EDUC 3007 - Pedagogical Engagement for Learning

North Terrace Campus - Semester 2 - 2024

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 N
    Prerequisites EDUC 2001
    Incompatible EDUC 6552, EDUC 7552
    Restrictions Available to students doing a Bachelor of Media with a major in Educational Media only
    Assessment Reflective discussion board entries 15%, Unit and lesson plan 40%, Group Project 25%,Eportfolio 20%
    Course Staff

    Course Coordinator: Dr Linda Westphalen

    Contact Details:
    Email: -  this contact is preferred.
    phone: (08) 8313 5548
    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 12 weeks 36 hours
    3 hours reading and research  x 12 weeks 36 hours
    Other Assessments 78 hours
    Total = 150 hours
    Learning Activities Summary
    Week 1: Introduction: Course Outline, Assessment, Definitions
    Week 2: Pedagogical Engagement, Learning and Learners (Guest lecturer: Dr Lynda MacLeod)
    Week 3: Cumulative Learning, Cumulative Knowledge-Building
    Week 4: Motivation and Learning (Guest lecturer: Dr Lynda MacLeod)
    Week 5: Scaffolding, Differentiation, Inclusion: Culturally Responsive Pedagogy
    Week 6: Technology Integration for Engagement (Guest lecturer: Dr Lynda MacLeod)
    Week 7: A Language-Based Approach to Assessment and Feedback
    Week 8: Reflective Practices for Continuous Learning (Guest lecturer: Dr Lynda MacLeod)
    Week 9: Teaching and Power: Reproductive, Transformative and Critical Pedagogy
    Week 10: Ensuring Quality: Accreditation and Standards in Teaching
    Week 11: Inquiry-Based Learning, Online Pedagogy, Multimodality
    Week 12: Consolidation and Q&A

  • 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
    Literature review – 30% (Learning Outcomes 1, 2, 3, 4)
    Critical Analysis Essay – 40% (Learning Outcomes 1, 2, 3, 4)
    Discussion board posts (4) – 20% (Learning Outcomes 1, 2, 3, 4)
    All assignments are due by 11:59 pm on the due date
    Assignment Weight Learning
    Throughout the semester, before Friday, 27
    4 discussion board posts 20% 1, 2, 3, 4
    Sunday, 17 September Literature Review 30% 1, 2, 3, 4
    Sunday, 29 October Critical Analysis Essay 40% 1, 2, 3, 4
    Assessment Detail
    Pedagogical Engagement And Learning: Assessment  Detail.
    1. Discussion board posts (4) (20%) - Throughout the semester, all posts are to be submitted by the last teaching day of the semester, Friday, 27 October.

    Consistent with Learning Outcomes 1, 2, 3, 4

    Students will complete four discussion board posts related to key topics.

    2. Literature Review (30%) - due by Sunday, 17 September

    Consistent with Learning Outcomes 1, 2, 3, 4

    Students will write a literature review that consolidates and critically evaluates key learning theories and pedagogical approaches.

    3. Critical analysis essay (40%) – due by Sunday, 29 October

    Consistent with Learning Outcomes 1, 2, 3, 4

    Students will be asked to write an essay that critically analyses and reflects on topics and issues related to pedagogical engagement for learning.
    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.

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.