EDUC 1001OL - Schools and Society

Online - Summer - 2022

This course will help students develop an understanding of the role of teaching and of schooling in society. Students will discover the broader context of schooling in Australia and its impact on culture, socioeconomic and gender equality, education, work and wellbeing. Students will understand the legal and professional framework for teaching and grasp how impactful and important teachers really are. Students will critically evaluate schools and consider their role as emerging teachers in the profession. All Bachelor of Teaching (Middle) and Bachelor of Teaching (Secondary) students commencing from 2019 will participate in the School of Education's eLearning Program, that requires students to own an iPad with pencil and keyboard. The University of Adelaide will assist students with procurement upon enrolment.

  • General Course Information
    Course Details
    Course Code EDUC 1001OL
    Course Schools and Society
    Coordinating Unit School of Education
    Term Summer
    Level Undergraduate
    Location/s Online
    Units 3
    Available for Study Abroad and Exchange N
    Course Description This course will help students develop an understanding of the role of teaching and of schooling in society. Students will discover the broader context of schooling in Australia and its impact on culture, socioeconomic and gender equality, education, work and wellbeing. Students will understand the legal and professional framework for teaching and grasp how impactful and important teachers really are. Students will critically evaluate schools and consider their role as emerging teachers in the profession.

    All Bachelor of Teaching (Middle) and Bachelor of Teaching (Secondary) students commencing from 2019 will participate in the School of Education's eLearning Program, that requires students to own an iPad with pencil and keyboard. The University of Adelaide will assist students with procurement upon enrolment.
    Course Staff

    Course Coordinator: Dr Walter Barbieri

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Graduate)
    1 Identify and critically analyse key aspects of the social, political, economic and legal policy contexts of education. 1.3, 1.4, 3.7, 6.1, 7.1, 7.2, 7.3, 7.4
    2 Compare and contrast the influence on educational participation and outcomes of social class, gender, ethnicity, rurality, local, global, economic and political structures. 1.1, 1.2, 1.3, 1.4, 3.6, 6.2, 7.3, 7.4
    3 Utilise the research on learning and teaching contexts in: understanding students and teaching students; creating and maintaining safe and challenging learning environments; using a range of teaching strategies and resources; reflecting on, evaluating and improving professional knowledge; being active members of the teaching profession. 1.1, 1.3, 1.4, 7.1, 7.2, 7.3, 7.4
    4 Develop team work, high-order critical analysis and problem solving skills, advanced written, multimedia and oral communication. 3.7, 6.2, 6.4, 7.1, 7.2, 7.3, 7.4
    5 Employ a range of theoretical models to analyse educational policy contexts and thereby provide more effective teaching. 7.1, 7.2, 7.3, 7.4
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2, 3

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    4

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    2

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    4
  • Learning Resources
    Online Learning
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course has the following components each of which students need to successfully complete.

    1. Online lectures

    2. Online learning materials and activities

    3. Online assessments


    All lectures will be pre-recorded and available tyhrough MyUni. Face-to-face live tutorials via Zoom will also be offered. Please ensure that you check communication through MyUni regularly and reach otu to your tutor if needed.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is an online course except for the final examination.

    Learning Activities Summary
    No TOPICS APSTs
     1 The profession of teaching 7.1
     2 The structure and culture of schools 7.1; 7.2
     3 Schooling, the economy and work 1.3; 3.1
     4 Schools and technology 2.6; 4.5
     5 Schools and First Nations children 1.3; 2.4
     6 Schools and wellbeing 4.4; 7.1
     7 Teachers and the law 1.6; 4.5; 7.1; 7.2 
     8 Preparing for placement 6.3; 7.1; 7.2
     9 Gender and schooling 1.1; 1.2
    10 Diversity and school choice 1.3; 2.4
    11 Teacher quality 3.1; 6.2; 6.3
    12 A history of learning theories 7.4
    TUTORIAL TOPICS
    1

    The Profession of Teaching

    Establishing eLearning requirements instrumental for course completion.
    Discussion of the demographic of teachers and of the impact of the teaching profession.
    Exploration of the policy settings that impact the conditions of the profession.

    2 The Structure and Culture of Schools

    Exploration of the origins of many aspects of contemporary school cultures. Discussion of the visual, verbal and procedural factors that influence school cultures, and critique of students’ own school culture and its symbols.

    3 Schooling, the Economy and Work

    Discussion of the demands of future work and how these relate to curriculum and to learning activities. Re-design of learning activities to prioritise the needs of the future of work.


    4 Schools and Technology

    An investigation of the changes in the use of technologies in schools, focusing on developments in the past 20 years, to include an evaluation of the effectiveness of various implementations of personalised technologies. Exploration of the digital capabilities that will are required of teachers today and that will be required of teachers in the future.

    5 Schools and First Nations People

    An exploration of how Australian schools have engaged First Nations children and their cultures.

    6 Schools and Wellbeing

    Exploration of the concept of positive psychology as applied to education. Application of the concepts to realistic situations. Devising strategies for achieving wellbeing in schools.

    7 Teachers and the Law

    Discussion of a range of legal concepts applicable to teaching, including: duty of care, reasonable care, risk assessment and mitigation, cybersafety, mandatory notification. Application of these concepts to test cases. Application of the Disability Discrimination Act to class and school situations.
    8 Preparing for Placement

    Establish objectives and procedures for school placement. Draft introduction letter to Mentor Teachers. Practice lesson observation note-taking.

    9 Gender and Schooling

    Discussion of gender segregation in schools, of gendered attitudes to learning and of neurosexism. Exploration of ways in which the curriculum and gender considerations intersect.

    10 Diversity and School Choice

    Discussion of the intersection of family status, socioeconomic status, geographic status and ethnicity with education.

    11 Teacher Quality

    Discussion of the research into characteristics of effective and ineffective teaching. Exploration of relationship between teacher experience and teacher expertise. Exploration of AITSL standards and their implications on the profession.

    12 A History of Learning Theories

    An introduction to the history of dominant learning theories, including: didacticism/direct instruction; behaviourism and constructivism.

    Specific Course Requirements
    General requirements

    This course requires viewing of lectures, attending tutorials and completing independent/group study.
    All lectures will be pre-recorded and delivered through MyUni prior to the commentcement of that week's topic. All tutorials will be held face-to-face on campus. All other resources will be accessible vis MyUni.

    Lectures:
    - help students keep on track with course events
    - are presented in engaging, often interactive ways
    - outline the essential content of the course
    - provide a starting point for tutorial activities
    - give explanations of difficult points
    - give clear examples relevant to the content
    - stimulate critical thinking

    Tutorials:
    Tutorials will not simply replicate the content delivered in the lectures. Rather, they will engage students in dynamic cognitive activities that benefit frmo the prior learning obtained during lectures.

    Attendance and pro-active participation in tutorials is compulsory. If you cannot attend then please communicate with your tutor in the first instance.

    Special Consideration:

    Students who wish to seek special consideration because of illness or special circumstances should apply to the lecturer in charge with relevant documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete the Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form – Extenuating Circumstances Application Form. These along with relevant information and instructions can be obtained frmo the Faculty of Arts office.

    Extensions and deadlines:

    If due to illness or other valid reasons, a student is unable to meet a deadline, please contact the tutor before the deadline in order to seek an extension (which may or may not be granted).

    Any assignment handed in late, without authorised extension, will be penalised at a rate of 10% of the assigned mark per 24-hour period late, to a maximum of 7 periods, as per university regulations.

    Assignments handed in more than seven periods late, without authorised extension, will not be marked and an automatic fail grade for that piece of assessment will be recorded.

    Plagiarism:

    Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment”. Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.

    Students have a responsibility to:

    · Access and use available information provided by the University to avoid plagiarism;

    · Declare sources in their work submitted for assessment, from which they obtain material or ideas:

    · Retain drafts, notes and copies of all assignments submitted for assessment;

    · Ensure that you do not make your work available to other students in any form for the purposes of plagiarism;

    · Discuss any questions you may have about plagiarism with your kindly and supportive tutor.

    Specific Requirements:

    Students should write their assignments independently. Students are expected to produce their own work. This might involve students choosing, analyzing, summarizing and interpreting the (often competing) ideas of others, and developing argument and drawing conclusions. Students can: discuss assignments with other students and their tutors; communicate with one another in constructive ways about the learning process; and assist each other, e.g. by discussing the approaches that might be taken to assignment topics, or helping with the availability of reading materials.

    Students must acknowledge an original author/creator for the ideas and concepts used in their work by providing a reference or citation. A reference is the written detail of the original source for ideas, which may be referenced within, and at the end of the assignment in the form of a reference list.

    You may use quotations: exact words of an original author in written work. The quotation (exact words) should be placed in quotation marks and be accompanied by a reference. If paraphrasing (rewrite completely another author's words or ideas with the intention of presenting the author's ideas), it is vital that the passage is fully rewritten, including the sentence structure. Any short phrases or key words that are used should be handled as quotes. The source must always be referenced.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome APST (Graduate)
    School culture and structure proposal Summative

    Feb 2022

    30% 1, 2, 3 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3
    eLearning theory report Summative Feb 2022 35% 1, 2, 3 1.1, 1.3, 1.4, 1.5, 1.6, 2.4, 6.1, 6.2, 6.3
    Group work: collaborative video analysis Summative Feb 2022 35% 1,4 1.1, 1.3, 1.5, 1.6, 2.4, 7.1, 7.2, 7.3, 7.4
    Requirements
    The overall mark required to pass is 50%.

    Assessment Detail

    Schools Culture & Structure Proposal
    (Summative; 30%) Analyse a cultural and/or structural aspect of your own school and critically evaluate its significance. Propose changes to such cultures and/or structures and justify such changes.


    eLearning Theory Report (Summative; 35%) Choose an eLearning Theory from those studied in the course and produce a report exp-andiog your understanding and application thereof.

    Grup Work: Collaborative Video Analysis
    (Summative; 35%) Produce a video to explore the series that your group is following to analyse the connections between the series and both the topics and the readings of the course. Particular focus on centrality of culture and codes of ethics. Complete the assignment with a reflection on the learning process. 
    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
    As a result of student feedback and new teaching initiatives at the University of Adelaide the following changes have been made:
    1. The refinement of the Video Analysis to include a collaborative assessment
    2. Assessment activities have increased in variety
    3. Technology is integrated meaningfully in all aspects of the course
    4. Longer word-length / time for assignments in order to allow students to convey their learning in greater depth.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.