writing; makes your writing not able to PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy makes insightful relevant with some support claims and relevant connections connections with connections between texts made between connections between texts and/or own life texts, and/or between texts and/or own life experiences. own life and/or own life experiences. experiences. experiences. Language Use Uses stylistically Uses language Uses basic but Uses language sophisticated that is fluent, appropriate that is either language that is with evident a language, with a unsuitable precise and sense of voice, basic sense of and/or engaging, with awareness of voice, some imprecise for notable sense of audience and awareness of the audience or voice, purpose, and audience and purpose, with awareness of the ability to purpose and little or no audience and vary sentence some attempt sense of voice, purpose, and structure. to vary sentence and a limited varied sentence structure. awareness of structure. how to vary sentence structure. Writing Demonstrates Demonstrates Demonstrates Demonstrate Conventions control of control of partial control little or no academic academic of academic control of writing writing writing academic conventions conventions, conventions, writing with essentially exhibiting exhibiting conventions, no errors, even occasional occasional exhibiting with errors only errors that do frequent errors sophisticated when using not hinder that make language. sophisticated comprehension. comprehension language. difficult. APPLICATION: e-Portfolio PRODUCE An e-Portfolio is a collection of digital files (artifacts) that are shared electronically for the purpose of reflection, comment, and evaluation. In the context of the PNU MA Science and Math Program, the e-Portfolio is a program-wide initiative of the said cluster under the LiSQuP project, which aims to give LiSQuP Science and Math students the opportunity to create a personal website that showcases their journey in the program they are in and their educational journey. The Advantages of an e-Portfolio An e-Portfolio offers more possibilities than a paper portfolio when collecting and presenting artefacts, composing documents, and it can be used for various purposes. The e-Portfolio that students will create for the MA Science and Math program will serve as a teaching & learning portfolio, presentation portfolio, and research portfolio. It should: communicate and showcase skills, experiences, and learning; contain diverse artifact - documents and media; showcases ab overview of one’s study, research, and areas of competencies; PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy present strategies and process of achievements goals; promotes self-awareness and self-responsibility; and contextualize artifacts to communicate profile and show they can do; demonstrate what they have learned from the courses they have taken and how to apply it in the teaching and learning environment. What can be added to the e-Portfolio? Files of various formats (text, pictures, video, etc.) Evidence related to the course taken, program of study, etc. Writing samples (which might include several drafts to show development and improvement) Project prepared for class or extracurricular activities Evidence of creativity and performance Evidence of extracurricular or co-curricular activities, including examples of leadership Evaluations, analysis and recommendations Reflections and insights Research endeavors Instruction to Students: Being part of this LiSQuP project you are expected to create and maintain an ePortfolio, which will be part of the requirements for all the courses that you will take. This ePortfolio must showcase your journey and growth in the program. You will use Google Sites using your PNU Google Account to create your ePortfolio. The said application is included in PNU’s Google Workspace and you can use it for free as long as you sign in using your PNU account. To know how to use Google Sites, you can watch this YouTube video: https://youtu.be/5BhCVvFWEtE You are given the freedom to design and arrange your own ePortfolio. You may also add any artefact, description, or narration that you deem necessary to enrich your ePortfolio. For this course, you need to include a narrative for each of the following questions: When will I apply pedagogy and andragogy in my current practice? How do I practice formal and informal education in my current school setting? Why is lifelong learning an important skill to incorporate in the teaching of Mathematics/Science? How did PED 702 (Trends and Issues in Pedagogy and Andragogy) change me as a teacher? Based on what you have learned in PED 702, what recommendations can you give in the current landscape of Mathematics/Science education in the country? Note: Include the all the activities done in this course. e-Portfolio Rubric Criteria and Weight Exemplary Proficient Emerging Unsatisfactory Selection of 20 pts 15 pts 10 pts 5 pts artifacts (20%) All artifacts and Most artifacts Some of the The artifacts and work samples are and work artifacts and work samples do clearly and samples are work samples not relate to the directly related to related to the are related to purpose of the the purpose of eportfolio. PAGE \* MERGEFORMAT 2  PED 702 – Trends and Issues in Andragogy and Pedagogy the eportfolio. A purpose of the the purpose of wide variety of eportfolio. the eportfolio. artifacts is included. Descriptions 20 pts 15 pts 10 pts 5 pts (20%) All artifacts are Most of the Some of the The artifacts and accompanied by a artifacts are artifacts are work samples do caption that accompanied by accompanied by not relate to the clearly explains a caption that a caption that purp