EDUC 7010EX - Innovations in Teaching, Learning and Assessment

External - Trimester 1 - 2014

The aim of the topic is to familiarise students with emerging technologies, and the theoretical, pedagogical and research-based evidence for decision making on optimising learning and enhancing teaching. The topic seeks to highlight the pertinent nexus between teaching, learning, assessment and research. This topic consists of a negotiated, inter-/trans-disciplinary and school-based project that results in creation of a Reflections Portfolio and the design and implementation of a practical (trial and evaluated) unit of work. Interoperability, portability and standards issues will be examined and discussed.

  • General Course Information
    Course Details
    Course Code EDUC 7010EX
    Course Innovations in Teaching, Learning and Assessment
    Coordinating Unit School of Education
    Term Trimester 1
    Level Postgraduate Coursework
    Location/s External
    Units 3
    Contact 3
    Course Description The aim of the topic is to familiarise students with emerging technologies, and the theoretical, pedagogical and research-based evidence for decision making on optimising learning and enhancing teaching. The topic seeks to highlight the pertinent nexus between teaching, learning, assessment and research. This topic consists of a negotiated, inter-/trans-disciplinary and school-based project that results in creation of a Reflections Portfolio and the design and implementation of a practical (trial and evaluated) unit of work. Interoperability, portability and standards issues will be examined and discussed.
    Course Staff

    No information currently available.

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    2.1 COURSE LEARNING OBJECTIVES

    2.1.1. Knowledge and Understanding
    2.1.1.1. This course aims to present information on a range of emerging innovations in education, including the issues and implications associated with them. It highlights the theoretical underpinnings of the concept of ‘Innovation’. Within the Australian education context, how innovations will impact on the AITSL Australian professional standards for teachers will be of central focus. It also aims to familiarise students on the theoretical, pedagogical and research-based evidence for decision making on optimising learning and enhancing teaching.

    2.1.1.2. This course aims to develop an increased awareness of the current local and global trends in innovations in education particularly on the findings of research studies on different technological innovations adopted for use in teaching and learning, including assessment. Furthermore, this course seeks to highlight the pertinent nexus between teaching, learning, assessment and research.

    2.1.1.3. This course will encourage students to translate theory into practice in one or more issues that they can utilise in their own teaching. A number of emerging innovations, namely cognitive neuroscience, reflective practice, inquiry and problem-based learning, will be examined.

    2.1.1.4. This course will contribute to participants’ capacity to examine education-related studies and draw conclusions for everyday practice. In addition, the course will enable participants to integrate research findings from a number of disciplines such as psychology, sociology, measurement, history, and studies of curriculum in various subject areas.

    2.1.1.5. Participants in the course will contribute to developing the capacity to write essays on education-related topics, which are both clear and demonstrate a high level of understanding. The course will also contribute to the development of the participants’ capacity to begin the planning of Web design containing information about ‘Future Schools’, and the ability to apply education research in an international context.

    2.1.1.6. The course will contribute to students’ capacity to share and collaborate with fellow students, and an awareness and expertise in the collaborative practices of teachers with each other and with the broader educational community.

    2.1.2. Communication Skills
    The continuing development of good inter-personal and communication skills is widely recognised as important for all graduates.

    2.1.2.1. This course specifically seeks to develop students’ abilities to discuss issues in a workshop environment. This allows for group, collaborative and individual responses.

    2.1.2.2. Show critical thinking and reflection through group interaction, oral and written presentations.


    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 2.1.1.1 – 2.1.1.4
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2.1.1.3, 2.1.1.4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2.1.1.3, 2.1.1.4, 2.1.1.5, 2.1.2.1, 2.1.2.2
    Skills of a high order in interpersonal understanding, teamwork and communication. 2.1.2.1, 2.1.2.2
    A proficiency in the appropriate use of contemporary technologies. 2.1.1.4, 2.1.1.5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2.1.1.2, 2.1.1.4, 2.1.2
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 2.1.1, 2.1.2
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2.1.1.3, 2.1.1.4, 2.1.2
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

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  • 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

    No information currently available.

    Assessment Detail

    No information currently available.

    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.

  • 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.

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