FET5602 Theories for Learning Futures

FET	5602	78003	2, 2008	WEB	Theories for Learning Futures	1.00	Toowoomba
Subject	Cat-nbr	Class	Term	Mode	Description	Units	Campus

Academic group:	FOEDU
Academic org:	FOE003
Student contribution band:	National Priority Teaching
ASCED code:	070303

Staffing
Other requisites
Rationale
Synopsis
Objectives
Topics
Texts
Reference materials
Student workload
Assessment details
Important assessment information
Assessment notes
Other requirements
Production date
PDF version

STAFFING

Examiner: Kaye Cleary
Moderator: Mark Dawson

OTHER REQUISITES

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html.

RATIONALE

People now expect that their learning will continue well beyond the compulsory sector. Learning futures embraces lifelong and life-wide learning. Traditional boundaries between secondary and post-compulsory education are becoming increasingly blurred, as the nexus of discrete and parallel pathways from school to life require the educator to be cognisant of learning needs and learning preferences/styles of adolescents, early adults and mature-aged learners. There is also the recognition of the cycle of 'dipping back' into the various learning contexts as workplace and career evolutions become a catalyst for investigating new opportunities and qualifications. Facilitators of lifelong learning should have a clear understanding of the characteristics of adult learners and the nature of learning processes utilised by them. Such knowledge underpins an individual's capabilities to respond positively to dynamic learning futures.

SYNOPSIS

Within a framework of contemporary theories of learning, participants in this course will explore and examine concepts of lifelong, life-wide and connected learning. Underpinning these characteristics and imperatives for learning futures lies a diversity of cultural, social and philosophical experiences and expectations. Students will explore issues of multiliteracies, cultural diversity/cultural convergence, inclusivity and sustainability as well as how these impact in pluralist learning environments. This course facilitates students' understandings of how these theories and issues impact on curriculum, instructional strategies, assessment and evaluation. NOTES: 1. This course is available through INTERNET (WEB) DELIVERY ONLY. 2. There are NO print materials. 3. For details of the technical requirements and accessing Internet study materials, please consult the following URL: http://www.usqonline.com.au.

OBJECTIVES

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. Upon successful completion of this course students will be able to:

articulate the interrelationships between lifelong learning, life-wide learning, and learning futures; (Community Contributions and Formal Reflection)
apply emerging theories of learning and learning facilitation in the design of learning experiences; (Comparing learning theories; Concept Map)
investigate the characteristics and diversity of adolescent and adult learners and the nature of learning processes utilised by them; (Comparing learning theories; Concept Map)
design learning experiences that consider cultural diversity/convergence, inclusiveness, sustainability in education and development and repertoires of literate practices; (Issues Paper)
identify and analyse implications for teaching practices of interactions between learner characteristics, learning processes and learning tasks in pluralist education settings. (Issues Paper)
using a collaborative approach within a critical community of learners, successfully examine issues/trends/relationships in depth (Comparing learning theories; Concept Map; Contributions to learning community).
Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Issues Paper)

TOPICS

	Description	Weighting (%)
1.	Lifelong, life-wide, generative and connected learning	25.00
2.	Emerging theories of teaching and learning	35.00
3.	Understanding learning diversity - culture and community	10.00
4.	Considering literate repertoires	10.00
5.	Sustainability	10.00
6.	Implications for adult education and training programs	10.00

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

There are no prescribed texts for this course. Students will be expected to access relevant materials from the course site, supplemented by their research requirements.

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

All recommended reference materials are referred to in the WEB materials.

Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library/ . The gateway to education resources is here... http://www.usq.edu.au/library/faculties/education/default.htm

STUDENT WORKLOAD REQUIREMENTS

ACTIVITY	HOURS
Assessment	40.00
Directed Study	80.00
Private Study	45.00

ASSESSMENT DETAILS

Description	Marks out of	Wtg(%)	Due date
FORMAL REFLECTION	10.00	10.00	09 Aug 2008
COMPARING LEARNING THEORIES	30.00	30.00	31 Aug 2008
CONCEPT MAP	30.00	30.00	27 Sep 2008
ISSUES PAPER	30.00	30.00	17 Oct 2008

IMPORTANT ASSESSMENT INFORMATION

Attendance requirements:
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item or a grade of at least C-. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
Examination information:
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Regulations:
Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm.

ASSESSMENT NOTES

1.	The due date for an assignment is the date by which a student must despatch the assignment to the USQ. The onus is on the student to provide proof of the despatch date, if requested by the Examiner.
2.	In accordance with University Policy, the Examiner may grant an extension of the due date of an assignment in extenuating circumstances.
3.	The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media. The Faculty will NOT accept submission of assignments by facsimile. Students who do not have regular access to postal services or who are otherwise disadvantaged by these regulations may be given special consideration. They should contact the examiner of the course to negotiate such special arrangements.
4.	In the event that a due date for an assignment falls on a local public holiday in their area, the due date for the assignment will be the next day. Students are to note on the assignment cover the date of the public holiday for the Examiner's convenience.
5.	Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination; IDM (Incomplete Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).
6.	Students may be required to provide a copy of assignments submitted for assessment purposes. Such copies should be dispatched to the USQ within 24 hours of receipt of a request to do so.

OTHER REQUIREMENTS

Students will require access to e-mail and Internet access to USQOnline for this course.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the state of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc..) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html. *If you are undertaking practical experience outside the state of Queensland, Australia you should check local requirements.
Students enrolling in WEB courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The levels of equipment required may change from time to time, with the most recent specification listed at http://www.usq.edu.au/currentstudents/computingstandards/default.htm. You can check whether your computer system meets these requirements from USQAssist (http://usqassist.usq.edu.au/).

This version produced 24 Jul 2008.