Faculty of Education

Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 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.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Education
OfferedClayton First semester 2014 (Flexible)
Coordinator(s)Professor Simone White


This unit considers the theme of learner development and the process of learning for participants who are both learners and/or prospective or practising educators involved in developing learners. Advances in understanding about how learning actually takes place have been rapid and broad. Neurological developments have challenged educators to understand the learning process in new ways. The unit takes a broad view of learning and learners and introduces students to various perspectives including psychological, sociological and philosophical. Students identify and analyse learning processes in the light of current research developments pertaining to these varying perspectives. The implications these hold for practitioners who develop learners and professional learning across learning contexts in schools, workplaces and communities is identified and linked to ideas and concepts central to educative processes and practices. Cases are drawn from within and outside formal education settings through which to illustrate and evaluate perspectives on learning and learner development.


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

  1. identify the range of positions and perspectives which influence learning and learner development
  2. appreciate neurobiological, psychological, philosophical and sociological perspectives on learning
  3. interpret the implications for learning in the light of developing research on the learning process
  4. develop a case study and apply a range of perspectives to interpret the case
  5. articulate how cognitive and affective dimensions of learning are critical to developing and sustaining good educational practice
  6. demonstrate consideration of the critical roles played by aspects such as human intellect, knowledge, values, emotion, learning, organisational culture and climate in developing individual, organisational and professional learning.


Case study (4000 words, 50%)
Critical review (4000 words, 50%)

Chief examiner(s)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face to face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

  • 12 contact hours and 24 hours equivalent of online activities over the semester or
  • 36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

  • independent study to meet the minimum required hours per semester