Unit convenor and teaching staff |
Unit convenor and teaching staff
Greg Robertson
Norman McCulla
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
32cp of ECED or EDCN or EDUC units at 800 level or above
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
In this unit, students produce a substantial piece of research or scholarship relating to an issue in educational theory, policy, or practice, which is of direct relevance to them as professionals in education. Students are encouraged to expand and refine their understanding of one or more issues they have already documented in the portfolio of work they have accumulated throughout their specialist studies in their program.
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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:
Name | Weighting | Due |
---|---|---|
Task 1: Describing the problem | 2% | 15 August |
Task 2: Thinking about a range | 2% | 29 August |
Task 3: Choosing one solution | 2% | 12 September |
Task 4: Bringing it together | 2% | 17 October |
Task 5: Working collaborativel | 12% | 31 October |
Task 6: The final proposal | 80% | 14 November |
Due: 15 August
Weighting: 2%
Drawing upon your knowledge of your educational context
Discuss why this problem or issue exists.
Due: 29 August
Weighting: 2%
Drawing upon the knowledge and skills you have developed in your specialisation
Drawing upon your knowledge of the scientific approach to knowledge building and various educational research methodologies
Due: 12 September
Weighting: 2%
Drawing upon tasks 1 and 2, and your knowledge of the theory and practice of educational innovation and change
Due: 17 October
Weighting: 2%
Drawing upon your reflections on tasks 1, 2, and 3, and the advice you received from your peers, prepare a detailed draft project proposal which includes:
Due: 31 October
Weighting: 12%
Evaluate the contribution of others to your work.
Due: 14 November
Weighting: 80%
After reflecting on the feedback you received on task 5, submit your final project proposal.
At Macquarie our Masters programs are designed to help you, as educators, to respond to the challenges of changing educational environments by enabling you to develop, implement and evaluate innovative, evidence-based solutions which address educational problems or issues that arise in your organization [1][Engaged and Responsible, Active and Ethical citizens].
In the course of your studies you have developed specialist knowledge and skills in the advanced theory and practices of Learning and Teaching, ICT, or Leadership [Discipline Specific Knowledge and Skills], as well as being trained in the overarching theories and practices of innovation and change in educational organisations and of educational research methodologies [Research and Problem Solving Capability].
You have also developed your knowledge and skills in three key areas which underlie scholarship in the discipline of education: accessing the most up to date sources of research and scholarship in Education; analysing and synthesising this sometimes highly technical literature [Critical, Analytical and Integrative Thinking]; and effectively communicating to both academic and non-academic audiences [Effective Communication].
The Australian Quality Framework, a national policy which regulates all post-secondary qualifications, requires that our Masters students, as the culmination of their studies, plan and execute a substantial research based piece of scholarship in which they apply, with “creativity and initiative” and “high level personal autonomy and accountability”, the knowledge and skills they have acquired throughout their program.
In this unit you will produce a substantial piece of scholarship relating to a problem or issue in educational theory, policy, or practice, which should be focused on enhancing learning in your organisation. In doing so you will draw upon all of the knowledge and skills you have developed in your studies and you are encouraged to expand and refine your understanding of what you have already documented in the portfolio of work you have accumulated throughout your program [Capable of Professional and Personal Judgment and Initiative].
[1] The [words in brackets] represent the various Graduate Capabilities which the University expects students to develop through their studies, and the text is written in such a way as to show how the activities of your program and this unit align with those capabilities. The full description of these Graduate Capabilities can be found at the end of this outline (Appendix 1).
Week |
Week Begins |
Workshops |
Assessment task due date |
1 |
1 August |
Workshop 1 – 7pm-9pm, Wednesday 3 August, W6B357/Podcast |
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2 |
8 August |
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3 |
15 August |
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Task 1 –Monday 15 August |
4 |
22 August |
Workshop 3 – 7pm-9pm, Wednesday 24 August, W6B357/Podcast |
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5 |
29 August |
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Task 2 – Monday 29 August |
6 |
5 September |
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7 |
12 September |
Workshop 5 – 7pm-9pm, Wednesday 14 September, W6B357/Podcast |
Task 3 – Monday 12 September |
8 * |
19 September |
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9 * |
26 September |
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10 |
3 October |
Workshop 7 – 7pm-9pm, Wednesday 5 October, W6B357/Podcast |
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11 |
10 October |
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12 |
17 October |
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Task 4 –Monday 17 October |
13 |
24 October |
Workshop 9 – 7pm-9pm, Wednesday 26 October, W6B357/Podcast |
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14 |
31 October |
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Task 5 –Monday 31 October |
15 |
7 November |
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Task 6 –Monday 14 November |
* Mid-semester Break
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.
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.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by: