USQ Logo
The current and official versions of the course specifications are available on the web at
Please consult the web for updates that may occur during the year.

EDU8406 Theories for Learning Futures

Semester 2, 2020 Online
Short Description: Theories for Learning Futures
Units : 1
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in light of continual and increasingly rapid changes in society, teaching and learning practices will always be out of date, An understanding of the changing nature of and contexts for learning along with the ability to leverage this knowledge in their practice underpin educators’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:

  1. articulate the interrelationships between lifelong learning, life-wide learning, and learning futures (Assignment 1, Formal Reflection);
  2. consider the relevance of theories for learning futures for their own teaching and learning roles and contexts (Assignment 1, Formal Reflection);
  3. 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);
  4. using a collaborative approach within a critical community of learners, successfully examine issues/trends/relationships in depth (Assignments 1 and 2);
  5. 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).


Description Weighting(%)
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). (

Please contact us for alternative purchase options from USQ Bookshop. (

There are no texts or materials required for this course.

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.
Bussey, M, Inayatullah, S & Milojevic, I 2008, Alternative educational futures: pedagogies for emergent worlds, Sense Publishers, Rotterdam,
Down, B 2006, 'Re-imagining teachers' work for the 21st century', Conference of the Australian Association for Environmental Education, Bunbury, Western Australia, pp. 37-52.
(3 - 6 October 2006, Available from
Facer, K 2011, Learning futures: education, technology and social change, Routledge, New York.
Field, J & Leicester, M 2000, Lifelong Learning: Education Across the Lifespan, Routledge, London,
Selwyn, N 2014, Distrusting educational technology: critical questions for changing times, Routledge, New York,

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
FORMAL REFLECTION 40 40 02 Sep 2020

Important assessment information

  1. 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.

  2. 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.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. 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

Assessment notes

  1. 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

Other requirements

  1. Students will require access to e-mail and Internet access to UConnect for this course.

  2. 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

Date printed 6 November 2020