units

EDF6863

Faculty of Education

18 September 2017 22 November 2024
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.

LevelPostgraduate
FacultyFaculty of Education
OfferedClayton Term 2 2014 (Online)
City (Melbourne) Term 3 2014 (Flexible)
Coordinator(s)Mr Damon Anderson (City); Dr Miriam Faine (Clayton)

Synopsis

This 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 their work
  2. critically examine and describe their 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 their work
  4. develop a critical analysis of their work and workplace.

Assessment

Online participation (800 words equivalent, 10%)
Critical assessment of identity as a learning and development practitioner) (2000 words equivalent, 25%)
Discussion paper on the various conceptual understandings of learning in practice) (2000 words equivalent, 25%)
Case study report (3200 words equivalent, 40%)

Chief examiner(s)

Dr Miriam Faine