Slide deck for Lesson 1

1. robpower
EdD powerlearningsolutions.com
digitaltechnologies
in adult education
welcome to
Group A
(6-7:20 pm ET)

2. robpower
EdD powerlearningsolutions.com
• check-in
• meet your instructor
• purpose of this course
• getting started: course site
• course readings
• getting started: week 1
• participating in Adobe Connect classes
• assignments and activities
digitaltechnologies
in adult education
welcome to

3. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
CHECK-IN

5. COURSE PURPOSE
EDUC 5405 G
• analyze and evaluate the potential of digital technologies for
adult learners
• explore unfamiliar digital technologies in your personal and
professional context
• topics include exploring digital technologies for:
• communications
• social interaction
• collaboration
• accessing and creating information
• information processing
• others…

6. getting started: course site

7. COURSE SITE
EDUC 5405 G

8. course readings

9. Bernsmann, S., & Croll, J. (2013). Lowering the threshold to libraries with social media. Library Review, 62(1/2), 53–58.
Butler-Kisber, L. (2014). Learning Landscapes: Teaching and Learning in the Digital World Possibilities and Challenges, 6(2) (Spring 2013)
Chapman, C., Ramondt, L. & Smiley. G. (2006). Strong community, deep learning: exploring the link. Innovations Education and Teaching
International, 42(3), 217-230
Chapter 3: Theories behind gamification of learning and instruction. [Presentation file]. {n.d.).
Dichev, C, & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical
review. International Journal of Educational Technology in Higher Education, 14(9). DOI: 10.1186/s41239-017-0042-5.
Dirksen, J. (2012). Design for How People Learn (Voices that Matter). Berkeley, CA: New Riders, Kindle edition.
Dron, J. & Anderson, T. (2014) Teaching Crowds: Learning and Social Media. Edmonton: AU Press. (free online book)
http://www.aupress.ca/books/120235/ebook/99Z_Dron_Anderson-Teaching_Crowds.pdf
Gee, J. (n.d.) Good Video Games and Good Learning. [PDF file]
Schmidt, P. (2015, March 2). ChangeSchoolsTalk 2015. [YouTube video]. Available from https://youtu.be/1EtAEf_8YRI
Turkle, S. (2012, February). Connect, But Alone. [TED Talk]. Available from
https://www.ted.com/talks/sherry_turkle_connected_but_alone?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomsha
re

10. Dirksen, J. (2012). Design
for How People Learn
(Voices that Matter).
Berkeley, CA: New
Riders, Kindle edition.
ASAP

11. getting started: week 1

18. participating in
Adobe Connect classes

20. assignments and activities

21. Evaluation will be based on a variety of criteria including:
• Community Contribution 20%
• Weekly Learning Blog or Vlog 24%
o 8 due in total
o *at least two entries must be completed by May
28th
• Assessing a Digital Tool (not used in class, can work on
individually, or in pairs) 25%
• Lesson Plan 31%
COURSE ASSIGNMENTS
EDUC 5405 G

23. As a participant in this course, you are expected to participate in the weekly
synchronous class sessions in Adobe Connect, to contribute regularly to the
class discussions, and follow the basic rules of netiquette:
• ensure that you are on time for Adobe Connect class sessions
• ensure that your equipment is properly configured
• actively participate in whole class and small group synchronous activities
• ensure your contributions are polite and supportive
• focus on clarity and conciseness when posting discussion forum responses
• drive the discussion along in a positive way
• include questions to stimulate the discussion
• respond to direct questions or requests (whether by email or in the discussion
forums) promptly
• submit all of your assignments and activities on time
ASSIGNMENT 1
COMMUNITY CONTRIBUTIONS

24. You are expected to post at least eight original blog posts throughout this course. The posts should
be related to the course topics and activities that have been explored, your individual and group
learning activities, and how they relate to your overall goals for this course. A good reflective blog
post should provide insights into:
• What you have learned about the topic(s)
• What questions you still have to explore
• How your activities have helped (or hindered) your learning process,
• How your activities have helped you get closer to reaching your goals for this course (including the
problem you hope to address with your final lesson plan assignment), and
• What you could / should do to become a more effective teacher / learner / group learning
participant
• Properly cited (APA v6 format) references to any materials discussed or resources explored
ASSIGNMENT 2
WEEKLY LEARNING BLOG

25. • You may complete this assignment individually, or with one partner.
• Select a digital tool (that has not been explored in this course).
• Prepare a 1000-1200 word paper, which includes:
o Cover page
o Abstract
o Introduction and description of the digital tool
o A brief overview of how the tool might help you attain the goal(s), or solve the problem(s)
that you would like to address when you develop your lesson plan for Assignment 4
o A discussion of how the tool could facilitate teaching and learning with adult learners (in the
context of the learning theories and adult learning concepts explored in EDUC 5405 G)
o A discussion of the suitability of the tool in the context of your learner audience and
identified learner needs
o References
ASSIGNMENT 3
ASSESS A DIGITAL TOOL

26. The purpose of this assignment is to apply the theories,
concepts, and tools that you have explored in EDUC 5405 G
to the development of a complete lesson that integrates a
digital tool(s) to address a teaching and learning need for
adult learners. The topic of the lesson can be anything that
you choose. If you teach adult learners, choose a topic that
is relevant to your own context. If you do not currently
teach adult learners, consider your classmates in this
course as your target audience!
ASSIGNMENT 4
LESSON PLAN

27. For this assignment, you will prepare a
complete lesson plan. You will also create a
digital poster that showcases the key
components of your lesson plan. We’ll share
the lesson plans in the Sharing Lesson Plans
discussion forum in Blackboard, and we’ll have
a chance to share our posters during one of
the synchronous class sessions in Adobe
Connect during the final week of class.
ASSIGNMENT 4
LESSON PLAN

28. Criteria Not Acceptable Acceptable (B- ) Good (B to B+) Very Good (A- to A) Excellent (A+)
Relevance Text does NOT refer to the
subject at hand
Text does refer to the subject at
hand in a general manner
Text treats some specific elements of
the subject
Text is on target and deals entirely
with the subject both in general
terms as well as with principal
elements in a very specific manner
Text is on target and brings in more
than one perspective to bear on the
analysis or descriptions
Coherence and
Clarity
Ideas are NOT presented clearly Ideas are presented but links are
weak and difficult to follow
The structure allows for good
understanding of the relationships
between the different parts of the
text
Excellent structure allowing the
reader to grasp all the ideas and
understand the logical links between
them
The overall structure is such that the
arguments are presented in a clearly
refutable manner as both concepts
and logic are defined and followed
Depth Ideas are poorly presented, and
relevant terms or concepts are
NOT referred to or defined
Ideas presented without defining
any terms or concepts
Main concepts are defined but
without references
All principal concepts are clearly
defined with some references and
justifications
All terms and concepts are defined in
a formal manner and referenced,
and some documented criticism are
also identified
Quality of Written
Language
Written with poor syntax and
grammar
Written with correct
syntax and grammar
Written with good form and where a
notable effort has been made to
facilitate reading
Easy to read, where the ideas come
forth and the writing disappears
Publishable... or almost!
APA Formatting Does NOT use APA v. 6 formatting
Or
APA v.6 formatting is used with
consistent major errors of either
heading structure, in-text
citations, or references.
APA v. 6 formatting used, but
consistent minor errors with use of
either heading structure, in-text
citations, or references
APA v. 6 formatting used with a few
minor errors
APA v. 6 formatting used with almost
no minor errors
Publishable... or almost!
GENERAL ASSESSMENT RUBRIC
EDUC 5405 G

29. contacting your instructor

30. CONTACTING YOUR INSTRUCTOR
EDUC 5405 G
Contact Information for Rob Power:
• Email (UOIT): Rob.Power@ontariotechu.ca
• Email (Personal): robpower@hotmail.com
• Twitter: @PowerLrn
• Web: powerlearningsolutions.com

31. Break Time!
…back to start the session with Group B at 7:40 pm ET…

32. robpower
EdD powerlearningsolutions.com
digitaltechnologies
in adult education
welcome to
Group B
(7:40-9 pm ET)

33. robpower
EdD powerlearningsolutions.com
• check-in
• meet your instructor
• purpose of this course
• getting started: course site
• course readings
• getting started: week 1
• participating in Adobe Connect classes
• assignments and activities
digitaltechnologies
in adult education
welcome to

34. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
CHECK-IN

36. COURSE PURPOSE
EDUC 5405 G
• analyze and evaluate the potential of digital technologies for
adult learners
• explore unfamiliar digital technologies in your personal and
professional context
• topics include exploring digital technologies for:
• communications
• social interaction
• collaboration
• accessing and creating information
• information processing
• others…

37. getting started: course site

38. COURSE SITE
EDUC 5405 G

39. course readings

40. Bernsmann, S., & Croll, J. (2013). Lowering the threshold to libraries with social media. Library Review, 62(1/2), 53–58.
Butler-Kisber, L. (2014). Learning Landscapes: Teaching and Learning in the Digital World Possibilities and Challenges, 6(2) (Spring 2013)
Chapman, C., Ramondt, L. & Smiley. G. (2006). Strong community, deep learning: exploring the link. Innovations Education and Teaching
International, 42(3), 217-230
Chapter 3: Theories behind gamification of learning and instruction. [Presentation file]. {n.d.).
Dichev, C, & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical
review. International Journal of Educational Technology in Higher Education, 14(9). DOI: 10.1186/s41239-017-0042-5.
Dirksen, J. (2012). Design for How People Learn (Voices that Matter). Berkeley, CA: New Riders, Kindle edition.
Dron, J. & Anderson, T. (2014) Teaching Crowds: Learning and Social Media. Edmonton: AU Press. (free online book)
http://www.aupress.ca/books/120235/ebook/99Z_Dron_Anderson-Teaching_Crowds.pdf
Gee, J. (n.d.) Good Video Games and Good Learning. [PDF file]
Schmidt, P. (2015, March 2). ChangeSchoolsTalk 2015. [YouTube video]. Available from https://youtu.be/1EtAEf_8YRI
Turkle, S. (2012, February). Connect, But Alone. [TED Talk]. Available from
https://www.ted.com/talks/sherry_turkle_connected_but_alone?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomsha
re

41. Dirksen, J. (2012). Design
for How People Learn
(Voices that Matter).
Berkeley, CA: New
Riders, Kindle edition.
ASAP

42. getting started: week 1

49. participating in
Adobe Connect classes

51. assignments and activities

52. Evaluation will be based on a variety of criteria including:
• Community Contribution 20%
• Weekly Learning Blog or Vlog 24%
o 8 due in total
o *at least two entries must be completed by May
28th
• Assessing a Digital Tool (not used in class, can work on
individually, or in pairs) 25%
• Lesson Plan 31%
COURSE ASSIGNMENTS
EDUC 5405 G

54. As a participant in this course, you are expected to participate in the weekly
synchronous class sessions in Adobe Connect, to contribute regularly to the
class discussions, and follow the basic rules of netiquette:
• ensure that you are on time for Adobe Connect class sessions
• ensure that your equipment is properly configured
• actively participate in whole class and small group synchronous activities
• ensure your contributions are polite and supportive
• focus on clarity and conciseness when posting discussion forum responses
• drive the discussion along in a positive way
• include questions to stimulate the discussion
• respond to direct questions or requests (whether by email or in the discussion
forums) promptly
• submit all of your assignments and activities on time
ASSIGNMENT 1
COMMUNITY CONTRIBUTIONS

55. You are expected to post at least eight original blog posts throughout this course. The posts should
be related to the course topics and activities that have been explored, your individual and group
learning activities, and how they relate to your overall goals for this course. A good reflective blog
post should provide insights into:
• What you have learned about the topic(s)
• What questions you still have to explore
• How your activities have helped (or hindered) your learning process,
• How your activities have helped you get closer to reaching your goals for this course (including the
problem you hope to address with your final lesson plan assignment), and
• What you could / should do to become a more effective teacher / learner / group learning
participant
• Properly cited (APA v6 format) references to any materials discussed or resources explored
ASSIGNMENT 2
WEEKLY LEARNING BLOG

56. • You may complete this assignment individually, or with one partner.
• Select a digital tool (that has not been explored in this course).
• Prepare a 1000-1200 word paper, which includes:
o Cover page
o Abstract
o Introduction and description of the digital tool
o A brief overview of how the tool might help you attain the goal(s), or solve the problem(s)
that you would like to address when you develop your lesson plan for Assignment 4
o A discussion of how the tool could facilitate teaching and learning with adult learners (in the
context of the learning theories and adult learning concepts explored in EDUC 5405 G)
o A discussion of the suitability of the tool in the context of your learner audience and
identified learner needs
o References
ASSIGNMENT 3
ASSESS A DIGITAL TOOL

57. The purpose of this assignment is to apply the theories,
concepts, and tools that you have explored in EDUC 5405 G
to the development of a complete lesson that integrates a
digital tool(s) to address a teaching and learning need for
adult learners. The topic of the lesson can be anything that
you choose. If you teach adult learners, choose a topic that
is relevant to your own context. If you do not currently
teach adult learners, consider your classmates in this
course as your target audience!
ASSIGNMENT 4
LESSON PLAN

58. For this assignment, you will prepare a
complete lesson plan. You will also create a
digital poster that showcases the key
components of your lesson plan. We’ll share
the lesson plans in the Sharing Lesson Plans
discussion forum in Blackboard, and we’ll have
a chance to share our posters during one of
the synchronous class sessions in Adobe
Connect during the final week of class.
ASSIGNMENT 4
LESSON PLAN

59. Criteria Not Acceptable Acceptable (B- ) Good (B to B+) Very Good (A- to A) Excellent (A+)
Relevance Text does NOT refer to the
subject at hand
Text does refer to the subject at
hand in a general manner
Text treats some specific elements of
the subject
Text is on target and deals entirely
with the subject both in general
terms as well as with principal
elements in a very specific manner
Text is on target and brings in more
than one perspective to bear on the
analysis or descriptions
Coherence and
Clarity
Ideas are NOT presented clearly Ideas are presented but links are
weak and difficult to follow
The structure allows for good
understanding of the relationships
between the different parts of the
text
Excellent structure allowing the
reader to grasp all the ideas and
understand the logical links between
them
The overall structure is such that the
arguments are presented in a clearly
refutable manner as both concepts
and logic are defined and followed
Depth Ideas are poorly presented, and
relevant terms or concepts are
NOT referred to or defined
Ideas presented without defining
any terms or concepts
Main concepts are defined but
without references
All principal concepts are clearly
defined with some references and
justifications
All terms and concepts are defined in
a formal manner and referenced,
and some documented criticism are
also identified
Quality of Written
Language
Written with poor syntax and
grammar
Written with correct
syntax and grammar
Written with good form and where a
notable effort has been made to
facilitate reading
Easy to read, where the ideas come
forth and the writing disappears
Publishable... or almost!
APA Formatting Does NOT use APA v. 6 formatting
Or
APA v.6 formatting is used with
consistent major errors of either
heading structure, in-text
citations, or references.
APA v. 6 formatting used, but
consistent minor errors with use of
either heading structure, in-text
citations, or references
APA v. 6 formatting used with a few
minor errors
APA v. 6 formatting used with almost
no minor errors
Publishable... or almost!
GENERAL ASSESSMENT RUBRIC
EDUC 5405 G

60. contacting your instructor

61. CONTACTING YOUR INSTRUCTOR
EDUC 5405 G
Contact Information for Rob Power:
• Email (UOIT): Rob.Power@ontariotechu.ca
• Email (Personal): robpower@hotmail.com
• Twitter: @PowerLrn
• Web: powerlearningsolutions.com