OLTC20003 - Nature of Learning and Teaching
Term 1 - 2017


All details in this unit profile for OLTC20003 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit you will explore the nature of learning and teaching in tertiary education, to examine the knowledge, skills and dispositions essential to the role of an educator in this context. Continuous improvement is a focus of the unit, within which critical educational issues with respect to evolving pedagogical ideas and technological innovations in learning and teaching will be investigated. The unit aims to foster reflective practice by examining teaching and learning practices and ways of promoting quality educational experiences.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Presentation and Written Assessment Pass/Fail
2. Presentation and Written Assessment Pass/Fail

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Assessment tasks were vague and confusing Student feedback Assessment tasks to be simplified and concisely detailed.
Each assessment task is ‘very overloaded’. Student feedback Assessment tasks to be simplified. The assessment task will not require the inclusion of many diversely different tasks.
Moodle site navigation was confusing and not well set out. Student feedback The Moodle site to be restructured. The Moodle book to be removed and replaced with a PDF topic guide and activities.
Materials difficult to download for offline access Student feedback The Moodle book to be removed and replaced with a PDF topic guide and activities. All resources and activities are available directly from the collapsible topics instead of in embedded links.
On successful completion of this unit, you will be able to:
  1. Explore the knowledge, skills and dispositions required in your role as an educator in order to faciliate student-focussed learning experiences
  2. Examine the implications of different learning theories in relation to your teaching practice
  3. Analyse contemporary educational issues in light of emerging pedagogical ideas and technological innovations in tertiary education
  4. Apply strategies for promoting reflective practice that facilitate enhancements to educational experiences
  5. Engage in scholarly learning and teaching practice.

N/A

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Presentation and Written Assessment
2 - Presentation and Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills    
4. Research
5. Self-management    
6. Ethical and Professional Responsibility
7. Leadership      

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Presentation and Written Assessment  
2 - Presentation and Written Assessment

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here), OR Harvard (author-date) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorNadine Adams (n.adams@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Theme 1 - Experiences of learning

Week 2 13-03-2017

Theme 1 - Experiences of learning

Week 3 20-03-2017

Theme 2 - The educator's role

Week 4 27-03-2017

Theme 2 - The educator's role

Week 5 03-04-2017

Theme 3 - Conceptions of teaching

Vacation Week 10-04-2017
Week 6 17-04-2017

Theme 3 - Conceptions of teaching

Week 7 24-04-2017

Theme 4 - Learning theory and teaching practice

Week 8 01-05-2017

Theme 4 - Learning theory and teaching practice

Week 9 08-05-2017

Assessment One preparation

Week 10 15-05-2017

Assessment One/Two preparation

Assessment 1 - Teaching Philosophy and Presentation Due Monday (15 May 17) 11:00 PM AEST
Week 11 22-05-2017

Assessment Two preparation

Week 12 29-05-2017

Assessment Two preparation

Assessment 2: Critique and Feedback Presentation Due Thursday (01 Jun 17) 11:00 AM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Presentation and Written Assessment

Assessment Title Assessment 1 - Teaching Philosophy and Presentation
Task Description

Assessment 1: Teaching Philosophy and Teaching Presentation

For the first part of this assessment you are to prepare a one page teaching philosophy.
The purpose of a teaching philosophy is to inform a broader audience of your teaching values, beliefs and goals, thus providing a set of criteria to judge the quality of your teaching. The development of a teaching philosophy will develop personal and professional growth and improvements in teaching practices through the process of identifying your personal philosophy of teaching, obtaining evidence and continuously examining and verifying this philosophy.

Your teaching philosophy will be based on reflective practice and your beliefs about learning and teaching. It will be informed by learning theories. You will include concrete examples of what you do or anticipate doing. Your teaching philosophy will be contextualised to your discipline and teaching context, and be supported by evidence.

The second part of this assessment is to produce a 7 minute engaging teaching video. In line with Sweller’s cognitive load theory, you will create a teaching video to teach a single concept from your discipline. You will need to succinctly explain this concept to a novice. This video will be peer reviewed according to the assessment criteria given below. The teaching strategies and beliefs discussed in your teaching philosophy should be demonstrated in your presentation; thus, indicating that you are putting your teaching philosophy into practice.

All assessment items will be made available to all members of your class. The assessment will be peer reviewed.


Assessment Due Date Week 10 Monday (15-May-2017) 11:00 PM AEST
Return Date to Students Assessment One and Assessment Two feedback will be returned at the same time.
Weighting Pass/Fail
Assessment Criteria

This assessment task is marked according to how well you have met the specified requirements, and in accordance with the assessment criteria outlined below.

Teaching philosophy

Narrative:Thenarrative is engaging and easy to follow.

Context: The context is clearly defined.

Roles & responsibilities: Your roles & responsibilities as an educator are discussed.

Theory: The teaching philosophy outlines the learning theory/theories that inform your practice.

Literature: Literature is used to support your claims.

Communication and presentation: The teaching philosophy is well written with correct spelling and grammar (to an academic standard).

References: Literature is appropriately referenced, both in-text and in the reference list.

Examples: Examples are used to demonstrate the use of creativity in providing a pedagogical solution and to assist in providing clarity to the reader.

Reflection: Critical reflection is evident.

Student voice: The writer has demonstrated a positive impact on student learning and/or on enhancing the student experience or engagement. Or how they would make this happen if they are not teaching.

Teaching presentation

Length: The presentation is within the 5-9 minute required length (10 minutes is allowable if absolutely need to cover content).

Engaging: The presentation is easy to follow and is engaging.

Audience: Presentation takes account of diverse audience needs.

Technology: Competency in the technology that supports the presentation and topic is evident.

Unification: There is a clear link between the teaching philosophy and the presentation.

Conditions Minimum mark or grade - Pass. Students must pass both pieces of assessment to pass the unit.
Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explore the knowledge, skills and dispositions required in your role as an educator in order to faciliate student-focussed learning experiences

2. Examine the implications of different learning theories in relation to your teaching practice

3. Analyse contemporary educational issues in light of emerging pedagogical ideas and technological innovations in tertiary education

4. Apply strategies for promoting reflective practice that facilitate enhancements to educational experiences

5. Engage in scholarly learning and teaching practice.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility



2 Presentation and Written Assessment

Assessment Title Assessment 2: Critique and Feedback Presentation
Task Description

Assessment 2: Critique and Feedback Presentation

This assessment requires you to peer assess teaching philosophies and videos created for assessment one. You will be required to assess according to the assessment criteria given for Assessment One. Each person will be assigned, by the lecturer, 2 or 3 presentations to review.

The first part of this assessment will require you to provide the presenter with written constructive feedback, similar to reviewing a journal paper. This will include suggestions of how they may improve their teaching philosophy and any learning theories that they may also associate. Your feedback will be marked according to the assessment criteria (rubric) provided in Moodle.

The second part of this assessment is to create a video giving general feedback to your peers based on the teaching philosophies and presentations you reviewed. This video will be no more than 5 minutes long and will cover all teaching philosophies and presentations reviewed.

All assessment items will be made available to all members of your class.

Assessment Due Date Week 12 Thursday (01-Jun-2017) 11:00 AM AEST
Return Date to Students Assessment One and Assessment Two feedback will be returned at the same time.
Weighting Pass/Fail
Assessment Criteria

This assessment task is marked according to how well you have met the specified requirements, and in accordance with the marking criteria outlined below. The full details of the assessment criteria are available in a criteria sheet found under ‘Assessment Resources’ in the Moodle site.

Written feedback

Scholarship: Scholarship is evident in the feedback. (The Scholarship of Teaching and Learning (SoTL) is systematic inquiry, critique, research and development in teaching, learning which advances and publicly provides educational benefit to students, staff and the higher education sector.)

Communication: Feedback enables the recipient to learn and improve.

Reflection: Feedback demonstrated reflection on unit topics.

Knowledge: – Demonstrates a knowledge of the concepts covered in the unit and use this to aid peer improvement.

Literature: Literature is used to support claims (if applicable).

Feedback presentation

Length: The presentation is no longer than 5 minutes.

Communication: The presentation is easy to follow and conveys the information succinctly.

Audience: Presentation takes account of diverse audience needs.

Technology: Competency in the technology that supports the presentation and topic is demonstrated.

Knowledge: Demonstrates a knowledge of the concepts covered in the unit and use this to aid peer improvement.


Conditions Minimum mark or grade - Pass. Students must pass both pieces of assessment to pass the unit.
Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Examine the implications of different learning theories in relation to your teaching practice

3. Analyse contemporary educational issues in light of emerging pedagogical ideas and technological innovations in tertiary education

4. Apply strategies for promoting reflective practice that facilitate enhancements to educational experiences

5. Engage in scholarly learning and teaching practice.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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