EDUC 6552 - Pedagogical Engagement & Learning
North Terrace Campus - Semester 2 - 2016
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 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Course Description This course defines a range of diverse pedagogies applicable to all levels of learning
and introduces students to the history of pedagogical thought with a focus on engagement and student centred learning in contemporary contexts.
The theoretical justification for the use of a broad range of pedagogies is examined. Theories of learning and the acquisition of knowledge including their implications for authentic pedagogical practices will be explored in the context of diverse socio-cultural realities. The ways in which to manage students of all ages to enhance learning engagement will be analysed.
Students will be encouraged to develop a sophisticated portfolio of professional pedagogical repertoires specifically related to their field so they can model quality teaching and learning to peers.
Course Coordinator: Dr Linda WestphalenDr Linda Westphalen
School of Education
Nexus 10 Building
(08) 8313 3784
(Prefer email contact)
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Exhibit an understanding of learning and teaching within a range of 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 clearly and concisely, orally and in writing and show awareness of academic and ethical conventions for gathering and recording sources 5 Develop a lesson plan in collaboration with a group of peers 6 Develop evidence of innovative and active learning and assessment activities in a variety of contexts 7 Apply understandings of pedagogy and curriculum to a variety of situations
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3, 5, 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2, 3, 5, 7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
Required ResourcesNo required textbook.
In consultation with the convener, you will undertake readings from professional and academic sources related to your pedagogical interest, curriculum, assessment and active pedagogies.
Recommended ResourcesRefer to My Uni and information provided by your lecturer in workshops.
A useful text:
Killen, R. (2016) Effectuve Teaching Strategies: Lessons from Research and Practice. (7th Edition) Cengage Learning, South Melbourne.
Online LearningAccess to MyUni is essential.
Students will be creating their own eportfolio, using a template provided by the convener.
Students are encouraged to bring their own mobile learning device.
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 participation per month (x 3 minimum) 3 hours 3 hours x 4 preparation for Personal Statement 12 hours 3 hours x 4 preparation for 'lab lesson' 12 hours Preparation of lesson plan (x1) 30 hours Justification of lesson plan (x1) 21 hours Creation of ePortfolio first page 6 hours Total = 156
Learning Activities Summary
Schedule Week 1 Definitions of engagement, student centred learning and pedagogy Week 2 Building a teaching eportfolio Week 3 Historical student-centred pedagogies: Montessori& Steiner Week 4 Project-based, team-based, clinical, field-based and immersion learning Week 5 Working with large groups and lectures including differentiated learning Week 6 Teaching and learning in small groups/ individualised learning Week 7 Online and blended learning pedagogies Week 8 Aligning curriculum and pedagogy Week 9 Building curriculum and assessment in harmony with productive pedagogies Week 10 Teaching and teaching theory appropriate to your discipline: a reading exercise Week 11 Collecting evidence that demonstrates quality teaching (including Australian Professional Standards for Teachers) Week 12 Writing a teaching philosophy Mid-Semester
Reading, research and preparation of lesson plan and prepare slides for giving a mini lesson if not already done so.
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 Task Type Due Date Weighting Learning Outcome Reflective blogs around pedagogical issues Reflection Online During tutorials 15% 1, 2, 3, 4, 7 Write individual lesson plan with justification Written assignment For 6552
For 6552NA Polytechnic
30% 1, 2, 4, 5, 6, 7 With Peers, create a 'lab lesson' demonstrating your knowledge of a selection of pedagogical approaches Presentation For 6552
Weeks 10, 11 and 12
20% 1, 2, 3, 4, 5, 6, 7 Write individual teaching philosophy: this to be included in an ePortfolio as part of the first page Written assignment
For 6552NA Polytechnic
35% 1, 2, 4, 6, 7
Assessment Related RequirementsAttendance at 11 lectures minimum
Assessment DetailReflections and Mini lesson occur in class, the lesson plan and motivation to be submitted online through MyUni.
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
- LinkedIn Learning
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.