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.
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:
|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|
Tertiary Admission Centre Codes (TAC) Codes
Completion of relevant Bachelor degree such as a teaching or other professional degree (for example, Australian B.Ed. or equivalent).
|Interim Awards||Not applicable|
|Exit Awards||Not applicable|
|Professional Accreditation||Not applicable|
|Learned Society Accreditation||Not applicable|
No Residential School for this course.
|Year||Number of Students|
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 email@example.com. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.
|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|
|Number of units: 4||Total credit points: 24|
Students must complete the following units:
|Students must complete the following compulsory units:|
|EDED20501||Orientation to Educational Neuroscience|
|EDED20502||Learning and Memory: Understandings from Educational Neuroscience|
|EDED20503||Neuroleadership and Conceptual Approaches in Educational Neuroscience|
|EDED20504||Neuroplasticians and Neuromyths|
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.