EDUC 3009 - Education Project: Self-Directed Study
North Terrace Campus - Semester 1 - 2023
General Course Information
Course Code EDUC 3009 Course Education Project: Self-Directed Study Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites Students must have successfully passed 12 units of EDUC courses Restrictions Only available to students undertaking an Education major Course Description Focussed in Education, but could relate to one of the student?s other subject area specialisations (eg. History) or;
Relate to one fo the following areas: curriculum; teacher education; pedagogy; technology; media; gender; cultural difference; international perspective(s); workplace education or wellbeing or;
A topic created in consultation with the course coordinator.
Students will work under the supervision of an Education academic. The Project structure includes:
A commentary and justification of 3-4 thousand words, with an associated project designed for a learning process, such as a media production (eg. a learning app), workplace professional learning module, documentary or other project (in consultation with the course coordinator).
Course Coordinator: Dr Linda WestphalenAssociate Professor Linda Westphalen
Room 805 Level 8
Nexus 10 Building
Unversity of Adelaide.
Phone: 08 8313 3784
Office Hours: Monday 9 - 4pm Tuesday - Friday 9 - 5pm.
(Please note that I prefer contact via email, but I'm very happy to set up f2f appointments as needed.)
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Create an Education-based research project that aligns with established learning theory;
2. Explore and critically review an education based-research project in the context of an innovation, workplace or subject content area.
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.
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 are no required learning resources. Students will need a laptop or tablet device. Other materials for design will be provided.
Recommended ResourcesThis course requires good knowledge of library search skills. It is advised that students seek help from Library staff in accessing materials to justify their design process and project.
Online LearningOnline learning will be used in the event of another wave of COVID or if students are unwell or working from overseas. If students are in Adelaide it is expected that they will attend in person.
Learning & Teaching Activities
Learning & Teaching ModesSeminars will be conducted weekly face to face to enable supervision, unless in the case of illness. Peer review and support should be expected.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD – SELF-DIRECTED LEARNING Hours Project construction 10 hours per week x 12 120 Assignment and commentary preparation 8 hours per week x 10 80 Research and reading 8 hours per week x 11 88 TOTAL HOURS 312
Learning Activities Summary
Week SEMINAR TOPIC (1 hour + online or research task) 1 Review of learning theories (Behaviourism, Cognitivism, Constructivism) 2 Learning design: Using the ADDIE framework to consider design (Analysis, Design, Development, Implementation, Evaluation) 3 Supervised independent research: Proposal due 4 Content and resource selection; Structure and alignment; Gagne’s Instructional events 5 Supervised independent research - design and development 6 Workshop: Assessment Technology in education; Inclusion and diversity – the target ‘student'; Ethics and professional standards 7 Supervised independent research: Annotated Bibliography and Abstract due 8 Possible School Site visit - Depending on COVID; Otherwise project review and independent research 9 Workshop: Research Project Presentation to Peers 10 Supervised independent research 11 Supervised independent research 12 Submission of research project. Professional Reflection based on Brookfield
Specific Course RequirementsStudent should be expecting to work more or less independently on their research project.
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.
Project Proposal 500
Formative and Summative 20% 1 and 2 Annotated
Bibliography and Abstract 2000 Words
Formative and Summative 30% 1 and 2 Project with
accompanying commentary 4000 words
Summative 50% 1 and 2
Assessment Description% weighting Project Proposal 500
Students write a 500 word proposal outlining their education project20
Bibliography and Abstract 2000 Words
Based on their research towards their education project, students construct an annotated bibliography and complete a draft abstract, drawing on this research.30 Project with
accompanying commentary 4000 words (per 6 unit course)
Students create and present an Education-based research project, accompanied by a commentary justifying their project’s learning structure and projected outcomes.50
SubmissionSubmission will be via MyUni. It is expected that sutudent will submit a turnitin report with their submission.
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.
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