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 3 - 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
Two topics:
- Being a student
- Understanding the student cohort
Chapter
Events and Submissions/Topic
Module/Topic
Two topics:
- Learning theories
- Learning styles
Chapter
Events and Submissions/Topic
Module/Topic
Two topics:
- Experience learners/teachers
- Teaching styles
Chapter
Events and Submissions/Topic
Module/Topic
Two topics:
- Scholarship and reflection
- Changing environments
Chapter
Events and Submissions/Topic
Module/Topic
Two topics:
- Teaching philosophies
- Technology and e-learning
Chapter
Events and Submissions/Topic
Module/Topic
Review and finalise assessment
Chapter
Events and Submissions/Topic
For this term, Term 3 2019, the unit will be offered in a condensed format, over six weeks. This means there is a fair bit of work to get through, so no time for putting things off. The benefit is that you can have a nice Christmas break once this unit is completed. If you have a large teaching load, perhaps drop the unit and pick it up in another term. Please talk to your Unit Coordinator if you have any concerns.
1 Reflective Practice Assignment
The Teaching Presentation Assessment is designed to give you the opportunity to (i) show me 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, you are asked to teach a single concept from your discipline. You will need to succinctly explain this concept to a novice (me, your Unit Coordinator), in an online recorded format of your choice. Your teaching video should have a start, middle and an end. This is a simulated teaching experience, compacted into 5 minutes. I want to see as many of your teaching techniques as possible.
Your video should be an MP4 format or a YouTube link.
After you have developed your teaching video, I'd like you to use the criteria sheet for Assessment Task 1, to review your video, using the specific criteria. Be honest with your evaluation. You should submit this along with your teaching video to the Moodle site for my review and feedback.
Please refer to the Moodle site for a range of resources to assist in your development of your teaching video, the criteria sheet and an exemplar.
Week 2 Friday (22 Nov 2019) 1:00 pm AEST
When you upload an mp4 file, you might get a warning message: "You must upload a supported file type for this assignment. Accepted file types are; .doc, .docx, .ppt, .pptx, .pps, .ppsx, .pdf, .txt, .htm, .html, .hwp, .odt, .wpd, .ps and .rtf" This is a standard message and should not prevent your file from being submitted.
Week 3 Friday (29 Nov 2019)
Graded criteria sheets containing your feedback will be submitted into Moodle for your review.
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 - Presentation was planned and produced well, which meant the end published product was in the limits of 5 minutes.
- COMMUNICATION - Clarity of purpose and coherence of expression (vocalisation, spelling, grammar, syntax); appropriate oral and written conventions used. Learning outcome was achieved.
- AUDIENCE - Takes account of diverse audience needs by using a blend of learning styles, culturally inclusive language and mixed media elements. If necessary, noted the intended audience.
- TEACHING STYLE - Persuasive and compelling through the use of eye contact, and a range of teaching techniques that kept the audience on task.
- TECHNOLOGY - Awareness and competence of the technology was used. Innovation resulting in a well-executed presentation.
- 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). There are a number of other activities that are not compulsory for this task. Only complete the numbered activities that are in red. You should not leave this task to the last minute. 21 individual tasks does take a little bit of time and effort from you. With this condensed unit, I'd suggest at least 4 activities per week will enable you to submit in Week 6.
Your teaching portfolio can be developed on a number of platforms. Be as creative as you like. For example:
- Mahara
- SPARK (This is not supported by CQUniversity, meaning you can't call IaTD for help. However, it is relatively simple to use and creates a great look. See exemplar)
- Word
- Powerpoint
- Website (for example WordPress)
Please push yourself in terms of trying a technology that you haven't used previously. It will help your teaching practice.
Please refer to the Moodle site for more information and exemplars.
Week 5 Wednesday (18 Dec 2019) 9:00 am AEST
Week 6 Tuesday (24 Dec 2019)
Graded criteria sheets containing your feedback will be submitted into Moodle for your review.
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 the activities, understanding appropriate pedagogical solutions. Examination and interpretation of resources (e.g. research, policies); dissemination of evaluative and creative ideas related to the discipline and/or the discipline of learning and teaching.
- ENGAGEMENT - Actively engages in the activities presented with a mature understanding of self as an educator.
- TECHNOLOGY - Awareness and competence of the technology used. Innovation resulting in a well-executed portfolio aligning with contemporary educational practice.
- COMMUNICATION - Easy to read, follow and understand. Spelling, grammar and syntax are appropriate portfolio conventions. Multimedia applied.
- REFLECTION - Critical reflection on self and educational practice. Discussion on continuous improvement and personal and professional development. Teaching philosophy aligns with evidence.
- 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?
