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 2 - 2019
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 Self-reflection, staff and student feedback
Uncertainty around purpose of peer feedback
Students will be encouraged to reflect on their teaching and learning practice and value peer feedback.
Feedback from Self-reflection, staff feedback
Need to encourage greater engagement with materials for portfolio assessment
Students will be encouraged to follow the schedule of weekly tasks in order to facilitate timely submission of the portfolio assessment.
- 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)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
j.fleming@cqu.edu.au
Module/Topic
Being a student in a digital age.
Chapter
Study Guide pages 1-8.
Events and Submissions/Topic
Module/Topic
Understanding the Student Cohort.
Chapter
Study Guide pages 9-15.
Events and Submissions/Topic
Module/Topic
Learning Theories.
Chapter
Study Guide pages 16-23.
Events and Submissions/Topic
Module/Topic
Learning Styles.
Chapter
Study Guide pages 24-30.
Events and Submissions/Topic
Module/Topic
Experience as Learners and Teachers.
Chapter
Study Guide pages 31-32.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Teaching Styles.
Chapter
Study Guide pages 33-36.
Events and Submissions/Topic
Module/Topic
Scholarship and Reflection.
Chapter
Study Guide pages 37-39.
Events and Submissions/Topic
Module/Topic
Changing Environments.
Chapter
Study Guide pages 40-42.
Events and Submissions/Topic
Module/Topic
Teaching Philosophies.
Chapter
Study Guide pages 43-46.
Events and Submissions/Topic
Module/Topic
Technology and e-Learning.
Chapter
Study Guide pages 47-52
Events and Submissions/Topic
Module/Topic
Review.
Chapter
Events and Submissions/Topic
Module/Topic
Review.
Chapter
Events and Submissions/Topic
1 Reflective Practice Assignment
The Teaching Presentation Assessment is designed to give you the opportunity to (i) show us how you teach; (ii) self-assess how you teach; and (iii) get constructive feedback to improve your teaching practice.
For this assessment task, you need to create an 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, in an online recorded format.
Your video will be:
- A maximum of 5 minutes
- MP4 format or a YouTube link
Please refer to the Moodle site for more information and exemplars.
Week 7 Friday (6 Sept 2019) 4:45 pm AEST
Week 9 Monday (16 Sept 2019)
This assessment task is graded according to how well you have met the specified requirements, and in accordance with the assessment criteria outlined below:
LENGTH - No more than 5 minutes in length. You must be succinct.
COMMUNICATION - Easy to follow and coherent.
AUDIENCE - Takes account of diverse audience needs.
TEACHING STYLE - Motivating, eye contact and on task.
TECHNOLOGY - 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
The Teaching Portfolio Assessment is designed to give you the opportunity to collect and maintain evidence as part of your continual development as an educator. The assessment task will be developed through activities provided throughout the unit. These activities are numbered from 1 through to 21 within your Learning Guide (available from Moodle). You should not leave this task to the last minute.
Your teaching portfolio can be developed on a number of platforms. Be as creative as you like. For example:
- Mahara
- Word
- Powerpoint
- Website
Please refer to the Moodle site for more information and exemplars.
Week 12 Wednesday (9 Oct 2019) 4:45 pm AEST
Review/Exam Week Monday (14 Oct 2019)
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 - Integrates with literature and considers roles and responsibilities as an educator.
ENGAGEMENT - Actively engages in the activities presented.
TECHNOLOGY - Competency in the technology.
COMMUNICATION - Clarity of purpose and coherent presentation.
REFLECTION - Critical reflection on own learning, teaching philosophy and professional development.
- 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?
