EDU8406 Theories for Learning Futures
|Semester 2, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||23 May 2013|
Examiner: Anne Jasman
Moderator: Catherine Arden
Learning futures embraces lifelong and life-wide learning, extending learning beyond the compulsory education sectors. Traditional boundaries between sectors and educational providers are becoming increasingly blurred as various pathways into school and onto life require educators to be cognisant of learning needs and learning preferences/styles throughout the lifespan across diverse settings. Facilitators of lifelong learning should have a clear understanding of the characteristics of learners and the nature of learning processes utilised by them. Such knowledge underpins an individual's capabilities to respond positively to dynamic learning futures.
Within a framework of contemporary theories of learning, participants in this course will investigate 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 with particular reference to adult, professional and workplace learning contexts.
The course objectives define the student learning outcomes for a course. The assessment items(s) that may be used to assess student achievement of an objective are show in parentheses. On completion of this course students will be able to:
- articulate the interrelationships between lifelong learning, life-wide learning, and learning futures; (Formal Reflection)
- apply emerging theories of learning and learning facilitation in the design of learning experiences; (Comparing learning theories; Concept Map)
- identify and analyse implications for teaching practices of interactions between learner characteristics, learning processes and learning tasks in pluralist education settings. (Reflection)
- using a collaborative approach within a critical community of learners, successfully examine issues/trends/relationships in depth (Comparing learning theories; Concept Map).
- Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (All assessments)
|1.||Lifelong, life-wide, generative and connected learning||20.00|
|2.||Emerging theories of teaching and learning||30.00|
|3.||Understanding learning diversity - culture and community||15.00|
|4.||Implications for educational and training programs||20.00|
|5.||Learning for development: individual, organisational, community and society||15.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=EDU8406)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
- There are no texts or materials required for this course.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|FORMAL REFLECTION||20||20||15 Aug 2012|
|COMPARING LEARNING THEORIES||40||40||19 Sep 2012|
|CONCEPT MAP||40||40||24 Oct 2012|
Important assessment information
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.
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.
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 Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm
Students will require access to e-mail and Internet access to USQOnline for this course.
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/).