Unit convenor and teaching staff |
Unit convenor and teaching staff
Co-convenor and Lecturer
Matt Bower
Contact via matt.bower@mq.edu.au
Co-convenor and Tutor
Bronwyn Moreton
Contact via bronwyn.moreton@mq.edu.au
Tutor
Giang Nguyen
Contact via giang.nguyen@mq.edu.au
Tutor
Karen Woo
Contact via karen.woo@mq.edu.au
Bronwyn Moreton
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
12cp or EDUC105 or EDUC106 or EDUC107
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit considers ways in which information and communication technology is changing education. It is particularly concerned with issues related to the use of technology in the classroom: how to successfully select and apply learning technologies to achieve intended learning outcomes; the new literacies that educational technologies create; and appropriate pedagogies for the contemporary global classroom. Practical application of these understandings is developed through a series of skills-based tutorials that focus on how to effectively design learning tasks using the contemporary technological approaches being discussed.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
It is important to check the EDUC261 unit website and student email regularly as assignment clarifications may be announced and it will be assumed all students have read them. Note that all assignments should be submitted online unless other instructions have been provided.
The following requirements apply to assignments:
Feedback for Task 1, Task 2 and Task 3 will be provided via the Gradebook in iLearn. Task 1 feedback will be provided via an iLearn rubric. Task 2 and Task 3 feedback will be provided on on a marked up version of the assignment file. Feedback will include the assessment of performance in relation to the assignment criteria as well as qualitative feedback in the form of comments. Overall student performance on assignments will be reported using a grade.
Name | Weighting | Due |
---|---|---|
Wiki contribution | 10% | 11:55pm Tue 15th March 2016 |
LAMS sequence | 30% | 11:55pm Monday 11th April 2016 |
Moodle module | 30% | 11:55pm Monday 13th June 2016 |
Examination | 30% | In tutorial classes in Week 13 |
Due: 11:55pm Tue 15th March 2016
Weighting: 10%
By the end of Week 2 (by 11:55pm Friday 11/3/16) students are to select a contemporary learning technology (either software, hardware or website) and provide a summary of it on the course wiki. By the middle of Week 3 (by 11:55pm Tuesday 15/3/16) students should ensure that their page is appropriately situated and linked to other pages on the wiki.
Student performance will be assessed based on the following criteria:
This exercise should be treated as an opportunity to help each other define the knowledge space rather than as an onerous assessment task. The length of the summary and description should not exceed 300 words.
Note that every person should select a unique technology to review. You are advised to check the wiki in advance to ensure that nobody else has selected your technology. Students may create a placeholder page on the wiki in order to reserve your preferred technology.
Due: 11:55pm Monday 11th April 2016
Weighting: 30%
Students are to construct a LAMS sequence for a 40 minute lesson, and provide a justification for the approaches that have been applied. The main purpose of this task is to establish that students can develop a technology-based lesson using sound pedagogical principles. The lesson should be based upon an Australian syllabus or NSW Board of Studies Teaching Evaluation and Standards (BOSTES) syllabus. The lesson can relate to part of an outcome, a full outcome, or multiple outcomes. Planet Unit students may request to address outcomes from a professional syllabus, but are advised to check with their tutor first to confirm its appropriateness. The rationale behind the development of the sequence is as important as the technical construction of the sequence, and the marks awarded will reflect this.
Students are to submit a justification in the form of a report (600 words) to explain their pedagogical design decisions that underpin the LAMS sequence that has been constructed. Students are expected to refer to literature to justify the approaches that have been adopted. All outcomes should be specified and referenced in an appendix of the justification (the appendix will not be included in the word count). Students should also include screenshots of their lesson in their justification document (either in the main body of the submission or an appendix) so that the reader has a clear understanding of the nature of their lesson without necessarily needing to complete the lesson online.
You must accurately follow the submission instructions on the LAMS dropbox on the unit website in order for your assignment to be deemed ‘submitted’.
Due: 11:55pm Monday 13th June 2016
Weighting: 30%
In groups of three or sometimes two (tutors to organise groups), students are to design and develop a module of work in Moodle (tutors will setup blank Moodle templates). The lesson should be based upon an Australian syllabus or NSW Board of Studies Teaching Evaluation and Standards (BOSTES) syllabus. The lesson can relate to one or more outcomes. Planet Unit students may negotiate content areas from other professional syllabuses if desired. All syllabus learning outcomes should be clearly specified and referenced in an appendix of the justification.
As a guide students should aim to produce the equivalent of two 40 minute lessons per person in the group, noting that each group member may work on all lessons in the module. If a large unit is being attempted then it is reasonable to describe some of the activities that would be attempted rather than produce all extra materials for the activities, in order to indicate the pedagogical design of the module.
Each student is to submit their own 600 word written justification of the design that has been applied. Arguments should be supported by reference to educational theory. Justifications should describe how the unit has been designed to help students achieve the pre-identified syllabus outcomes, and any strategies used to promote inclusive education. In the justification clearly identify the sections and/or elements of the module for which you were responsible. All outcomes should be specified and referenced in an appendix of the justification (the appendix will not be included in the word count). Students should also include screenshots of their lesson in their justification document (either in the main body of the submission or an appendix) so that the reader has a clear understanding of the nature of their lesson without necessarily needing to complete the lesson online.
Students should also provide a 200 word critical evaluation of designing learning modules in groups, including the advantages of working in this way, as well as the difficulties experienced and how they can be overcome.
A group work task has been intentionally prescribed in this case so that students can:
Due: In tutorial classes in Week 13
Weighting: 30%
The rationale for the final examination is to assess whether students can integrate and articulate the concepts addressed in the unit. Students will be required to answer one question in one hour on a topic relating to the content covered in lectures, workshops and readings. Potential topics will be outlined in the week before the examination. For instance, topics may include:
Answers need to draw upon the lectures, workshops and readings to substantiate arguments. This examination will be held during normal tutorial class time in Week 13.
This unit considers ways in which Information and Communication Technology is changing education. It is particularly concerned with issues related to the use of technology in the classroom – how to successfully select and apply learning technologies to achieve intended learning outcomes, the new literacies that educational technologies create, and appropriate pedagogies for the contemporary global classroom. Practical application of these understandings is developed through a series of skills-based workshops which focus on how to use the contemporary technological approaches being discussed.
We welcome you to EDUC261: Information and Communications Technologies and Education and hope it makes a significant contribution to your learning.
Co-convenors
Matt Bower <matt.bower@mq.edu.au>
Bronwyn Moreton <bronwyn.moreton@mq.edu.au>
Tutors
Bronwyn Moreton <bronwyn.moreton@mq.edu.au>
Giang Nguyen <giang.nguyen@mq.edu.au>
Karen Woo <karen.woo@mq.edu.au>
You are welcome to contact unit staff and where necessary make appointments for consultation. The most reliable and efficient way to contact unit staff is by email.
This is a three credit point unit run over a 13 week semester. Note that there are no lecture or tutorial classes in the two weeks following the mid-semester break so that education students can complete their in-school block practicum experience. In other weeks there is a one hour lecture and a two hour tutorial.
Lecture
Wednesday 10am - 11am in W5AT1
Weekly Tutorial Schedule
Tutorial Class A: Wednesday, 12pm - 2pm, in C5A204
Tutorial Class B: Wednesday, 2pm - 4pm, in C5A204
Tutorial Class C: Wednesday, 4pm - 6pm, in C5A204
Tutorial Class D: Thursday, 9am - 11am, in C5A204
Tutorial Class E: Thursday, 12pm - 2pm, in C5A204
Tutorial Class F: Thursday, 2pm - 4pm, in C5A204
Tutorial Class G: Thursday, 4pm - 6pm, in C5A204
Students must attend the tutorials for which they have enrolled. This is because students work at a computer during these sessions and there are a limited number of computers available. Students are expected to attend all the tutorials.
Activities completed during tutorials are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit. When assessing participation four major aspects will be taken into account:
Attendance at all tutorials and on-campus sessions is therefore compulsory. The unit convenor reserves the right to assign a fail grade to students who do not meet this requirement. You are required to retain all documentation related to absences. This documentation needs to be presented to the unit convenor on request. Make-up work will not be required for missed tutorials, though you are strongly encouraged to independently complete all prescribed tasks. If you experience serious and unavoidable disruption you should submit a “disruption to studies” request through ask.mq.edu.au (see below).
There is no textbook for this unit; current readings and links will be provided throughout the semester. Readings and resources will be made available online through the unit website.
Copyright rules apply to the use of materials taken from other sources. There are images you can use in the development of your presentation without needing to obtain copyright permission. Links to sites that supply copyright free images will be suggested in your tutorials, or you can do a search for them yourselves (Creative Commons). It is essential that you obtain copyright permission for any images you obtain from other web sites or scan from books. The source of the image and an acknowledgement of permission granted must be indicated/provided in your presentation. You, and the University, are open to prosecution if you post images taken from other sources without permission. If you particularly need to use material from a website/book, most book publishers and sources of web pages will provide copyright permission if you contact them to ask for permission indicating the use is for educational purposes and not for profit - just clearly indicate that it is only being used for local educational purposes.
Accessing and using the Unit Website
The EDUC261 unit website is available from the Macquarie University iLearn system available at: http://ilearn.mq.edu.au.
To access the site students will need to use their student username and password to log in and then choose EDUC261 from My Online Units menu. Please do NOT contact the Unit Convenor regarding ilearn technical support. CONTACT the Macquarie University Library Student IT Help Desk. Phone 9850 4357. Email support@library.mq.edu.au .
Software and Hardware
EDUC261's website has been designed for access by standard Internet technologies, so most common contemporary operating systems and browsers can be used. The website should be able to be accessed using Macintosh, Windows, or Linux based operating systems. Firefox, Chrome and Internet Explorer are the recommended web browsers for this subject.
Navigation
Once you have reached the website all you need to do is follow the text and image links. Please take some time to explore the unit website and orient yourself with the features and resources. Descriptions of some of these are provided below.
Unit Outline
You can download and then either view or print an exact copy of the Unit Outline from the link provided at the top of the unit website. The outline is in PDF format. If you cannot view the downloaded file then you may need to install the free Adobe Acrobat Reader software available from http://get.adobe.com/uk/reader/.
iLecture
Recordings of all lectures will be made available online using the ilecture system. One option allows you to listen to the lecture in "streaming mode" the other to "download" the lecture and then listen to it. The disadvantage of streaming is that the sound files are very large and they can eventually fill your hard disk. When you stream the file it is not saved on your computer. By downloading the file you can keep a permanent copy of the lecture on your computer and listen to it again without having to reconnect to the Internet.
Discussion Forums
These are for you to hold discussions on either general topics or specific issues. Students are required to regularly check the discussion forums and are encouraged to engage in discussion. Unit staff read and reply to the messages when requested.
Wiki
A wiki is a website that users can edit through a browser. The website wiki allows EDUC261 students and teachers to co-create a knowledge-space. This will form the basis of the first assessment task. For those that are unfamiliar with how to use the wiki, guidance will be provided in the workshops
On-Campus Access
The Internet can be accessed from the TEL Labs (entrance via C5A204) or other computers from around the university (such as in the library). If you wish to listen to lectures on the web in these locations you need to provide your own headphones.
Off-Campus Access
You can access your unit from anywhere on the Internet.
All your tutorials will be held in the TEL Lab. This is a facility for Education students at Macquarie University and is located in C5A201, C5A204 and C5A210. The TEL Lab supports the use of technology as appropriate to our schools. The labs provide a student work area and venue for tutorials. The computers have a variety of educational software and full Internet access.
Students are welcome to use the computers and software provided that the room is not being used by lecturers for a tutorial or workshop. Notices are placed near the Centre door to indicate opening hours and computer room availability.
At the beginning of semester students will be given access to the LAMS server. All students will be given some time during tutorials to work on their LAMS sequences. The TEL Labs are also available to access sequences when classes are not being held. However, the LAMS server can also be accessed by any computer with an Internet connection and a browser meeting the following standards:
The recommended browsers are Firefox, Chrome and Internet Explorer. A broadband Internet connection is also recommended.
It is common for students to experience troubleshooting problems while using LAMS. Students are encouraged to form collaborative networks with their peers and use the general discussion board on the unit website to help one another resolve problems and collaborate about design ideas. As well, please check the LAMS website, for instance the troubleshooting page located at http://wiki.lamsfoundation.org/display/lamsdocs/Troubleshooting.
In order to successfully complete the EDUC261 workshops students need to ensure they have a reasonable level of competence in ICTs and Information Literacy skills. If you feel uncertain about your competency levels it is your responsibility to undertake training to acquire or improve these skills as soon as possible as they will be assumed in the workshops. Options include:
Units of study
The following two units offered in the Faculty of Science develop technological skills:
ISYS100 – IT and Society (Planet Unit)
INFO104 – International Computer Driving Licence (Semester 2 only).
Library training
The library offers a range of face-to-face and online workshops to support the development of technological skills. For more details refer to the Macquarie University library website (http://www.mq.edu.au/on_campus/library/) under ‘Training’.
General IT Support and Troubleshooting
For support with access to wireless and other general technology matters, please contact the Macquarie University Library Student IT Help Desk (Phone: 9850 4357; Email: support@mq.edu.au).
From time to time it is useful to study how students use online technologies in order to better understand their effectiveness for teaching and learning. In order to do this student contributions to the online learning systems in this unit may be studied once the semester is over. This will in no way affect your grades, and if the results of any analysis are published then your identity will in no way be revealed. If you do not wish your contributions to be included in any analysis then please notify the unit convenor. Also note that contributions to the General Discussion Forum will not be included in any analysis. The ethical aspects of this study have been approved by the Macquarie University Ethics Review Committee (Human Research, ref. HE29MAY2009-R06619HS). If you have any complaints or reservations about any ethical aspect of your participation in this research, you may contact the Committee through the Research Ethics Officer (telephone [02] 9850 7854, fax [02] 9850 8799, email: ethics@vc.mq.edu.au). Any complaint you make will be treated in confidence and investigated, and you will be informed of the outcome.
Week Commencing |
Lectures |
Tutorial Content |
Week 1 (29/02/16) |
Introduction to ICT in Education (Technology as an educational imperative, Effective technology integration and the TPACK Model) |
Intro to unit & technologies (LMS, wiki) Introduction to contemporary technologies (LAMS sequence) |
Week 2 (07/03/16) |
Pedagogies of Online Learning |
Introduction to shared resources Critiquing learning objects Evaluating LAMS sequences Advanced online searching & copyright |
Week 3 (14/03/16) |
Technology Affordances and Their Effects |
Authoring LAMS sequences Pedagogical implications of LAMS tools NSW syllabuses/BOS & technology (Wiki task due) |
Week 4 (21/03/16) |
Knowledge, Thinking and Technology |
Overview of lesson planning Further authoring in LAMS |
Week 5 (28/03/16) |
Designing for Learning
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Workshopping and constructively evaluating each other’s LAMS sequences |
Week 6 (04/04/16) |
Designing for Learning using Web 2.0 (blogs, wikis and more) |
Introduction to Web 2.0 tools Web 2.0 design activities |
Mid Semester Break – Monday 11th April to Friday 22nd April (LAMS task due at beginning of break) |
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Week 7 (25/04/16) |
No lecture (Education students on practicum) |
No face-to-face tutorial |
Week 8 (02/05/16) |
No lecture (Education students on practicum) |
No face-to-face tutorial |
Week 9 (09/05/16) |
Learning in Social Networking Environments |
Introduction to Learning Management System authoring (Moodle) |
Week 10 (16/05/16) |
Enhancing Learning using Mobile Technologies |
Exploring mobile potentials |
Week 11 (23/05/16) |
Virtual Worlds in Education |
Virtual world activity Moodle module group work |
Week 12 (30/05/16) |
Implications of Technology in Learning (Social, Assessment, Research, Future) |
Reflections and evaluations Group debriefing Exam overview |
Week 13 (06/06/16) |
Unit review |
In class examination |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty. Plagiarism is a matter of particular importance. Plagiarism is defined as using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts:
Plagiarism is a serious breach of the University's rules and carries significant penalties. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee.
Academic Honesty is key to the core values and principles that underpin the University’s Ethics Statement (see the policy at http://www.mq.edu.au/policy/docs/academic_honesty/policy.htm). The procedures for Academic Honesty as well as the Assessment – Code of Practice outlines the responsibility of students (and staff) in academic endeavours. Please consult these documents (available through Policy central: http://www.mq.edu.au/policy/all.html )
The University recognises the importance of producing grades and reports of student learning achievements that are valid, reliable and accurate representations of each student’s capabilities in relation to clearly articulated learning outcomes.
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the policy: http://www.mq.edu.au/policy/docs/grading/policy.htm. Each assignment uses a standards-based approach to assessment where performance is assessed against specified criteria. You will NOT be notified of a numerical mark for awarded for specific assessment tasks.
Your final unit grade (HD to F) will be accompanied by an SNG (Standardised Numerical Grade). The SNG reflects the extent to which you have met the overall grade descriptors e.g. an SNG of 73 (ie closer to D than CR) means your work shows evidence of meeting the Credit descriptors and has some characteristics of the Distinction descriptors.
The following generic grade descriptors provide university-wide standards for awarding final grades.
HD (High Distinction): Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
D (Distinction): Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
CR (Credit): Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
P (Pass): Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
F (Fail): Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
University regulations allow for students to appeal a final grade if they feel they have been disadvantaged. Grading appeals can be lodged on the following grounds:
Information relating to grading appeals can be found at: http://mq.edu.au/policy/docs/gradeappeal/policy.html .
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at students.mq.edu.au/campus_life/campus_wellbeing_support_services/.
Macquarie International is the first point of contact for international students. Refer to http://www.international.mq.edu.au/
International students can make individual or small group appointments to see the Study Skills Adviser, or drop-in for quick questions to E3A, Level 1. Don’t forget to bring your unit outlines with you to your appointment.
Many students find it difficult to apply the independent study approaches required for success in tertiary studies. Assistance with study skills is provided through a range of programs for students. See: http://www.students.mq.edu.au/support/learning_skills/
Unit staff are not expected to help you with basic writing advice. Further, in fairness to other students, unit staff will not provide you with information and advice concerning assessments, which is not readily available to all students in the unit.
Macquarie University offers a number of courses and services to help students with writing problems, whether they be first or second language speakers of English. If you find writing difficult, you are advised to:
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
The Disability Service is one of the services provided by Campus Wellbeing. Staff from the Disability Service work with students who have a permanent or temporary disability and/or health condition to get the services they need so as to have an equal opportunity to flourish at Macquarie University.
Students can contact or register with the Disability Service at any time before or during their studies at Macquarie.
Please contact the Disability Service to learn more about the services that may be available to you to enable you to flourish in your studies.
General contact details:
School of Education contact person:
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Please do NOT contact the Unit Convener or Tutors regarding technical support for your computer or iLearn.
It support can also be contact by calling 9850 4357 or emailing support@mq.edu.au.
In order to successfully complete various Education and TEP units students need to ensure they have a reasonable level of competence in ICTs and Information Literacy skills. If you feel uncertain about your competency it is your responsibility to undertake training to acquire or improve these skills as soon as possible as they will be assumed in the workshops. You can request help with your IT literacy from the Library.
Any other technological inquiries can be addressed to any of the following support channels:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
This offering of EDUC261 differs from previous semesters in the following ways:
The Australian Institute for Teaching and School Leadership (AITSL) specifies Australian Professional Standards for Teachers (APST). The Australian Professional Standards for Teachers provide a common framework to describe, recognise and support the complex and varied nature of teachers’ work. The standards describe what teachers need to know, understand and be able to do as well as providing direction and structure to support the preparation and development of teachers.
EDUC261 forms part of a program of study that enables students to achieve or exceed the Graduate Teaching Standards. The Graduate Teaching Standards are the competencies expected of a beginning teacher. The assessment tasks in EDUC261 address Graduate Teaching Standards as outlined in the following table.
Assessment Task | Graduate Teaching Standards Addressed |
Task 1 - Wiki Contribution |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
Task 2 - LAMS Sequence |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
Task 3 - Moodle Module |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
Task 4 - Examination |
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
The complete list of Graduate Teaching Standards are outlined below. Further information regarding the Australian Professional Standards for Teachers can be found on the Institute’s website: http://www.teacherstandards.aitsl.edu.au/ .
AITSL’s Australian Professional Standards for Teachers (Graduate)
Professional Knowledge
Standard 1: Know students and how they learn
1.1 |
Physical, social and intellectual development and characteristics of students |
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
|
1.2 |
Understand how students learn |
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 |
Students with diverse linguistic, cultural and socioeconomic backgrounds |
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 |
Strategies for teaching Aboriginal and Torres Strait Islander students |
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 |
Differentiate teaching to meet specific learning needs of students across the full range of abilities |
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
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1.6 |
Strategies to support full participation of students with disability |
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. |
Standard 2: Know the content and how to teach it
2.1 |
Content and teaching strategies of the teaching area |
Demonstrate understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 |
Content selection and organization |
Organise content into an effective learning and teaching sequence. |
2.3 |
Curriculum, assessment and reporting |
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.4 |
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous |
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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2.5 |
Literacy and numeracy strategies |
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 |
Information and communication technology (ICT) |
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
Professional Practice
Standard 3: Plan and Implement effective teaching and learning
3.1 |
Establish challenging learning goals |
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 |
Plan, structure and sequence learning programs |
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 |
Use teaching strategies |
Include a range of teaching strategies in teaching.
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3.4 |
Select and use resources |
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 |
Use effective classroom communication |
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
3.6 |
Evaluate and improve teaching programs |
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
3.7 |
Engage parents/carers in the educative process |
Describe a broad range of strategies for involving parents/carers in the educative process.
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Standard 4: Create and maintain supportive and safe learning environments
4.1 |
Support student participation |
Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.2 |
Manage classroom activities |
Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.3 |
Manage challenging behaviour |
Demonstrate knowledge of practical approaches to manage challenging behaviour. |
4.4 |
Maintain student safety
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Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
4.5 |
Use ICT safely, responsibly and ethically |
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
Standard 5: Assess, provide feedback and report on student learning
5.1 |
Assess student learning |
Demonstrate understanding of assessment strategies including, informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 |
Provide feedback to students on their learning |
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.3 |
Make consistent and comparable judgements |
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 |
Interpret student data |
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
5.5 |
Report on student achievement |
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
Professional Engagement
Standard 6: Engage in professional learning
6.1 |
Identify and plan professional learning needs |
Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs. |
6.2 |
Engage in professional learning and improve practice |
Understand the relevant and appropriate sources of professional learning for teachers.
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6.3 |
Engage with colleagues and improve practice |
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
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6.4 |
Apply professional learning and improve student learning |
Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. |
Standard 7: Engage professionally with colleagues, parents/carers and the community
7.1 |
Meet professional ethics and responsibilities |
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 |
Comply with legislative, administrative and organisational requirements |
Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage.
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7.3 |
Engage with the parents/carers |
Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
7.4 |
Engage with professional teaching networks and broader communities |
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
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