units

EDF6863

Faculty of Education

18 September 2017 20 April 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

12 points, SCA Band 1, 0.250 EFTSL

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LevelPostgraduate
FacultyFaculty of Education
OfferedClayton Second semester 2013 (Off-campus block of classes)
Clayton Second semester 2013 (Flexible)
Clayton Term 2 2013 (Flexible)
Clayton Term 2 2013 (Online)
Coordinator(s)Professor Terri Seddon (Clayton, Term 2, online); Dr Miriam Faine (Clayton, Second semester, flexible)

Synopsis

The unit will involve identifying, investigating, improving and reporting on a learning dimension of your work. The starting point is on your identity as a learning practitioner, that is, a person whose work focuses on learning in organisational settings, in local communities and/or in educational institutions. It builds on the current attention given to learning that occurs in everyday work practices as well as in formal educational settings. Several perspectives of learning are explored in this course, all of which emphasise the importance of the learners' personal, theoretical and cultural locations.

Outcomes

Upon successful completion of this unit students should be able to:

  1. understand and foster the learning dimension of your work
  2. critically examine and describe your identity as learner practitioners and the way this identity is constructed through a number of local and global conditions
  3. critically engage with various conceptual perspectives on learning in practice that may be influencing your work
  4. develop a critical analysis of your work and workplace.

Assessment

Online participation (10%); Assessment 1 (25%) - critical assessment of identity as a learning and development practitioner; Assessment 2 (25%) - discussion paper on the various conceptual understandings of learning in practice; and Assessment 3 (40%) - case study report

Chief examiner(s)

Professor Terri Seddon