This is Walden University course (EDUC8101-7) Module 1 Major Assignment. The purpose of this writing is to present a presentation plan for an adult learning theory. It is written in APA format and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!

1. Running head: EDUC 8101-7 MODULE 1 1
EDUC 8101-7 Module 1
Major Assignment Presentation Plan: An Adult Learning Theory
Walden University
Orlanda Haynes
Author Note
This paper was prepared for EDUC 8101-7 Module 1 Major Assignment
Spring 2015
Taught by Dr. Stacy Wahl

2. EDUC 8101-7 MODULE 1 2
The purpose of this writing is to present a presentation plan for an adult learning theory. In
keeping with Module 1 Major Assignment instructions, organization of this paper includes the
following headings and subheadings (cited from module/editing applied):
 presentation plan: an adult learning theory
 relationship between learning and development (one paragraph)
 concepts of best practice (education communities)
 relationships between the terms research and theory
 description of plan for selecting a theory, developing a presentation, and for
developing and implementing an online presentation
 plan to test technology used
 backup plan in the event of technical difficulties
Presentation Plan: An Adult Learning Theory
Relationship between Learning and Development
Learning generally refers to how people acquire, store, and process knowledge—a process
that allows for skill building and performing tasks. For example, to write professionally, one
must acquire and store information (e.g., rules of grammar and writing styles) before performing
the task of writing.
On the other hand, development or theories of development refer to changes over time. At
what age, does learning begins or ends? Do children acquire skills such as learning to speak a
foreign language faster than adults do? Such questions deals with processes involved with
learning and developing (Bransford, Schwartz, Meltzof, Pea, & Roschelle, 2006; Brookfield,
2005; Greeno, 2006; Wenger, 1999).
Concepts of Best Practice

3. EDUC 8101-7 MODULE 1 3
Teaching and learning methods, curriculum designs and instructions, and educational
philosophies, for example, are informed and, thereby, influenced by research. In other words,
best practice is information derived from research—what works, what does not, and/or what
works best. Companies, organizations, and institutions use this data to create effective policies,
laws, guidelines, and procedures (Tomlinson, 2003; Zemelman & Hyde, 1998).
Relationships between the Terms Research and Theory
A systematic approach to gathering information, investigating hypotheses, approving or
disproving theories, replicating prior findings, filling gaps in literature, and/or making new
discoveries, for example, define the term research. In contrast, a theory is an explanation of a
given phenomenon; it can be based on scientific evidences, concepts, personal opinions, beliefs,
perceptions, and/or experiences, to name a few.
Those created using the results of research are more credible than others are. Such theories are
used, among others, to explain learning and development processes, to create effective teaching
methods, curriculum and instructions, and to educate the public at large (Gall, Borg, & Gall,
1996; Bouma & Ling, 2004).
Description of Plan for Selecting a Theory, Developing a Presentation, and for Developing
and implementing an Online Presentation
Description of Plan for Selecting a Theory
The results of a research review will determine which theory is actually used.
Developing a Presentation
The presentation outline (verbal communication) will be created using Microsoft PowerPoint
2007. Modeling best practice will be achieved by including the following (cited from Module 1
Rubrics—editing applied):

4. EDUC 8101-7 MODULE 1 4
 an introduction, body, conclusion, questions and dialogue option, and evaluations
 connects to and builds on prior knowledge
 explains learning objective(s) clearly
 provides differentiated learning strategies and resources
 encourages interactions and dialogue
 challenges and promotes critical and creative thinking
 assesses synthesis or application of knowledge in a measurable way
In addition, presentation handouts (written communication) that incorporate the following
will be available for download (cited from Module 1 Rubrics—editing applied):
 handout supports and enhances the presentation
 handout is organized, scholarly, and professional in appearance
 handout fosters four or more supplemental or differentiated learning opportunities related
to the topic
 handout includes a reference list with six or more sources
Developing and implementing an Online Presentation
Microsoft PowerPoint (2007) will be used to present data.
Plan to Test the Technology
The PowerPoint will be tested after data entry, after uploaded to the web site, and during the
duration of the assignment.
Backup Plan in the Event of Technical Difficulties
Impatica for PowerPoint 5, similar software to Microsoft PowerPoint, will be available as a
backup option.

5. EDUC 8101-7 MODULE 1 5
References
Bouma, G. D., & Ling, R. (2004). The research process (5th ed.). New York: Oxford University
Press.
Bransford, J., Stevens, R., Schwartz, D., Meltzoff, A., Pea, R., & Roschelle, J. (2006). Learning
theories and education: Toward a decade of synergy. In Alexander, P. A., Winne, P. H.
(Eds.). Handbook of Educational Psychology (2nd ed., pp. 209–244). Mahwah, NJ:
Erlbaum.
Brookfield, S. (2005). The power of critical theory for adult learning and teaching. New York:
McGraw-Hill.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction (Sixth
ed.). White Plains, NY: Longman.
Greeno, J. G. (2006). Learning in activity. In Sawyer, R. K. (Ed.). The Cambridge Handbook of
the Learning Sciences (pp. 79–96). New York: Cambridge University Press.
Tomlinson, C. (2003). Differentiation in practice: A resource guide for differentiating
curriculum. Alexandria, VA: ASCD.
Wenger, E. (1999). Communities of practice: Learning, meaning and identity. Cambridge:
Cambridge University Press
Zemelman, S. D. H., & Hyde, A. (1998). Best practice: New standards for teaching and learning
in America's schools (2nd ed.). Portsmouth, NH: Heinemann.