Name or IRN__________________________________________________ Date_________________Score_______

Return to Faculty Pages

 

Name or IRN__________________________________________________
Date_________________Score
_______

 

University of Phoenix

 

��������������������������������������������������������������� Weekly Class Quiz

 

Quizzes
are designed to review systematically and logically the concepts and material
in course reading assignments; provide an enhanced method to retain
information; create an additional stimulus to keep current on class reading
assignments; and develop a comprehensive study reference guide for the
future.Summarize two key learning
points from your current reading assignment.
Use good grammar; be concise; and do not use more than both sides of
this sheet.You will have 15 minutes.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

���������������������������������������������������������������������������������������������������������������������������������������������������������������������� FILE:
D\DOCS\UP\QUIZ.GEN

 

University of Phoenix

 

 

�������������������� Syllabus Addendum – Individual and Learning Team Assignments

Chapters
1,3,4 – Read Assignment in Skills for
Lifelong Learning
; Prep for Quiz;

(Individual)
Complete UOP Reading/Study Materials on Learning Teams Per advance UOP instructions.

 

Chapters
2,5,6 – Read Assignment in Skills for
Lifelong Learning
; Prep for Quiz;

(Dyads):
Develop and Exchange Internet “Scavenger Hunt” Questions for Week 3
(See Addendum);

(Individual)
Complete UOP Reading/Study Materials

(Individual)
Review and Critique of Five Adult Personality Tests from the Internet

����������� Required
Format

����������� Name of test

����������� Number of items

����������� Time to take test

����������� Apparent validity/invalidity of results

����������� Agreement/disagreement

����������� Results on others (if applicable)

����������� Usefulness/applications

����������� Similarities/differences to other tests

����������� Consistencies with current reading assignments

����������� Personal opinion/critique

����������� Knowledge gained

����������� Lessons learned

 

WEEK 3

Chapters
7,8 – Read Assignment in Skills for
Lifelong Learning
; Prep for Quiz;

(Dyads):
Present Internet “Scavenger Hunt” Results (See Addendum);

(Individual)
Complete UOP Reading/Study Materials

(Individual)
Present Creative Thought and Writing Assignment

����������� Concept

����������� Based on readings, assignments, and lectures to date:
(1) Take the position of a critical researcher and provide a
presentation/demonstration (accompanied by a written paper) regarding any new
study, finding, technique, technology, premise, methodology, hypothesis,
scientific breakthrough, etc., which
will be of significant importance or value to the field of adult learning

and/or organizational study (as well as yourself, the class, and the
instructor) OR (2) Take the position of an adult education-trained
entrepreneur and create a vision and plan (accompanied by a written paper)
for introduction into the marketplace of a new product, application, or
service based on recent educational research which could be successfully
introduced to the general public or the academic community.

����������� Possible
Format

����������� Name/title and description of new finding, invention,
theory, etc.

����������� Supporting
or allied research����������������������������� Research
organization, location, or sponsors

����������� Implications
and possible applications����������������� Costs,
Benefits, Liabilities, Timetables

����������� Effects
on individuals and the public������������������� Target
audience, users, or market����������������������

����������� Personal critique or evaluation regarding potential
value (+ or -)

 

WEEK 4

“Excerpts”
(pp. 165-218) – Read Assignment in Skills
for Lifelong Learning
; Prep for Quiz;

(Individual)
Complete UOP Reading/Study Materials;;

(Learning
Team) Develop and present a summary/matrix of at least 10 entries on “lessons learned/ relevance/
applications regarding ‘Skills for Lifelong Learning'”
extracted
from the works of the following theorists:

����������

Possible Candidates

 

Albert Ellis (REBT)

Carl Jung (Analytic)

Alfred Adler (Individual Psych)

Karen Horney (Social Analytic)

Kurt Lewin (Field Theory)��������

Fritz Perls (Gestalt)

Albert Bandura (Social Learning)

Hans Eysenck (Typological Theory)

Viktor Frankl (Logotherapy)

 

Daniel Goleman (Emotional Intelligence)

Freud (Psychoanalytic)

Pavlov, Watson, Skinner (Behavior)

Maslow, Rogers (Humanistic)���������������

William James (Functionalism)

William Wundt (Structuralism)

Wertheimer, Kohler, Koffka (Gestalt)

Miller & Dollard (Stimulus-Response Learning)

 

�����������

�����������

WEEK 5

“Excerpts”
(pp. 222-300) – Read Assignment in Skills
for Lifelong Learning
; Prep for Quiz;

(Individual)
Complete UOP Reading/Study Materials

(Learning
Team) Develop and Present a “New Adult Learning Theory”

����������� Concept

����������� Provide a presentation/demonstration (accompanied by a
written paper) based on the premise that there is single “adult learning
theory” or “exclusive skill set” that is sacrosanct and that
new approaches, theories, findings, and applications are constantly being
explored, adapted, and developed.
Based on class learning to date, it is wholly possible to develop or
synthesize from other works a new model or theory of adult learning theory or
a related dynamic or application; do so.

 

����������� Possible
Format

����������� Develop and present a new, combined, or revised view of
one of a adult learning theory in one of the following areas: human behavior,
physiology, perception, etc.;
organizational behavior; human factors engineering; stress; diagnoses; mental
dysfunction; evaluation; intelligence; or any other such application of
interest to the study group.

 

 

Student
Notes:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CLASS
NOTE: Each week each student may be expected to present assigned study
information to the rest of the class and/or lead a discussion pertaining to
the subject being studied on material provided by the instructor, subject
also to class critique.
��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������

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D:\DOCS\UP\ALT.GEN

 

Learning Team Name__________________________________________________
Date______________________

 

�������������������������������������������������������������

University of Phoenix

 

 

�������������������������������������������������������������� Discussion Guide

 

1.�������� After
taking a position either “pro”
or “con” be prepared to
discuss the supporting merits or points of your position.What might be the opposition’s counter
argument(s)?

 

 

 

 

 

 

 

2.�������� How
would you change or modify this program/ concept to improve it or make it
more acceptable/ efficient/ effective?

 

 

 

 

 

 

 

3.�������� What
would be the long term impact/ costs/ benefits on people or systems or values
(positive or negative) if your position prevails (i.e., the measure is put into effect or discarded?).

 

 

 

 

 

 

 

4.�������� What
other points should be taken into consideration?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

��������������������������������������������������������������������������������������������������������������������������������������������������������������������� File:
D:\DOCS\DISGDE

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Name or
IRN_________________________________ Case_______________________
Date_________

 

University of Phoenix

 

 

 

Syllabus
Addendum – Progress Report (Optional)

 

 

 

1.�������� Key points or concepts I learned during this class
discussion/session were:

 

 

 

 

 

 

2.�������� Key
points or concepts I learned from my reading assignment for this class were:��

 

 

 

 

 

 

 

3.�������� A question during the quiz which I thought was most important,
helpful, or reinforcing was:

 

 

 

 

 

4.�������� I made the following positive contributions during this
class session:

 

 

 

 

 

5.�������� I am interested in the following subject and would like to
have added information regarding it in the next class lecture:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

������������������������������������������������������������������������������������������������������������������������������������������������������������������� File:
D:\DOCS\UP\TURNIN

����������������������������������������������������������������������������� �����

University of Phoenix

 

Syllabus Addendum – Individual and Study Group
Assignments

 

����������������������������������������������������� Week
3 Class Assignment

������������������������������������� “Scavenger
Hunt” Supplemental Handout

 

After
sufficient review and examples of the myriad aspects and applications of
subjects addressed in class, a series of three questions relating directly to
either critical thinking or research; problem solving; or research design
will be submitted by each student during Week 2. Each question will address
some aspect of either human
interaction, organizational behavior, stress, communication; internet
operations; personality; data gathering; learning dynamics; student-teacher
relationships; business; logic; ethics; society; individual behavior;
directed research; or communications.

 

The
instructor will then randomly assign each set of questions and each student
will be responsible to provide reasonable and concrete answers, in a single
document, to the three questions each receives by the next class period, Week
3, by using his or her search skills on the Internet.

 

Each answer will be no more than one written page; students may have to present their answers to the
rest of the class; the class will informally critique the quality of the
answers, as well as each presentation; and every student will turn-in his or
her responses to the instructor for further evaluation.The first page of the website from which
each answer is based will also be attached to each response.

 

Each
student will be graded on the quality and originality of his or her (1)
questions; (2) answers; (3) presentation; and (4) ability to follow all
syllabus directions.This assignment
is designed to stimulate interest, creativity, and thinking; enhance
familiarity and proficiency regarding Internet search skills; and create
tentative resource and reference information for fulfillment of the Week 5
final Learning Team presentation.

 

��������������������������������������������������������������� Report
Format

 

Name of student submitting questions: __________���������������������������������������������������������� Grade:
_______

 

Name of student answering questions: __________���������������������������������������������������������� Grade:
_______

 

1. First question underlined.

�� First answer italicized.

 

2. Second question underlined.

�� Second answer italicized.

 

3. Third question underlined.

�� Third answer italicized.

 

 

 

���������������������������������������������������������������������������������������������������������������������������������������������������������� File:D:DOCS\UP\SCAVGEN.102

 

 

University of Phoenix

�Skills for
Lifelong Learning� � Dr. Corey

 

���������������������������������������� Syllabus Addendum – Case Study Guide

 

1.�������� Identify stakeholders (i.e., people, groups, organizations who have a stake in the problem
and its resolution) who are central to the conflict or issue
.

����������� When possible, work with others to do this step, but
take steps to avoid “groupthink.”

 

2.�������� Describe the institutions and relationships that bring
the stakeholders together.Specify the
ethical, economic, and legal-political values that form the basis of these
institutions and relationships
.

����������� When possible, seek help from the stakeholders
identified in Step 1. This will increase the amount and diversity of
information you have.In an
organization, you might want to acquire information from different functional
areas.

 

3.�������� Show how the problem arose as the stakeholders guided
their behavior by the values identified in Step 2.Doing this step may suggest changes to your first two responses
.

����������� Be wary of vagueness and ambiguity.For example, do the stakeholders have a
well-defined sense of self-interest, and do they distinguish it from
selfishness?Do they have similar
views of the institutions and relationships that bring them together, and are
their views correct?The comments
under Step 2 are relevant here.

 

4.�������� Identify the most important ethical, economic, and
legal-political values of the relevant institutions.Use these values to evaluate the problem
and its institutional settings
.

 

5.�������� Identify alternatives that will solve the problem and
can be implemented in the institutions setting.Make sure these alternatives account for the ethical, economic,
and legal-political values discussed in Step 4
.

����������� Role play. What alternatives would different
stakeholders suggest?When possible,
get the information directly from stakeholders, rather than imagining what
they would say.Make sure you account
for broad social institutions, specific organizational institutions, and
standard psychological characteristics when choosing alternatives.Use common sense and “real
world” approaches.

 

6.�������� Choose the alternative that best resolves the current
problem and that will prevent such problems in the future
.

����������� Separate the process of finding alternatives from the
process of choosing the best one.
Brainstorming, without critical evaluation, can be an effective way to
generate creative alternatives.

 

����������� As you evaluate alternatives, state clearly which
institutional values they support and which values they subordinate.Ask yourself:Is this the set of values I want to guide my behavior in the
future?

 

����������� Determine whether or not the alternatives require
restructuring the institutions and relationships that tie stakeholders together?If so, does the problem warrant such
extreme action?

 

7.�������� Develop and implement a plan to monitor results.

����������� As with the first six steps, work with a diverse set of
people to develop and implement a monitoring plan.This plan does not have to “stand alone.”Ideally, it should be incorporated into
the ongoing mechanisms that already exist to guide and monitor organizational
behavior.

 

 

 

���������������������������������������������������������������������������������������������������������������������������������������������������������������� File:
D:\DOCS\UP\CASESTUD

 

Evaluated Learning
Team_________________ Case _______________________ Date_________

 

University of Phoenix

 

 

��������������������������������������������������������� Case Study Evaluation

 

 

1.�������� Were all the stakeholders identified?If not, which were not?

 

 

 

 

2.�������� Was the most important issue or set of issues
identified?If not, which were not?

 

 

 

 

3.�������� Was the genesis of the problem correctly identified?�� If not, what else should have been
considered?

 

 

 

4.�������� Were all of the values identified?If not, which were not?

 

 

 

 

5.�������� Were all of the realistic alternatives identified?If not, what other measures could be
added?

 

 

 

 

6.�������� Was the best alternative presented and justified?If not, what would be better?

 

 

 

 

7.�������� Were all of the ways to monitor the plan presented?If not, what else could be added?

 

 

 

 

8.�������� Comments and overall estimate of the
presentation?�������������������� Ranking:
1�� 2��� 3��� 4�� 5��
6

 

Submitted
by _________________________________________________

������������������������������������������������������������������������������������������������������������������������������������������������������������������ File:
D:\DOCS\UP\CASEVAL

�������������������������������������������������������������������������������������������������������������������������������������������������������������� File:
D:\DOCS\UP\GEN101.102

 

Return to Faculty Pages

WEEK 1
WEEK 2
�Skills for Lifelong Learning� � Dr. Corey
�Skills for Lifelong Learn� � Dr. Corey
�Skills for Lifelong Learning� � Dr. Corey
�Skills for Lifelong Learning� � Dr. Corey
�Skills for Lifelong Learning� � Dr. Corey
�Skills for Lifelong Learning� � Dr. Corey

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