Acquiring Knowledge

SUBJECT MATTER CONVERSATION ASSIGNMENT INSTRUCTIONS

OVERVIEW

In online courses, building community and a sense of belonging takes intentionality and commitment. Building community is essential to acquiring knowledge (Hammond, 2017). Since acquiring knowledge is a social construct rooted in Vygotsky’s work, the best way for you to learn is in community (Ouyang et al., 2020). Furthermore, as adult learners, in order to maximize your learning and the acquisition of knowledge, content needs to be applicable and relevant to your life (Diep et al., 2019; Knowles, 1984). And, as the Godhead wonderfully illustrated in the Son of Man’s story (Colossians 2:9), knowledge along with properly resourced intentionality and commitment fosters favor with God and others (Luke 2:52; Proverbs 3). This favor-fostering process requires purpose (Romans 8:29), striking influence (Proverbs 27:17; 1 Corinthians 11:1),
meaningful community (Matthew 18:20; Hebrews 10: 24-25) and responsible partnership (1 Thessalonians 5:14; 1 Timothy 4:16). Having related conversations will inform this process. While your instructor can create a context for meaningful conversations, ultimately, you must choose to participate in these events. In this course, there will be one Subject Matter Conversation Assignment that provides the opportunity to develop a visible and viable presence with your fellow-learners, while acquiring knowledge and learning.
INSTRUCTIONS

There will be two ways you can gain the information necessary to complete the Subject Matter Conversation Assignment:

1. Attend the Subject Matter Conversation meeting presented by your faculty member.

a. A meeting invitation will be sent to you at the start of the term, so that you can

save the date.

2. Review the Read: Subject Matter Conversation located in the Learn section of

Module 1: Week 1. It is also located under the assignment’s Subject Matter Conversion

Resources.

The choice to attend the Subject Matter Conversation meeting is entirely yours, but you are highly encouraged to attend. Please ensure that you think through your casual, modest dress, location, and video background for this meeting. You are encouraged to utilize headphones to maximize the sound.
After the scheduled Subject Matter Conversation, write a concise, well-developed, substantial response to one of the related PowerPoint questions. Show that you care about the subject matter and write with complete sentences, without spelling and grammar errors, and include at least 1 page of double-spaced content. A Turabian title page should also be present. Submit your response by Sunday of Module 1: Week 1.

Please view the Subject Matter Conversation Grading Rubric for more information.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

References

Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., Vo, M. H., & Vanwing, T. (2019). Adult learners’ needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223-253.
http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarl

y-journals%2Fadult-learners-needs-online-blended-

learning%2Fdocview%2F2342511012%2Fse-2%3Faccountid%3D12085

Hammond, M. (2017). Online collaboration and cooperation: The recurring importance of evidence, rationale and viability. Education and Information Technologies, 22(3), 1005- 1024. http://dx.doi.org.ezproxy.liberty.edu/10.1007/s10639-016-9469-x
Knowles, M. S. (1984). Andragogy in action: Applying principles of adult learning, San Francisco: Jossey-Bass.
Ouyang, F., Chang, Y., Scharber, C., Pengcheng, J., & Huang, T. (2020) Examining the instructor-student collaborative partnership in an online learning community course. Instructional Science, 48, 183–204. https://doi-org.ezproxy.liberty.edu/10.1007/s11251-
020-09507-4