EDUC 6552 - Pedagogical Engagement & Learning
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code EDUC 6552 Course Pedagogical Engagement & Learning Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Course Description This course introduces students to pedagogies appropriate for use across a range of learning contexts with a focus on student engagement in active learning. The theoretical justification for the use of such pedagogies is examined. Theories of knowledge acquisition, the body of knowledge built around learning theory, and the positioning of such theory in the socio-cultural diversity of contemporary learning contexts will be examined. The ways in which to manage students (children, young people and adults) to enhance learning engagement will be analysed. A highly sophisticated repertoire of pedagogical practices will be developed.
Course Coordinator: Dr Lynda MacLeodCourse Coordinator: Dr Lynda MacLeod
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesAIMS:
The aim of this course is to develop a sophisticated repertoire of theory and pedagogies appropriate to your field.
1 Exhibit an understanding of learning and teaching within current contexts 2 Evaluate a number of approaches to pedagogy and curriculum development 3 Critique a range of research, professional and scholarly documents relating to the curriculum area 4 Communicate in spoken and written form using clear and concise language in a variety of genres 5 Collaborate with peers to engage them in active learning 6 Develop evidence of innovative learning activities in a variety of contexts 7 Develop appropriate assessment that encourages active learning 8 Apply understandings of pedagogy and curriculum to a variety of situations 9 Show awareness of academic and ethical conventions related to gathering and recording of sources
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. 1,2,7,& 8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3 & 4 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 6, 7 & 8 Skills of a high order in interpersonal understanding, teamwork and communication. 4 & 5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,2 & 3 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2, 3, 4, 5, 6, 7, 8 & 9
Required ResourcesNo required textbook.
In consultation with your academic leader you will undertake readings from professional and academic sources related to your pedagogical interest, curriculum, assessment and active pedagogies.
Learning & Teaching Activities
Learning & Teaching ModesFace-to-face workshops according to the prescribed schedule.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2 hour lecture per week (x12) 24 hours 1x 4 hour reading per week (x12) 48 hours 1 x 1 hour online discussion board/wiki participation per fortnight (x6) 6 hours 6 hours x 4 preparation for slide and seminar presentations 24hours Preparation of lesson plan (x1) 30 hours Motivation of lesson plan (x1) 24 hours Total = 156
Learning Activities Summary
Module Content/ Focus Assesment Class Date 1 Definitions of engagement, student centred learning and pedagogy Reflective blog entry 5 August 2 Historical student-centred pedagogies: Montessori & Steiner 1st mini lesson 12 August 3 Project-based, team-based, clinical, field-based and immersion learning Reflective blog entry 1st Powerpoint 19 August 4 Working with large groups and lectures including differentiated learning 2nd mini lesson 26 August 5 Teaching and learning in small groups/ individualised learning Reflective blog entry 2nd Powerpoint 2 September 6 Online and blended learning pedagogies 3rd mini lesson 9 September 7 Aligning curriculum and pedagogy Reflective blog entry 3rd Powerpoint 16 September 8 Building curriculum and assessment in harmony with productive pedagogies 4th mini lesson 7 October 9 Teaching and teaching theory appropriate to your discipline: a reading exercise Reflective blog entry 4th Powerpoint (i) 14 October 10 Collecting evidence that demonstrates quality teaching (including AITSL standards) 4th Powerpoint (ii) 21 October 11 Building a teaching portfolio Reflective blog entry Sharing of lesson plans 28 October 12 Writing a teaching philosophy Peer evaluation of evidence 4 November
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Due Date Word Length Weighting Task One
Reflection: Developing your beliefs about pedagogy and on learning theories
Every fortnight (10 entries minimum)
200 – 300 words per fortnight
10% Task Two Powerpoints/Mini essons: 19 August, 2 September, 16 September, 14 & 21 October 5 slides 60% (15% x 4 each) Task Three
Lesson plan, teaching philosophy and motivation
18 November 10 – 15 pages 30%
Assessment Related RequirementsAttendance at 11 lectures minimum
No information currently available.
SubmissionElectronic copy to be submitted through the courses’ MyUni digital drop box.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.