Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Anne McMaugh
Contact via anne.mcmaugh@mq.edu.au
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MRes
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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 explores recent developments in educational psychology and child development and examines links to teaching and learning and other relevant workplace learning contexts. The seminars explore topical research findings in several areas such as the development of motivation and engagement in students, student social interactions and bullying, and the psychological theories behind common instructional approaches. The learning tasks will develop skills in understanding approaches to research and the way in which research problems are identified, described and investigated in this discipline.
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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:
General Assessment Information
This section provides general information about assessment tasks and how to submit them. Please also see Appendix 1 which details specific assessment and grading information for Department of Educational Studies Units. These guidelines must be followed by all students submitting work in the Department of Educational Studies units.
Name | Weighting | Hurdle | Due |
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Research Synopsis | 0% | No | Week 4 |
Reading Questions | 30% | No | Various |
Independent Study Topic Paper | 50% | No | 17th May |
Independent Study Presentation | 20% | No | Weeks 12-13 |
Due: Week 4
Weighting: 0%
Submit a brief (300 words) Research Synopsis for peer feedback and support. You will identify and describe an educational psychology construct for further research and methodological investigation.
This optional task provides you with the opportunity to 'test' or try out a research idea for your major assignment task known as Task 3 Independent Study Paper. You will be provided with a brief template which you will complete online and share with peers. Peers will learn from one another's ideas and the Unit Convenor will provide feedback and any insights on your suggested topic. This is very useful for people who have never studied educational psychology or child development before and may be unfamiliar with the constructs and terms used in the field to describe common learning and behavioural phenomena that you may wish to research for your independent study. e.g. you may wish to study learner 'motivation' in the classroom and you may be able to describe the 'problem' or a scenario you would like to address. Peer support and feedback may add further insights about this problem and Convenor feedback to you will suggest more specific and focussed topic areas to investigate and would introduce you to some specific terms or study areas in this disciplinary field.
Due: Various
Weighting: 30%
Three critical reflections on reading discussion questions valued at 10% each.
Students are required to demonstrate understanding of the Unit content in each Module by addressing set reading questions. The format of these tasks is a written response. Appropriate professional presentation skills and academic writing style is expected and APA-style referencing procedures used to insert references where required. Submission
Responses will be submitted inan assignment tool and also subitted to the Turnitin Assignment submission portal as a Word document iLearn.
Grades will reflect the University grading standards descriptors of HD, D, Cr, P or F. Your submissions will be assessed against the following criteria (please see Full Assessment Rubric in iLearn):
A HD-D grade (8-10%) will be awarded to responses which demonstrate clear understanding and application of complex concepts from the reading to address the questions; provides clear evidence of critical thinking by demonstrating understanding of competing or alternate views or positions in the topic and provides acceptable argumentation and justification for individual position in all responses; communicates ideas using appropriate academic and professional language. Meets University Academic Honesty requirements.
A Credit to Pass grade (5- 7%) will be awarded to submissions if any of the above HD-D criteria are not addressed, application of concepts may be limited or understanding is routine; responses may be incomplete, late or missing; justification may be weak or ideas not consistently supported with evidence. Meets University Academic Honesty requirements.
An Unsatisfactory response will be awarded a Fail grade (0-4%). A Fail grade will be awarded to submissions if any of the above criteria are not thoroughly addressed; if fundamental misunderstanding is evident; responses may be incomplete, late or missing. May not meet the University standards for Academic Honesty.
Due: 17th May
Weighting: 50%
A literature and methodological review and report of independent study findings (2000 words).
In this task you will identify an educational psychology of child developmental principle or construct that interests you and is relevant for your future MRES research project in Year 2. Examples of constructs are major themes in educational psychology such as motivation, self-regulation, self-concept, self-efficacy and so on.
This research task requires you to examine recent research on your chosen educational psychology or developmental construct, with a focus on identifying how this construct has been employed or 'operationalised' in the field of education that interests you. You will review relevant research and identify the main theory or theories associated with your educational psychology construct. You will select relevant examples from the research literature that demonstrate the way this construct has been ‘operationalised’ in methodologies in your field of interest. This will include a discussion of the methodology, research instruments and research procedures employed. Your report should include critical discussion of competing theories, identify any differences in methodological approaches and show critical insight into how this construct might be applied to your field of interest.
Possible selected topics in previous years have included topics as diverse and fascinating as:
Grades will reflect the University grading standards descriptors of HD, D, Cr, P or F. Your written report will be assessed against the following criteria (please see Full Assessment Rubric in iLearn):
(a) Identification and description of the educational psychology construct that you are addressing and convincing rationale for applying this construct to your identified field of interest.
(b) Review, synthesis and evaluation of current educational psychology research (a minimum of 5 primary source papers) about your chosen construct; your review will identify the methodological approaches, research instruments and procedures employed in each research paper.
(c) Critical discussion of any competing theories, differences in methodological approaches across papers and implications and insight about how this construct may be applied to your field of interest.
(d) The paper is clearly presented, demonstrates a high standard of written communication, appropriate acknowledgement of all sources and in compliance with the University Academic Honesty Policy.
Due: Weeks 12-13
Weighting: 20%
A brief oral/online presentation (with slides or other materials to support presentation) based on the methodological insights arising from your Independent Study Topic investigation. This presentation should take no longer than 10-15 minutes. The presentation will be submitted in iLearn for all students to access in Week 11 before all students engage in peer review and feedback in Week 12. In addition, all students will particpate in peer reviews of a small number of assigned presentations. These reviews will be submitted to iLearn and instructions will be supplied.
A full task description and examples of previous presentations will be shown in ILearn.
This task will be graded against the following criteria with reference to the Grading standards provided by the University. The unit Convener practices sound assessment principles including moderation of grades in all tasks (e.g. to resolve any discrepancies or large differences in peer reviews). For this task the following criteria will be assessed (pleasee see full Assessment Rubric in iLearn):
(a) Clear communication of the focus of your research project (i.e. your research problem). You must explain your educational psychology principle or construct and explain why this is relevant to your research interests. The clarity of your explanation of the construct to your audience is being assessed here.
(b) Statement of your research aims or questions. You must state your research questions or aims. You will demonstrate the significance, quality and clarity of your research aims and questions.
(c) Explanation of pertinent and significant examples of the research literature. Outline and explain the methodological learnings you have gained in studying these papers. NOTE: You do not have time in this brief presentation to explain all literature, choose two or three key pieces to highlight.
(d) Summary of the main research findings and conclusions. You will demonstrate synthesis and link between the research literature and your main conclusions.
(e) All required peer reviews have been submitted. Your grade for this task will not be released until you have submitted all reviews for presentations assigned to you for review. Failure to submit the required peer review in the time period for your assigned presentations will result in a 10% reduction to the value of this task. e.g. you will only receive the 10% value of the unit Assessors grade for this task.
Delivery and resources
This unit is offered in Online mode.
This unit delivers weekly online seminar activities as well as independent study periods which require you to work independently and access the iLearn website* to participate in the unit. Students in Online study modes will have online activities and assessment tasks to complete.
*ILEARN WEBSITE
Macquarie University uses an online learning platform called iLearn to support all learners in both modes of study. The unit webpage can be found at http://ilearn.mq.edu.au. Please note if you have problems accessing the website or any ICT related problems please use the iLearn help function or call the IT Services help desk.
See the EDCN811/EDUC701 iLearn site for the complete lecture and online learning schedule, list of readings and weekly reading topic questions.
Module |
Weeks |
Provides opportunities for participants to: |
Module 1: Foundational concepts |
1-2 |
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Module 2: Constructing learning? |
3-4 |
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5 | Online learning and assessment week | |
Module 3: The social and emotional turn in educational psychology |
6-7 |
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Online learning and assessment week | ||
Module 4: Motivation and engagement: What is it and why is it so hard? | 9-10 |
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11 | Online learning and assessment week | |
Independent Study Knowledge Sharing | 12-13 | Online presentation and peer review. |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au
In addition, the following policies and procedures of the Department of Educational Studies are applicable in this unit.
Attendance for undergraduate units
All Internal tutorials begin in Week 1 of Session.
Activities completed during weekly tutorials (internal) or on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Withdrawing from a Unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
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
If you are a Global MBA student contact globalmba.support@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:
This unit is being offered in 100% online study mode for the first time. Student feedback on the unit has generally been very positive. In the last offering however, students found two early assessments task were too close together and the assessment load too heavy for early in the semester. As such one of these tasks (the research synopsis task) has been made non-graded and optional with a longer time period to complete. This means there are now only three graded assessment tasks in the unit.
This section contains specific information about the preparation, submission and grading of assessment tasks in Units offered by the Department of Educational Studies. These guidelines must be followed by all students submiitting assessment tasks in this unit.
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Students should regularly save a copy of all assignments before submission,
Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
Assignment extensions and late penalties
In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/my-study-program/special-consideration
Applications for extensions must be made via AskMQ according to the Special Consideration policy.Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgments.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
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. |
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.
Results
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.
Date | Description |
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12/02/2019 | A small change was made in description of Modules |