HED5001

Designing for Learning ( 6 points, SCA Band 0, 0.125 EFTSL)

Leader: Mr H Eijkman/Mr T Palaskas

Offered:
Clayton Second semester 2005 (Day)

Synopsis: This unit enhances the knowledge and skills related to student centred learning and curriculum development. The unit engages participants in scenario- or research-based learning, using their own curricula as the starting point for reflecting on learning and the curriculum development process. Working in small learning communities, participants first explore their curricula in relation to learning theories and their implication for student learning. Participants will then focus on the principles for reviewing and developing inclusive, student-centred curricula, which promote active learning, critical thinking, creativity and problem solving.

Objectives: On successful completion of this unit, participants should be able to: - Explain the key features of cognitive, constructivist and constructionist theories of learning; - Identify and articulate their own beliefs and values about learning within the continuum of key learning theories; - Apply their knowledge about learning to the curriculum review/development cycle to create student-centred curricula; - Identify the principles for inclusive curricula, which promote active learning, creativity, critical thinking and problem solving skills by a diverse student body.

Assessment: There are two assessment tasks: (1) A 'small-group' based portfolio comprising the group's reflections on learning theories and the implications for curriculum development/review (2000 words) + (2) A negotiated item to fit participants' immediate interests and concerns and may include either: (i) Documentation of practical work participants are involved in such as re-designing a unit or a course in their own faculty. This may include actual curriculum documents with appropriate commentary, which demonstrate the outcomes listed above (2000 words), or, (ii) A curriculum focused needs analysis and curriculum review assignment (2000 words)

Contact Hours: Equivalent 2 hrs per week contact hours (face-to-face and on-line)

Prerequisites: First degree or equivalent

Corequisites: Concurrently teaching