EDUC 3007 - Pedagogical Engagement for Learning

North Terrace Campus - Semester 2 - 2023

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-centered pedagogical approaches. Focusing 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, trialing 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.

  • General Course Information
    Course Details
    Course Code EDUC 3007
    Course Pedagogical Engagement for Learning
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible EDUC 6552, EDUC 7552
    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-centered pedagogical approaches. Focusing 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, trialing 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 Staff

    Course Coordinator: Dr Linda Westphalen

    Contact Details:
    Email: -  this contact is preferred.
    phone: (08) 8313 3784
    School of Education, Level 8
    Nexus 10, Pulteney Street
    University of Adelaide, SA 5005
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On 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 documents relating to pedagogy.
    4. Demonstrate the ability to create innovative integrated unit and lesson plans with due consideration of internal (constructive) and external (s) 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.

    3, 4

    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.

    2, 4

    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.

    1, 2

    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.

  • Learning Resources
    Required Resources
    There is no required textbook.  Readings will be provided online via MyUni.  Students will need a mobile device, such as a laptop or tablet, for access to teaching materials and online platforms.
    Recommended Resources
    Killen, R. (2016) Effective Teaching Strategies: Lessons from Research and Practice. (7th Ed) Cengage Learning, South Melbourne.
    Online Learning
    The ability to access relevant online platforms, applications and resources is required. 
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Please attend in person.  Online options are not provided because this course is about pedagogy and many of the strategies are best demonstrated 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 3 hour seminar per week for 13 weeks 39 hours
    4 hours reading and research  x 10 weeks 40 hours
    Creaton of First video 1 hour
    Other Assessment 70 hours
    Total = 150 hours
    Learning Activities Summary
    WeekSeminar OutlineAssessment DuePedagogyICT1Course Outline; Assessment; Definitions; Learning TheoriesIce-breakersVideo lessons2Teaching philosophy intro; curriuculum; Learning Theories - Vygotsky ZPDOne on one; doughnutDigital recording and youtube3Learning theories: Skinner, Vygotsky, Piaget, Kolb, Chomsky. VideoThink Pair Share; Last wordPresentation toolsPPTX and Keynote
    Week Seminar Outline Assessment Due Pedagogy ICT
    1 Course Outline; Assessment; Definitions.
    Ice-breakers Video lessons
    2 Teaching philosophy intro; curriuculum; Learning Theories - Vygotsky ZPD One on one; doughnut Digital recording and youtube
    3 Learning theories: Skinner, Vygotsky, Piaget, Kolb.  Video Think Pair Share; Last word Presentation toolsPPTX and Keynote
    4 Learning styles: Gardner, VARK, Kolb. Flipped classrooms Webpages and ePortfoliosLinked In
    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 Unit and Lesson Plan with Justification Team-based learning Virtual Reality, wearable tech
    8 Historic pedagogical contexts: Steiner, Montessori, Democratic Schools.    Groups; Thinking Hats; jigsaw Google for group work
    9 Teaching and power: reproductive/transformative; critical pedagogy. Review/Student choice Student Choice
    10 Ensuring quality: accreditation and standards in teaching Video creation Support Video creation Support
    11 Video lesson Presentations Video lesson Presentations
    12 Video lesson Presentations Video lesson Presentations
    13 Video lesson Presentations Video lesson Presentations
    Some variation in the sequence of content should be expected depending on ongoing student feedback.
  • 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 Task Type Weighting Learing Outcome
    Reflective video around learning theory and pedagogical issues Video 20% 1, 2, 3
    Individual unit and lesson plan with Theoretical Justification Using a provided set of templates, create an aligned lesson plan.  Justify the pedagogical appraches taken. 40% 2, 4
    Creation of a 5 minute online demonstration/instructional  video with a plan and reflection Video lesson 40% 1, 2, 4
    Assessment Detail
    Pedagogical Engagement And Learning:  Assessment  Detail.

    1. Reflective Video (20%) Done in week 2 - 3. 

    Consistent with Learning Outcomes 1, 2, 3

    Students are required to upload an autoethnographic video on the following topic: Which learning theory would best describe your own learning journey?  Evaluate this learning theory in terms of its effectiveness and impact on your learning journey and wellbeing.

    Your video should take the form of reflection and commentary about the topic and should include, where appropriate, theoretical perspectives, syntheses of ideas and/or debates, and references.  References can be uploaded to the notes section of MyUni and do not need to be in a preferred style, provided it is recognised in academia, consistent and detailed.  The video is partly preparation for the creation of an online lesson of five minutes which is a key assignment.

    2. Individual Lesson Plan with Justification (about 1500 words in total) (40%) Due at the end of week 8 - 9.

    Consistent with Learning Outcomes 2, 4

    Students will create an individual lesson plan for a in a subject area of their choice.  This lesson should be based in a Media format with an educative purpose. 

    The lesson plan needs to include the following:

    1. A brief outline of the topic of enquiry, learning outcomes, activities and 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.
    The outline is to provide context for the lesson.  You can use the ADDIE framework to guide your thinking.

    2. A detailed lesson plan (about 500 words), with an assumed period of one hour (no more), where you design a 'lesson' for your target audience using your knowledge of media.  You will need to include:

    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 approachesbased in ICTs, 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 700 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 a particular ICT for your lesson, 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 Lesson Plan Template and other templates can be developed with the input of Media students.

    3. Online Lesson: 5 minute online presentation viewed by the class  during weeks  11, 12 and 13. (40%)

    Consistent with Learning Outcomes 1, 2, 4

    Students will develop a five-minute demonstration or instructional in video form drawn from your lesson plan assignment, and engaging with the feedback from that assignment if appropriate.  Students will demonstrate their understanding of planning and presenting.  This lesson should be submitted as an online link (as was done with the video in the first assessment) and include a reflection of 300 words submitted to MyUni which is an evaluation of the pedagogical engagement - what strategies did you use to engage your students?  You are welcome to also provide an additional 200 words to outline any technical problems that you may have had in the  production of the lesson.
    Submission will be online, via MyUni and Turnitin
    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 ( 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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