Unit Profile Correction added on 23-02-18
Correction for Scheduled Topics: Week 1: Being a student in the digital age (introduction to CQUni systems and services) Week 2: Understanding the Student Cohort Week 3: Learning Theories Week 4: Learning Styles Week 5: Experiences - Learners/Teachers Vacation Week Week 6: Changing Environments Week 7: Scholarship/Reflection Week 8: Teaching Styles Week 9: Teaching Philosophies Week 10: Technology and e-Learning Week 11: Assessment Preparation (Assessment One due 25 May 2018) Week 12: Assessment Preparation (Assessment Two due 1 June 2018) Correction for Schedule - Events and Submissions Week 11: Please note correct entry is: Teaching Philosophy and Teaching Presentation Due: Week 11 Friday (25 May 2018) 11:45pm AEST. Please disregard reference to Week 11 Friday (2 Feb 2018) 11:45pm AEST. Week 12: Please note correct entry is: Portfolio Due: Week 12 Friday (1 Jun 2018) 10:45pm AEST. Please disregard reference to Week 12 Friday (9 Feb 2018) 11:45pm AEST.Overview
Adult learning theories inform a wide range of contexts in which humans learn. Adult Learning in Practice addresses approaches to adult learning in formal and informal settings. In this unit you will examine how theories are used to inform and develop your teaching practice. You will explore a variety of teaching methods and learning theories across a number of learning environments. You will apply reflective practice and scholarship to develop your teaching philosophy and inform your teaching practice. You will develop the knowledge and skills to adapt your teaching to meet the needs of a variety of cohorts in various environments.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Evaluations
Students liked the regular Zoom sessions and appreciated that the sessions were recorded.
Continue to have regular Zoom sessions and make the recording available for students to refer too.
Feedback from Student Evaluations
A document which listed all the activities that are required to be recorded in the Journal was requested
A one page document listing the activities has been supplied for inclusion in the Moodle Site.
Feedback from Student Evaluations
Students valued the opportunity to reflect on their own teaching practices.
The teaching team will monitor to ensure this opportunity continues to be available for students.
- Adapt teaching practices to suit changing environments, contexts and cohorts
- Evaluate learning theories and integrate into teaching practice
- Reflect on evidence of teaching quality to affect improvements
- Engage in scholarly learning and teaching practice
- Examine the impact that learning environments have on teaching practices.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Reflective Practice Assignment - 0% | |||||
| 2 - Portfolio - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Reflective Practice Assignment - 0% | ||||||||
| 2 - Portfolio - 0% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- A headset and microphone for participation in online sessions
- A webcam for participation in online sessions
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
j.dargusch@cqu.edu.au
Module/Topic
Introduction
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Being a student in the digital age
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Understanding the student cohort (Learner characteristics and abilities)
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Experience - Learners/Teachers
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Changing environments
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Enjoy a well earned break or use this week to catch up.
Chapter
Events and Submissions/Topic
Module/Topic
Learning styles
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Learning theories
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Scholarship/reflection
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Teaching philosophies
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
Technology
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Module/Topic
eLearning
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Week 11 Friday (2 Feb 2018) 11:45 pm AEST
Teaching Philosophy and teaching presentation Due: Week 11 Friday (25 May 2018) 11:45 pm AEST
Module/Topic
Assessment preparation
Chapter
Refer to the unit Moodle site for materials related to this topic.
Events and Submissions/Topic
Week 12 Friday (9 Feb 2018) 11:45 pm AEST
Portfolio Due: Week 12 Friday (1 June 2018) 10:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Reflective Practice Assignment
Phase 1
For the first phase of this assessment task you are to prepare a one page teaching philosophy.
The purpose of a teaching philosophy is to share your teaching values, beliefs and goals with a broader audience. Your teaching philosophy will provide a set of criteria for others to judge the quality of your teaching.
Your teaching philosophy will be based on reflective practice and your beliefs about learning and teaching. It will be informed by learning theories. You will include concrete examples of what you do or anticipate doing. Your teaching philosophy will be contextualised to your discipline and teaching context, and supported by evidence.
Your teaching philosophy will:
• be no more than one A4 page long. The reference list (only) can be placed on a second page.
• use a font type and size that makes the text easy to read. For example 11 or 12 point and a font of Ariel, Calibri or similar.
• be written to an academic standard (well written with correct spelling and grammar, and referencing conventions).
• display evidence of your examination of your personal and professional growth as an educator and improvements (or planned improvements) in your teaching practice.
Phase 2
The second phase of this assessment task is to produce a 7 minute engaging teaching video.
In the video, using Sweller’s cognitive load theory, you are to teach a single concept from your discipline. You will need to succinctly explain this concept to a novice. The link between your teaching philosophy and your teaching should be clearly evident.
Your video will be:
• no more than 7 minutes long.
• produced in MP4 format or a YouTube link.
• no larger than 100MB in size (if not a YouTube link).
• Innovative, creative and persuasive - considering the audience and tailoring to their needs.
• Display clarity of purpose and be cohesive in expression.
• Your video should reflect your teaching philosophy.
All assessment items will be made available to all members of your class.
Week 11 Friday (25 May 2018) 11:45 pm AEST
Week 12 Friday (1 June 2018)
This assessment task is marked according to how well you have met the specified requirements, and in accordance with the assessment criteria outlined below.
Integration - roles and responsibilities as an educator in the tertiary education context are discussed and aligned with consideration of personal dispositions, learning theories and scholarly literature. Views, beliefs and theoretical foundations of student learning and teaching practice are discussed. The context is considered. There is a clear link between the teaching philosophy and the presentation.
Reflection - critical reflection is evidenced. A variety of measures have been used to evaluate performance. Development of personal and professional growth and improvements in teaching practices are examined.
Communication and presentation - all work is of an academic standard (well written with correct spelling and grammar, and referencing conventions). Presentation is persuasive and compelling and takes account of diverse audience needs. Clarity of purpose and coherence of expression (vocalisation, spelling, grammar, syntax); appropriate oral and written conventions used.
Innovation - creativity in response to pedagogical solution to the topic. Considers the audience and tailors presentation to meet their needs.
Technological implementation - clearly communicated ideas that enabled a well-executed presentation. Competency in the technology that supports the presentation and topic.
- Adapt teaching practices to suit changing environments, contexts and cohorts
- Evaluate learning theories and integrate into teaching practice
- Examine the impact that learning environments have on teaching practices.
- Knowledge
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Portfolio
This assessment requires you to submit a teaching portfolio. Collecting and maintaining evidence is an important part of your continual development as a practitioner. This evidence will form the basis of applications such as awards and promotions.
This assessment will be developed through activities provided throughout the unit. Further information relating to this assessment will be made available on the unit Moodle site.
Week 12 Friday (1 June 2018) 10:45 pm AEST
Exam Week Monday (11 June 2018)
Allow approximately two weeks after the due date for the return of this assessment.
This assessment task is marked according to how well you have met the specified requirements, and in accordance with the marking criteria outlined below.
Scholarship – critical analysis of data to support you teaching.
Communication and presentation – presentation is clearly organised. Clarity of purpose and coherence of expression is displayed.
Reflection – critical reflection is evidenced. Examines development of personal and professional growth and improvements in teaching practices.
Knowledge – demonstrates a knowledge of the supporting evidence.
Technological - uses systems to collect supporting data.
- Reflect on evidence of teaching quality to affect improvements
- Engage in scholarly learning and teaching practice
- Examine the impact that learning environments have on teaching practices.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
