Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Greg Robertson
Contact via greg.robertson@mq.edu.au
29 Wally's Walk – 117 (X5B117)
By arrangement
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
32cp in ECED or EDCN or SPED 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:
Word limits
There are no set word limits on any task, and a variety of media and formats are allowed, but notionally students will produce a unique body of work that is equivalent to 6000 words.
Task Submission
Students are required to submit all assessment tasks via the appropriate Turnitin link on the unit's ilearn site by the advertised due date, unless an extension has been approved. Students are responsible for checking that their submission has been successful and has been submitted by the due date and time. The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date. Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing.
Return of Grades
Grades for each task will be released approximately two weeks after the submission date, with detailed feedback emailed to you at your @students.mq.edu.au email address. An ilearn announcement will be made when your grades and feedback are available.
Requesting a remark 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 judgements.
Note: Failed assessments can not be re-submitted 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.
Confidentiality
Students must respect the need for sensitivity and confidentially and ensure that privacy obligations are met. There should be nothing in assessment submissions that identifies a centre or school. Use only the first name for children, families and staff. Do not record details that enable identification of the site, and of the adults or children.
Extensions and Late Penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. 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.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/my-study-program/special-consideration
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.
Special Considerations
The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
https://students.mq.edu.au/study/my-study-program/special-consideration
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.
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of when the placement takes place.
Criteria for awarding grades in the unit
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. |
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.
Name | Weighting | Hurdle | Due |
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Describing the problem | 2% | No | 13 August |
Thinking about solutions | 2% | No | 27 August |
Choosing one solution | 2% | No | 10 September |
Draft proposal | 2% | No | 15 October |
Working collaboratively | 12% | No | 29 November |
Final proposal | 80% | No | 9 November |
Due: 13 August
Weighting: 2%
Drawing upon your knowledge of your educational context
Discuss why this problem or issue exists.
Due: 27 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: 10 September
Weighting: 2%
Drawing upon tasks 1 and 2, and your knowledge of the theory and practice of educational innovation and change
Due: 15 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: 29 November
Weighting: 12%
Evaluate the contribution of others to your work.
Due: 9 November
Weighting: 80%
After reflecting on the feedback you received on task 5, submit your final project proposal.
About this unit
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 organisation [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 Early Childhood, Learning and Teaching, 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 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].
Teaching and Learning Strategies
The unit adopts a task-based approach wherein the learning activities support the development, and demonstration, of authentic knowledge and skills required by innovative educators. Further, the assessment tasks are progressive: earlier tasks scaffolding the development of the final assessment task. This approach allows each student time to reflect on the feedback they receive at each stage in the process, and this serves to enhance the quality of their final product.
Much of the formative feedback is provided by peers, which reflects the objective to promote a "collaborative approach to designing and implementing educational innovations”. Such an approach is desirable because educational organisations, the problems that arise within, and solutions to those problems, all involve complex social processes and effective innovation and change depends on leveraging social capital. The effective use of social capital, however, requires reciprocity, trust and cooperation, so one’s effectiveness as an innovator and change agent also depends upon one’s willingness to assist others to do likewise. Feedback will also be provided by the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
Unit Expectations:
Students are expected to locate, summarise, critically analyse, and synthesis materials relevant to their topic of interest and to submit assessment tasks by their due dates. Students are also expected to engage with the work of fellow students and to provide feedback on the progress of their work.
Attendance
The work for the unit is largely online, via the unit’s ilearn site, although there are scheduled workshops for those who choose to attend (see schedule below). Podcasts will be available for those who choose not to attend.
Textbook
There is no prescribed text for this unit. Each student will base their work on materials they locate using the library search skills they have developed during the course of their studies.
Withdrawing from this PG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student enquiry service
For all student enquiries, visit Student Connect at ask.mq.edu.au
Equity support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
IT help
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.
Week |
Week Begins |
Workshops |
Assessment task due date |
1 |
30 July |
Workshop 1 – Monday 30 July 7-9pm 4 Western Rd - 210 (W5C 210) Greg Robertson
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2 |
6 August |
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3 |
13 August |
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Task 1 –13 August |
4 |
20 August |
Workshop 3 – Monday 20 August 7-9pm 4 Western Rd - 210 (W5C 210) Greg Robertson
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5 |
27 August |
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Task 2 – 27 August |
6 |
3 September |
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7 |
10 September |
Workshop 5 – Monday 10 September 7-9pm 4 Western Rd - 210 (W5C 210) Greg Robertson
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Task 3 – 10 September |
8 * |
17 September |
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9 * |
24 September |
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10 |
1 October |
Workshop 7 – Podcast only due to public holiday Greg Robertson
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11 |
8 October |
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12 |
15 October |
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Task 4 –15 October |
13 |
22 October |
Workshop 9 – Monday 22 October 7-9pm 4 Western Rd - 210 (W5C 210) Greg Robertson
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14 |
29 November |
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Task 5 –29 November |
15 |
5 November |
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Task 6 –9 November |
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 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: