EDED11456 - Communication in Educational Environments

General Information

Unit Synopsis

Communication in Educational Environments introduces students to the importance of interpersonal communication and social skills in contemporary education and care settings characterised by diversity. Students develop an understanding of the links between effective verbal and non-verbal communication skills, cultural sensitivity and teacher efficacy; and explain the importance of using these strategies to engage with culturally diverse groups including Aboriginal and Torres Strait Islander learners and their families. Both analytical and practical knowledge of interpersonal skills and constructive communication strategies that establish collaborative relationships with learners, parents and carers and colleagues to support learning and engagement and maximise educational opportunities for all students are emphasised in this unit.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2024

Term 2 - 2024 Profile
Bundaberg
Cairns
Mackay
Online
Rockhampton
Term 2 - 2025 Profile
Bundaberg
Cairns
Mackay
Online
Rockhampton

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Practical and Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2024 : The overall satisfaction for students in the last offering of this course was 80.00% (`Agree` and `Strongly Agree` responses), based on a 16.06% response rate.

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.

Source: Turnitin Reports and subsequent reports to the Academic Integrity Unit.
Feedback
There were continued problems with plagiarism from the exemplars for both AT1 and AT2.
Recommendation
Provide scaffolded 'How Tos' for each assignment. AT1 already includes a checklist for the portfolio items. Both tasks include supplementary documents to help students unpack the criteria sheets.
Action Taken
'How Tos' were provided for both assessments. Both assessments were also heavily scaffolded in tutorials.
Source: student
Feedback
Text by Hofstede et al., (2010) no longer available from the library.
Recommendation
Audit unit readings and update those no longer available in the library.
Action Taken
In Progress
Source: DDLT
Feedback
Add Gen AI statement to unit profile and assessment pages.
Recommendation
Gen AI statement will be added to unit profile and assessment pages.
Action Taken
In Progress
Source: unit coordinator
Feedback
AT2 recommends using readings from weeks 7-11.
Recommendation
Remove restriction and recommend students reference relevant readings from throughout the unit.
Action Taken
In Progress
Source: unit coordinator
Feedback
Large increase of suspected AI generated assessment and reference lists.
Recommendation
Students to only use scholarly sources from the unit.
Action Taken
In Progress
Source: DDLT
Feedback
Reduce self-plagiarism
Recommendation
Explain to students that they cannot re-use previous material without unit coordinator permission.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds
  2. Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students
  3. Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families
  4. Analyse and evaluate personal and professional strengths and weaknesses in the use of communication skills for building productive relationships with students, families and communities
  5. Apply a range of pedagogical strategies to extend and develop children’s capabilities as effective and confident communicators
  6. Select and justify communication strategies for responding to challenging situations that arise when working with students, parents and colleagues in an inclusive education context.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:


1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

3.5 Use effective classroom communication

3.7 Engage parents/carers in the educative process

4.1 Support student participation

4.2 Manage classroom activities

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice

7.3 Engage with the parents/carers

In addition, competency elements from the Diploma of Children’s Services (Early Childhood Education and Care) are taught and assessed in this unit.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical and Written Assessment • • • • •
2 - Written Assessment • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication • • • • • •
2 - Problem Solving • • •
3 - Critical Thinking • • • • • •
4 - Information Literacy • • • •
5 - Team Work •
6 - Information Technology Competence • • •
7 - Cross Cultural Competence • • • •
8 - Ethical practice • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Practical and Written Assessment • • • • • • • •
2 - Written Assessment • • • • • •