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CH82 - Graduate Certificate in Brain Based Education

Overview

Course Overview

Every educator needs to have an understanding of the brain and how to maximise learning. The Graduate Certificate in Brain Based Education is designed to enhance your capacities as a professional educator using the latest evidence-based scientific research about how the brain learns.

In this course you will develop your knowledge and skills and the application of those in Brain Based Education in your educational context to maximise learning. You will develop clear understandings of neuroscience principles on how the brain develops, the expression of genes, neural plasticity, memory and learning, and the impact of the environment on the brain. You learn how to provide a safe, enriched learning environment to link the two domains of performance and wellness into one paradigm of 'thriving learning'. You will learn how to promote 'thriving learning' with its patterns of approach in order to proliferate neural networks and thus enhance learning and memory. The course also enables you to enhance your own learning and wellness, and that of your students.


Career Information

Graduates of this course have developed significant knowledge and skills and application of Brain Based Education. This will enhance employment opportunities in education and other professional settings as graduates will have contemporary understanding and skill sets of great relevance to employers as well as others in the community.

Graduates may pursue advancement in their area of employment in their existing career areas including:

  • teaching and education generally
  • government departments (e.g. family services, education and health)
  • education administration
  • community development roles
  • workplace training developers

Course Details
Duration 1 years full-time or 2 years part-time
Credit Points that Must be Earned 24
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 8 points of credit or multiples thereof (e.g. 8, 16, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) GradCertBBE
AQF Level Level 8: Graduate Certificate

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 2 - 2020

Online

Term 1 - 2020

Online

Term 2 - 2019

Online

Term 1 - 2019

Online

Term 2 - 2018

Distance

Term 1 - 2018

Distance

Term 2 - 2017

Distance
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International Availability

Term 2 - 2020

Sorry, no international availabilities found.

Term 1 - 2020

Sorry, no international availabilities found.

Term 2 - 2019

Sorry, no international availabilities found.

Term 1 - 2019

Sorry, no international availabilities found.

Term 2 - 2018

Sorry, no international availabilities found.

Term 1 - 2018

Sorry, no international availabilities found.

Term 2 - 2017

Sorry, no international availabilities found.
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For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements

Completion of relevant Bachelor degree such as a teaching or other professional degree (for example, Australian B.Ed. or equivalent).

Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

N/A

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

Not applicable

Previous Enrolments

Year Number of Students
2019 17
2018 23
2017 12
Inherent Requirements

There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
  • Demonstrating honesty and integrity in the academic and humanities and social science context.
Behavioural Stability

Examples are:

  • Reflecting on personal behaviours appropriate to creative writing/studies and be positive and receptive to processing constructive feedback or criticism from a supervisor/lecturer or professional creative writing/arts industries professional.
  • Processing and coping with your own emotions and behaviour when dealing with other creative writing/arts individuals in the professional creative writing/arts environment.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
Legal Compliance

Examples are:

  • Complying with the policies and practices of professional organisations which regulate such issues as copyright, plagiarism, liable and fair use laws in relation to creative writing/arts practice.
  • Complying with the policies and practices of organisations in which you may be placed or find employment.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group, professional context or workplace.
  • Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, and a range of body movements and gestures.
  • Using your nominated creative writing/arts form/s to communicate with an audience both inside and outside of the university.
  • Having sufficient computer knowledge and skills to engage in the online learning environment that may include completing relevant on-line assessments and participating in on-line forums and/or accessing, reading and responding to emails.
  • Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation, and referencing to the required academic standards.
  • Expressing the required information in a logical and legible report or other written format that clearly communicates the intended message, and do so in a timely manner that meets professional standards.
  • Accurately conveying and documenting information in a written form that meets creative writing/arts practice requirements.
  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Accessing a computer for your studies, and possess sufficient computer knowledge and skills to engage in the on-line learning environment that may include accessing learning support resources, completing and/or submitting relevant on-line assessments, responding to emails, and/or participating in on-line forums.
  • Regularly accessing the Internet for research, and email for communication with peers and lecturers.
  • Using a variety of computer programs suitable to your course of study.
  • Being adept and proficient in manipulating formatting and displaying information necessary in creating the creative artefact/text.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate creative writing/arts knowledge in response to academic assessment items.
  • Applying theoretical and other relevant knowledge, research evidence, policies and procedures in creative writing/arts practice.
  • Constructing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
  • Competently reading, writing and accurately interpreting information to convey language effectively in creative writing/arts projects and services.
  • Producing accurate, concise and clear creative writing/arts documentation in order to progress your creative writing/arts career.
Reflective Skills

Examples are:

  • Reflecting on topics taught during the course.
  • Identifying when your own art practice may be negatively affected by personal experience and/or reactions.
  • Reflecting on personal situations that may be difficult and sensitive.
Core Learning Outcomes
  • 1. Specify the neurobiological underpinnings of learning and memory
  • 2. Synthesise theoretical concepts and practices to provide solutions to complex problems of learning and memory
  • 3. Integrate a theoretical model of Brain Based Education to maximise learning
  • 4. Apply brain based learning principles to achieve thriving learning using specialised technical and creative skills
  • 5. Communicate high level professional judgments and personal accountability in Brain Based Education to suit audiences and purposes.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
More Details

Brain-based Education (BBE) is a specialised domain in the field of Education. It focuses on the theory and practice of memory and learning from a neuroscience perspective. It gives teachers a new, evidence-based paradigm to approach learning and teaching. Indeed, every educator should have a contemporary and really good understanding of the brain and how to optimise learning. As Whitman (2014) states "Despite the fact that the work of educators targets the organ of learning, the brain, most teachers and school leaders have little understanding of the architecture of the brain and how it receives, filters, and applies information." Key aspects of BBE are:

• How the brain develops

The focus on the development of the neural networks is of essential importance in understanding practical pedagogical principles to enhance learning. The brain develops in a unique pattern from conception, pre- and post-partum and during the stages of development. Classical pedagogy focuses on observation based development (Piaget, Erikson, etc.). Neuroscience opens new perspectives on neural development and points toward specific activations to enhance the development of neural networks.

• The expression of genes

The classical understanding of the role of genetics has dramatically changed over the course of the last two decades. Research demonstrates the role of the environment that activates expression of genetic predispositions. This has profound implications for educational environments. A clear understanding of the basic principles of epigenetics and how the environment can enrich or compromise neural development brings a new approach to education delivery.

• Neural plasticity

The essence of education is the facilitations of learning. Learning is not a theoretical construct but the activation of neural networks. A clear understanding of how neural networks operate and what educators can do to facilitate neural networks brings a much deeper theoretical knowledge that can be articulated in enhanced practices (in comparison to classical guidelines without understanding the principles that drive the educational practice). Plasticity also implies the capacity to change existing networks. Understanding the complexities of learning but also unlearning bring much deeper insights into the challenges of learning difficulties and learning behaviours.

• Memory and learning

The neuroscience of memory has shifted the classical educational paradigm into a new paradigm. Understanding the operational systems of the brain regarding the development of memory systems as well as the hierarchy of memory systems and processes of memory opens new insights into the challenges of learning. BBE focuses on guiding educators to understand the neural basis of fear, support, overprotection, repetition, asking questions, social interaction, sleep, nutrition, exercise and many related aspects of the development of the neural networks towards a well-integrated socially responsible thriving person.

• Learning and the environment

BBE focuses on a clear understanding of the neuroscience of safety (emotional, physical, social). The classic paradigm of safety provides a limited understanding of how the brain (and learning) is effected by fear and the environment. BBE will assist educators with clear guidelines to facilitate active learning (controllable incongruence) without compromising wellness. BBE links two domains (performance and wellness) into one paradigm of ‘thriving learning’.

• Educational skills to maximise learning

BBE focuses on guiding educators to providing a safe, enriched environment to enhance neural proliferations. Specific skills are demonstrated to maximise learning.