Ανοικτό Πανεπιστήμιο Κύπρου - Open University of Cyprus
Open University of Cyprus
.
.
.
The Module aims to familiarise students with different theories of participation in education and training and policies for the promotion of participation of adult learners in the educational process. The weekly units initially map the principal theoretical discussions on motivations, access and obstacles to participation in education and training by mainly drawing from texts and authors whose work directly focuses on adult education. The Module attempts to encourage a critical analysis by adding a sociological lens to explanations of participation and non-participation of adult learners in educational activities. Giving emphasis to the dimensions of social class, gender and race the respective weekly units engage with a critical discussion of the inequalities, the gender and racial hierarchies and exclusionary policies and practices that shape the existing dynamics of participation of adult learners in education.
Subsequently, the Module examines in depth the state of participation rates of adult learners in European and developing countries, with a particular emphasis on Greece and Cyprus, as well as the principal policies that are implemented for the promotion of participation in adult learning. The analysis of these themes focuses on a critical discussion of the divergences in adult participation rates amongst different national and regional contexts and a critical review of existing policies on enhancing the participation of adult learners in education and training in Europe and beyond.
By the end of the Module, students will have developed knowledge and understanding of participation in education and learning as a field of theoretical and political contestation, with an emphasis on adult education. Students will also be able to use this theoretical knowledge for analysing and evaluating educational policies on the basis of how successfully they promote the participation for adult learners to educational programmes.
The Module aims to familiarize students with the different meanings of the concept of critical reflection and the challenges that arise from its applications in adult educational practice. The weekly units initially map the theoretical discussions on critical reflection by mainly drawing from texts and authors whose work directly relates to adult education. The Module attempts to encourage a comparative analysis of the basic approaches to critical reflection, emphasizing how the "critical" dimension of reflection is defined in the context of diverse theoretical traditions, based on distinct epistemologies, hypotheses, values, concepts, methods and areas of concern. In the context of this comparative analysis, the discussion opens to other approaches, perspectives and concepts that help us to broaden the theoretical discussion on critical reflection, such as the role of the emotions, the importance of narrative learning, and the challenges posed by cultural differences and gender hierarchies.
Subsequently, the Module examines in depth the grounding of these theoretical discussions in the field of adult education and in other professional contexts. The analysis of the relation between theory and practice and the challenges arising from it, focuses on issues related to contemporary educational practices, such as the transformation of the role of the educator, the re-evaluation of the relations between adult educators and learners, the utilization of appropriate pedagogical techniques for promoting critically reflective educational practices, but also the application of critical reflection to the development of human resources in learning organizations, as well as the obstacles that can arise in all these cases.
By the end of the Module, students will have developed knowledge and understanding of critical reflection as a field of theoretical and political contestation, with an emphasis on adult education. Students will also be able to use this theoretical knowledge for instigating as well as evaluating applications of critical reflection in the educational process.
Purpose of this Module is to familiarize students with applied research in Continuing Education and Adult Education, to develop their skills to critically review and use state-of-the-art research literature in Continuing Education and Lifelong Learning and to develop their skills in designing research in the field.
Specifically, the Module aims to: enable students understand the basic principles underpinning research in Continuing Education and Lifelong Learning; make them acquire the necessary knowledge and skills required to design and implement scientific research (make decisions about the research topic, questions, design and implementation, data analysis and presentation, conclusions and implications); make them understand ethical issues involved in conducting research; develop their critical thinking about research results and conclusions, and teach them how to write a research paper.
This Module aims at engaging students in a comparative in-depth review and reflection upon the main policy developments and challenges on Lifelong Learning (LLL) at global level, with emphasis on continuing and adult education. The first sessions focus on major policy documents of the European Union (EU) during the last decade, which have an impact on the field of Adult and Continuing Education and on LLL. Particular emphasis is placed on the ideological, political, social, economic and cultural aspects (e.g. neoliberalism, globalization, economic crisis, migration, inequalities, etc.) that shape the political discourse and actions both at the level of EU and at national level (focusing on the cases of UK and Sweden) in relation to established frameworks and educational patrimonies and the role of influential non-state actors (e.g. European Commission, UNESCO, OECD). The sessions that follow focus on a comparative yet context-sensitive analysis of trends in the field of LLL in various countries/regions/continents of the world (e.g. Japan, China, Africa, Canada). By the end of the module the students will have developed in-depth knowledge and understanding of the major trends in the field of LLL internationally, with emphasis on continuing and adult education. Students will be able to use relevant studies and data in analyzing and discussing challenges shaping these trends, and evaluating policy responses to these challenges from a multi-cultural perspective.
The aim of the Module is the theoretical foundation of Professional Education and Training. Specifically, it involves students' understanding of basic theoretical approaches and framework(s) within which the discourse on contemporary theory and practice in vocational education and training takes place, with an emphasis on issues around which exists a wide consensus and on points of disagreement. The connection of vocational education and training with the labor market is explored along with structural changes in the workplace and how they influence vocational education and training. Emphasis is placed on the role of human and social capital, and on how these concepts are linked to vocational education and training and affect learning and development within the workplace, mainly through practices on the management of the workforce. Students also are anticipated to understand the role of social networks, the value of workplace learning, and value the workplace as an environment of learning and development for employees. The role of learning organizations and issues of efficiency in vocational education and training are described. The concepts 'measurement', 'recognition' and 'accreditation' and their links to vocational training are investigated. The Module underlines the importance of vocational education and training in the economic and social development of the EU, and presents the institutional framework of initial and lifelong vocational education and training in Cyprus and Greece.
During the second year of their studies (on full-time enrolment or when at least the prerequisite Thematic Units are completed), students can choose to write a Master’s Thesis. The thesis consists of two modules, ΣΔΜΙΙ701A and ΣΔΜΙΙ701B.
The process of starting a dissertation is described in the document " Module Layout ΣΔΜII701Α / Master’s Thesis I". Once the student successfully completes the first part of the Thesis, they can proceed to the second part.
During the second part of the dissertation, the writing is completed and the dissertation is presented by the student in front of a three-member committee which decides on the final grade of the Master’s Thesis.
During the second year of their studies (on full-time enrolment or when at least the prerequisite Thematic Units are completed), students can choose to write a Master’s Thesis. The thesis consists of two modules, ΣΔΜΙΙ701A and ΣΔΜΙΙ701B.
The research subject falls within the topics covered by the Thematic Units of the MA in "Continuing Education and Lifelong Learning". In order to write a thesis, students should follow the procedure outlined below:
It should be noted that if all of the above are not completed at least one month before the registrations for the next semester, the student will not be able to enrol in Master’s Thesis and will have to enrol in two of the remaining elective courses of the 3rd semester of studies.
During the first part of the Thesis, the student is required to complete form APKY157. This form serves as an interim progress report of the Thesis, with a length of 5,000-6,000 words, and describes the objectives as finalized in form APKY63, the main points of development of the topic, the evolution of research questions, etc. The form is uploaded on the eclass platform and must be signed by both the student and the Thesis supervisor. The first part of the Thesis is evaluated by the supervisor, with a Pass or Fail.
During the second part of the dissertation, the writing is completed and the dissertation is presented by the student in front of a three-member committee which decides on the final grade of the Master’s Thesis.
This module is about teaching adults online. It is organized around three central themes. The first theme is on “Critical Issues in Online Teaching and Learning”. From week 2 to week 6 of the course we explore and discuss critical issues in online teaching and learning, on topics ranging from online pedagogies, distributed learning in social media, ubiquitous learning, the role of adult educators and students in online learning environments, and online teaching in multicultural contexts. The second theme of this module is about “Trends in Open Learning Online”. Under this theme, from week 7 to week 8 of the course, we explore and discuss the logic and recent developments in the Open Educational Resources (OER) movement and related topics and concepts such as crowdsourcing and citizen science. Furthermore we focus on Massive Open Online Courses (MOOCs), from a pedagogic and social perspective.
The final theme of this module is about “Online Course Design Considerations in Practice”. From week 9 to week 12 we engage in designing a mini pilot course working in small groups. Students have an extensive hands-on experience in structuring a course using Moodle, perhaps the world’s most popular open source Learning Management System (LMS). In parallel the groups engage in planning and constructing their course in Moodle, deciding on their preferred pedagogic approach, remixing, repurposing and uploading learning materials, specifying learning activities and choosing assessment techniques.
During the module students will be asked to explore and use different kinds of online tools and environments for practicing their skills in e-learning content and course development, communication and sharing. It is therefore expected that students are already familiar with the most common internet technologies and uses (e.g. Google searching, e-mailing, social media, etc). Furthermore, it is expected that students have already developed an understanding of adult learning theories and pedagogies as well as of curriculum development for adults, two areas that are covered by the first year courses.
Overall, the module is oriented towards blending the study of sound academic research and theorizing on adult online education with the development of practical skills needed by competent adult educators working in online programmes and by e-course and e-learning content developers. Each week students are expected to study a set of learning materials (plus extra resources for further exploration) and engage in small individual and group projects on the weekly topic and its wider theme.
The aim of ΣΔΜII 521 is to familiarize students with the processes of designing, organizing and evaluating adult education programs in general education as well as in vocational education and training. More specifically, the Module discusses theories and models for the design of Continuing Education / Adult Education and Vocational Training programs in general and in particular the design of specific modules. Microteaching is also implemented. Moreover, emphasis is placed on the processes of diagnosing participants' educational needs and the role of educators in the processes of planning, organizing and evaluating programs. In particular, the role and characteristics of the adult educator, as well as the role of communication in adult learner groups, are examined. At the same time, emphasis is placed on issues related to the educational techniques used in adult learning programs, the types and utility of teaching resources, as well as the dynamics of the learning environment. Furthermore, adult education is being studied in relation to distance education. Finally, program evaluation approaches and issues related to the professionalization in the field are discussed.
Module content