Course Coordinator:Michael Nagel (mnagel@usc.edu.au) School:School of Education and Tertiary Access
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Online |
Online | You can do this course without coming onto campus. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course you will explore a range of ways in which people learn. You also examine your own learning, the learning of your school-based colleagues and the students they teach. You will focus on the diversity of learners' language and socio-cultural realities as well as your diverse abilities and interests. Importantly, you consider the theories that inform what is known about student learning. There is a strong focus in this course on understanding learning within the contexts of rapidly changing environments and through focusing on your experiences as a pre-service teacher.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – Prerecorded videos and associated activities to introduce main concepts each week. | 1.8hrs | Week 1 | 10 times |
Tutorial/Workshop 1 – You are required to engage with a weekly on-campus workshop to further consolidate the activities in the Learning Materials using associated activities and required/recommended course reading materials using the required text. | 2hrs | Week 1 | 10 times |
Online | |||
Tutorial/Workshop 1 – You are required to engage with a weekly online workshop to further consolidate the activities in the Learning Materials using associated activities and required/recommended course reading materials using the required text. | 2hrs | Week 1 | 10 times |
Learning materials – Prerecorded videos and associated activities to introduce main concepts each week. | 1.8hrs | Week 1 | 10 times |
400 Level (Graduate)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
1 | Analyse some of the social, cultural and historical contexts that shape the development of learning theories and contemporary understandings of learning. | Knowledgeable |
1
|
2 | Evaluate the major debates that have helped shape conceptions of learning and a range of theories that have subsequently emerged. | Engaged |
1, 1.1 |
3 | Evaluate literature related to the field of educational psychology within learning contexts. | Engaged |
1, 1.1, 1.2 |
4 | Reflect on your own experiences of learning and analyse the contexts in which such learning occurred | Creative and critical thinker |
1, 1.2 |
5 | Communicate using clear and concise language in a range of genres in the field of education allowing for the use of appropriate conventions. | Knowledgeable |
3.5
|
CODE | COMPETENCY |
Australian Institute for Teaching and School Leadership | |
1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program AE304, SE303 or ED315
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Early feedback will be provided through the initial quizzes starting in week 3.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Oral | Group | 25% | 30 mins |
Throughout teaching period (refer to Format) | In Class |
All | 2 | Quiz/zes | Individual | 35% | 30 mins |
Throughout teaching period (refer to Format) | In Class |
All | 3 | Essay | Individual | 40% | 1800 words |
Week 10 | In Class |
All - Assessment Task 1:Tutorial Presentation | |||||||||||||||||||
Goal: | The goal of this task is for you to develop your knowledge and research skills through the examination of research studies and relevant literature related to various concepts and/or theories of learning and present your findings to your peers. |
||||||||||||||||||
Product: | Oral | ||||||||||||||||||
Format: | Research, analyse and present various theories of learning in a group presentation that develop audience engagement. Develop a properly referenced summary and a PowerPoint presentation to accompany the presentation. Although this is a group task you will be assessed individually on your performance. Submit: weeks 4-10. |
||||||||||||||||||
Criteria: |
|
||||||||||||||||||
Generic Skills: |
All - Assessment Task 2:Regular Quiz | |||||||||||||
Goal: | The goal of this task is to draw together your understanding of the Course topics as the semester progresses. |
||||||||||||
Product: | Quiz/zes | ||||||||||||
Format: | You will undertake regular hard copy quizzes in short answer and multi choice format (from weeks 3-10) in order to determine your depth of understanding of key principles and theories related to human development and learning.After you complete each quiz and review your result, you will reflect on your current understanding of the Course topics which, in turn, may be used to enhance the outcomes of subsequent quizzes and shape your final assessment item, the personal reflection. Weeks 3,5,7,9,10. |
||||||||||||
Criteria: |
|
||||||||||||
Generic Skills: |
All - Assessment Task 3:Reflective Essay | ||||||||||||||||
Goal: | The goal of this task is to reflect on what you have learned and draw together your understanding of the Course topics in a reflective essay. |
|||||||||||||||
Product: | Essay | |||||||||||||||
Format: | Research and analyse learning theories and the social, historical and cultural contexts that have shaped the major developments and debates in the field.There is no set number of theorists, nor specific theories you must discuss and you should negotiate this with your tutor. Use relevant literature, including course readings, to evidence your reflection on your learning and your understanding of such theories in the context of your experiences as a pre-service teacher. Write 1800 words adhering strictly to the APA guidelines. |
|||||||||||||||
Criteria: |
|
|||||||||||||||
Generic Skills: |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
Required? | Author | Year | Title | Edition | Publisher |
Required | A. O'donnell | 0 | Educational Psychology, 3rd Edition Hybrid | 3rd Australian Edition. | n/a |
Not applicable
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
For more information on Academic Learning & Teaching categories including:
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.