EDUC 7552 - Pedagogical Engagement for Learning
North Terrace Campus - Semester 2 - 2022
General Course Information
Course Code EDUC 7552 Course Pedagogical Engagement for Learning Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 3 hours per week Available for Study Abroad and Exchange N Incompatible EDUC 6552 Course Description This course introduces students to a range of pedagogic strategies applicable to all levels of learning, with a particular focus on flexible, diverse and inclusive student-centred pedagogical approaches. Focussing on skills for 21st century learners, students will model and reflect on pedagogic strategies and their theoretical justifications, and consider the critical importance of planning, trialling and reflecting on pedagogic strategies. Constructive alignment between learning philosophy, curriculum, unit of inquiry, lesson, pedagogy and impact on learning will be a key theme, as will enhancing student engagement through the use of educational technology and online strategies.
Course Coordinator: Dr Linda WestphalenContact Details:
Email: firstname.lastname@example.org - this contact is preferred.
phone: (08) 8313 3784
School of Education, Level 8
Nexus 10, Pulteney Street
University of Adelaide, SA 5005
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 theory. 2 Investigate and evaluate approaches to pedagogical engagement, including the use of ICTs, in diverse learning contexts. 3 Critique a range of professional and scholarly research documents relating to pedagogy. 4 Demonstrate the ability to create innovative integrated unit and lesson plans with due consideration of internal (constructive) and external (curriculum and/or relevant accreditation) alignment and pedagogical process.
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.
1, 2, 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.
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.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
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.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesThere is no required textbook. Readings will be provided online via MyUni.
Students will need a mobile device, such as a laptop, for access to teaching materials and for the development of the Professional ePortfolio. Students will need to create a gmail account for accessing the ePortfolio template and Google Drive folders.
Recommended ResourcesKillen, R. (2016) Effective Teaching Strategies: Lessons from Research and Practice. (7th Ed) Cengage Learning, South Melbourne.
Online LearningThe ability to access relevant online platforms, applications and resources is required.
Students will create their own ePortfolio.
Learning & Teaching Activities
Learning & Teaching ModesDue to COVID 19 restrictions, Students must maintain social distancing while in face to face delivery, and must adhere to further restrictions, including moving to online mode only if advised by the University of Adelaide. Online options for attendance are for students with health issues or who are working from overseas only. If you are in Adelaide, you must attend in person.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload Total Hours 1 x 1 hour seminar per week x 12 weeks
2 x 1.5 hours of tutorial per week for 12 weeks (depending on student numbers)
3 hours Flipped learning preview and activities per week x 12 weeks
36 hours 3 hours Creation of 2 Podcasts (additional entries/hours optional) 3 hours reading and reserach x 12 weeks 36 hours Assessment 54 hours Total = 156 hours per semester
Learning Activities Summary
Week Seminar Outline Assessment Due Pedagogy ICT 1 Course Outline; Assessment; Definitions; Learning Theories Ice-breakers Podcasts 2 EPortfolio setup; teaching philosophy intro; curriuculum; Learning Theories - Vygotsky ZPD One on one; doughnut
Digital recording and youtube
3 Learning theories: Skinner, Vygotsky, Piaget, Kolb, Chomsky. Podcast Think Pair Share; Last word Presentation tools
PPTX and Keynote
4 Learning styles: Gardner, VARK, Kolb Flipped classrooms Webpages and ePortfolios 5 Units and lessons; Gagne's intructional events Scaffolding and differentiation iPads: Paper, Notability, Solar Walk 6 Contructive (internal) alignment; lectures and Teacher-directed learning. Squeek and Speak In-Class activities: Mentimeter, Quizlet Live, Kahoot 7 Assessment: diagnostic, formative, summative; Bloom's Taxonomy Team-based learning Virtual Reality, wearable tech 8 Historic pedagogical contexts: Steiner, Montessori, Democratic Schools. Unit and Lesson Plan Groups; Thinking Hats; jigsaw Google for group work 9 Teaching and power: reproductive/transformative; critical pedagogy. Podcast creation Podcast creation 10 Ensuring quality: accreditation and standards in teaching Podcast lesson Presentations 11 Podcast lesson Presentations Podcast lesson Presentations 12 Podcast lesson Presentations Podcast lesson Presentations
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 Weighting Learning Outcome Reflective blog around learning theory and pedagogical issues Podcast 20% 1, 2, 3 Write individual unit and lesson plan with justification for inclusion in ePortfolio Unit and Lesson plan 40% 2, 4 Creation of a 5 minute online lesson Online
40% 1, 2, 4
Assessment Related RequirementsAttendance at all 11 seminars is strongly recommended. This is because much of the course activities are active engagement with pedagogical strategies.
Assessment DetailPedagogical Engagement And Learning: Assessment Detail.
1. Reflective Podcast (20%) Done in week 3.
Consistent with Learning Outcomes 1, 2, 3
Students are required to upload two podcasts on the following topics:
Which learning theory would best describe your own learning journey?
Entries should take the form of reflections and commentary about the topic and should include, where appropriate, theoretical perspectives, syntheses of ideas and/or debates, and references. References do not need to be in a preferred style, provided it is recognised in academia, consistent and detailed.
The podcast is preparation for the creation of an online lesson of fiveminutes which is a key assignment.
2. Individual Lesson Plan with Justification (about 3000 words) (30%) Due at the end of week 8.
Consistent with Learning Outcomes 2, 4, 5
Students will create an individual lesson plan in a subject area of their choice. The lesson plan needs to include the following:
1. A brief unit plan outlining the topic of enquiry, learning outcomes and basic assessment (about 300 words). There needs to be constructive alignment between learning outcomes, pedagogical approaches, and assessment. You also need to give some thought to the target audience – who are they, their ages, assumed skills and prior learning. The unit plan is to provide context for the lesson.
2. A detailed lesson plan (about 1000 words), with an assumed period of one or two hours (no more), where you take one of the lessons in your unit outline and provide instructions and guidelines on
a. What is to be taught: What is the topic and what are the learning outcomes for that lesson?;
b. How it is to be taught: A range of pedagogic approaches, including ICT, with reference to the relevant theorists, learning models and techniques, linked to particular tasks, knowledge, skills or applications;
c. The timing and sequence of the lesson;
d. How you will account for student diversity;
e. How you will assess the learning outcomes of the lesson (how will you know if your lesson is effective) and provide feedback on ongoing student learning. (Note: this is not a summative test, but formative feedback to students during the lesson);
f. Homework or other follow up activities.
3. A justification of the approaches that you have taken (about 1700 words). This section of the assignment is where you explain why you have taken the pedagogical approaches outlined in part b (‘How it is to be taught,’ above). For example, if you have chosen to use an online approach for some of the lessons, you need to say why this is educationally sound and how it will contribute to student learning. You should demonstrate your knowledge of learning approaches and theories in this section, and it should be appropriately referenced.
Students will be provided with a Unit and Lesson Plan Template.
3. Online Lesson: 5 minute online presentation viewed by the class during weeks 10, 11 and 12. (40%)
Consistent with Learning Outcomes 1, 2, 4
Students will develop a five-minute lesson in online form. Students will demonstrate their understanding of at least one student-centered pedagogical approach. This lesson should be submitted as an online link (as was done with the podcast in the first assessment) and include a reflection of 300 words submitted to MyUni which outlines the theoretical reasons behind the approaches used in the podcast.
SubmissionSubmission will be online, via Canvas and Turnitin.
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.