EDUC 6552 - Pedagogical Engagement & Learning

North Terrace Campus - Semester 2 - 2014

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.

  • General Course Information
    Course Details
    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 Staff

    Course Coordinator: Dr Lynda MacLeod

    Course Coordinator: Dr Lynda MacLeod
    email: lynda.macleod@adelaide.edu.au
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    AIMS:
    The aim of this course is to develop a sophisticated repertoire of theory and pedagogies appropriate to your field.

    OBJECTIVES:
    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
  • Learning Resources
    Required Resources
    No 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 Modes
    Face-to-face workshops according to the prescribed schedule.
    Workload

    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
  • 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 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 Requirements
    Attendance at 11 lectures minimum
    Assessment Detail

    No information currently available.

    Submission
    Electronic copy to be submitted through the courses’ MyUni digital drop box.
    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.

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.