EDU8406 Theories for Learning Futures
|Semester 2, 2019 Online|
|Short Description:||Theories for Learning Futures|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070303 - Education Studies|
|Grading basis :||Graded|
Examiner: Catherine Arden
Learning futures embraces lifelong and life-wide learning, extending learning beyond the compulsory education sectors. Given the diversity of possible contexts for education and the rapid pace of continual change, nearly every learning context – whether institutional, workplace or community-based; whether face-to-face, online or blended – will experience a number of likely futures as the needs which underpin learning and the conditions under which it occurs continue to change. It has been suggested that unless educators reconsider learning in light of continual and increasingly rapid changes in society, teaching and learning practices will always be out of date, An understanding of the changing nature of and contexts for learning along with the ability to leverage this knowledge in their practice underpin educators’ capabilities to respond positively to, and also to influence, dynamic learning futures.
Within a framework of contemporary and emerging theories of learning and informed by consideration of a diversity of cultural, social and philosophical experiences and expectations of lifelong, life-wide and connected learning, participants in this course will interrogate and reflect on imperatives for learning futures. This course provides educators with an opportunity to engage in such questioning via research, reflection and dialogue in the online, collaborative learning environment, and to consider implications for their practice as educators and lifelong learners via the preparation and justification of a professional development event.
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 shown in parentheses. On successful completion of this course students should be able to:
- articulate the interrelationships between lifelong learning, life-wide learning, and learning futures (Assignment 1, Formal Reflection)
- consider the relevance of theories for learning futures for their own teaching and learning roles and contexts (Assignment 1, Formal Reflection)
- apply emerging understandings of theories of learning and learning facilitation in the context of learning futures to the design and justification of professional learning experiences (Assignment 2, Professional Development Seminar)
- using a collaborative approach within a critical community of learners, successfully examine issues/trends/relationships in depth (Assignments 1 and 2)
- successfully use appropriate personal, professional and academic language and literacies, including spelling, grammar, punctuation and bibliographic referencing and using information effectively for learning (All assessments).
|1.||Key concepts of and contexts for learning futures||25.00|
|2.||Learning theories and pedagogies for learning futures||25.00|
|3.||Understanding learning diversity – culture, technology and community||25.00|
|4.||Learning to create preferred futures; Implications for education, educators and learners||25.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDU8406)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
(3 - 6 October 2006, Available from http://researchrepository.murdoch.edu.au/id/eprint/3432/.)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|FORMAL REFLECTION||40||40||04 Sep 2019|
|PROFESSIONAL DEVELOPMENT||60||60||23 Oct 2019|
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:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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:
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.
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 at http://www.usq.edu.au/library/referencing.
Students will require access to e-mail and Internet access to UConnect for this course.
Students enrolling in ONLINE 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/current-students/support/computing/hardware.