Postgraduate - UnitEDF4120 - Learning at the heart of teaching

This unit entry is for students who completed this unit in 2015 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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6 points, SCA Band 1, 0.125 EFTSL

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

Level	Postgraduate
Faculty	Faculty of Education
Offered	Berwick First semester 2015 (Day) Clayton First semester 2015 (Day) Clayton First semester 2015 (Online) Peninsula First semester 2015 (Day) Peninsula First semester 2015 (Online)
Coordinator(s)	Dr Julie Faulkner (Berwick); Dr Michael Phillips (Clayton); Dr Timothy Fish (Clayton, online); Dr Denise Chapman (Peninsula)

Synopsis

This unit places the learner at the heart of teaching and examines the complex process through which learning develops. Students gain a strong understanding of how learning occurs by examining research into effective learning models. Reflecting on personal learning experiences, both past and present, is a powerful way for individuals to examine learning. It demonstrates how cultural and socio-economic contexts influence learning. This includes consideration of the benefits and limitations of employing digital technologies as a means to engage learners and address the challenges of achieving student-centred participation and inclusion. Students consider approaches to measure and evaluate learning and appreciate how a focus on learning prepares them as stronger and more responsive teachers.

Outcomes

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

understand and engage with research into, and theories of, effective learning models
demonstrate how responsive relationships and pedagogical practices position the learner at the heart of teaching
identify approaches to measure and evaluate learning which align with learner-centredness and construct assessment as part of learning
evaluate the integration of information and communication technologies to enhance learning
demonstrate advanced capacity as reflective learners and professionals who can draw on personal experiences of learning to identify key influences on learning
demonstrate practices to extend professional understanding through reflective and scholarly inquiry
develop a personal and professional philosophy around learning.

Assessment

Autobiographical learning profile (800 words, 20%)
Advanced autobiographical learning profile (1600 words, 40%)
Learner profile and observation (1600 words, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

equivalent to 24 hours engagement in online, face-to-face or blended platforms

(b.) Contact hours for off-campus students:

equivalent to 24 hours engagement in online or blended platforms

(c.) Additional requirements (all students)

independent study to make up the minimum required hours per semester

Chief examiner(s)

Dr Michael Phillips

This unit applies to the following area(s) of study

Early years education
Early years and primary education
Primary education
Primary and secondary education
Secondary education