OLTC20004 - Scholarship of Learning and Teaching Research
Term 1 - 2017


All details in this unit profile for OLTC20004 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 engage with the core activities underlying education research: interacting with the literature, designing research activities, writing project plans, exploring funding opportunities. Each of these activities highlights avenues by which learning and teaching practitioners can develop a more scholarly approach to the academic endeavour. During this unit, you will select, design, and document a research-related project, in turn deepening their own knowledge, skills, and peer networks.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
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. Written Assessment Pass/Fail
2. Presentation Pass/Fail
3. 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.

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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
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  • Student Feedback – Compliments and Complaints Policy and Procedure
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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
Course Evaluation - one student suggested additional resource to help students gain an overview of how the assessments nest together Student formal feedback Provide a short video introducing the course and assessments
Course Evaluation - students commented on the difficulty of conceptualising the research proposal required for assessment one if they had no previous exposure to research Student formal feedback Provide exemplars of previous student assessments, particular for the first assessment
Observations of the understanding and grasp of first few topics of students who are new to research Self-reflection Contact students prior to week one to assess their prior knowledge, provide additional supports to help those with no prior knowledge to transition more easily into the course
Observations of students who found it difficult to narrow the scope of their major project Self-reflection Provide greater clarity about how to decide on the final project based on what is realistic given student background and experience in research
On successful completion of this unit, you will be able to:
  1. Identify and describe a gap within the relevant education research literature in your topic area
  2. Design, plan and conduct a negotiated and appropriate research-related project
  3. Document your education research project, including a written research proposal OR grant application OR peer-reviewed publication
  4. Present the key details of your project to colleagues and peers for further knowledge construction and networking purposes.

N/A

Alignment of Assessment Tasks to Learning Outcomes

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

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
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 - Written Assessment        
2 - Presentation    
3 - 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 CoordinatorSherre Roy (s.roy@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

Introduction to research in the scholarship of learning and teaching.

Week 2 13-03-2017

The nexus between research and the scholarship of learning and teaching. How does research inform teaching practice, and teaching and learning inform research?

16th March, 4pm - Zoom session.

Week 3 20-03-2017

Identifying a research problem or issue relating to the scholarship of learning and teaching.

Week 4 27-03-2017

Undertaking a literature review to inform the research proposal.

Week 5 03-04-2017

What is a research proposal and why is it important?

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

Engaging with the Literature: Providing evidence to support the project.

Research proposal Due Monday (17 Apr 17) 09:00 AM AEST
Week 7 24-04-2017

Research design: Formulating aims, hypotheses, research questions and the design of the research.

Week 8 01-05-2017

Methodological issues: Exploring different quantitative, qualitative and mixed-methods approaches, and ethical issues in undertaking research relating to the scholarship of learning and teaching.

Live symposium held using Zoom. It is expected that all students will be available to participate in the delivery of their second assessment task i.e. presentation.

Project Presentation Due Thursday (04 May 17) 10:00 AM AEST
Week 9 08-05-2017

Formalising a research proposal: Demonstrating the need, the justification, and feasibility of the planned research project.

Week 10 15-05-2017

Evaluating your research

Week 11 22-05-2017

Disseminating the outcomes from research

Week 12 29-05-2017

Summary and reflections: Where to from here?

Project Deliverable Due Monday (29 May 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Research proposal
Task Description

Summary

All research proposals, regardless of the audience and focus of the research share some common characteristics.

  • First of all, a research proposal should demonstrate the need for the research. Typically to demonstrate the need, you must first review the relevant literature to determine what is already known and identify gaps in knowledge that need to be addressed.
  • The proposal should also specify the aims and research questions. Clearly specified research questions are the basis for making appropriate and informed research planning decisions. Research questions are linked to your observations drawn from practice, review of the literature, your aims for the research, methodological approach and anticipated outcomes. Research questions in effect are the basis for all your research design decisions.
  • The research design is the most important part of the research. If the research design is flawed, nothing can be done to salvage the data collected and the project as a whole. Therefore, a research proposal must provide a detailed description of the chosen approach or methods you plan to apply to yield data that can answer the research questions. The design will also need to show evidence of considering and addressing all potential ethical challenges that might be met in conducting the research.
  • The research proposal should also provide a succinct outline of the anticipated outcomes (including deliverables) and milestones to ensure the project is feasible and the outcomes achievable within available timelines.

Your research proposal will vary according to your choice of final project artefact. Since most students will choose a final deliverable that will be a formal research proposal for an internal or external grant, an ethics application for research you plan to undertake in the future, or a conference/journal paper based on your review of the literature and findings from research you have previously conducted, or demonstrating the gaps in the literature demonstrating the need for future research, your proposal will effectively be a draft of what you plan to develop for Assessment 3.

Structure

Your research proposal should be a maximum of 2,000 words (try to aim for 1,500 and be succinct). It should be submitted online as a Word document by the start of Week 6. This is a formal proposal even though it may form the draft of your final deliverable.

The proposal should be presented as a scholarly piece of work written in third-person voice. The style of writing should be clear and the document should show coherence and logical development of the argument for the research.

Support

Support for completing this assessment includes:

  1. Unit readings.
  2. Online discussion forums for sharing resources and discussing module materials.
  3. Feedback provided by peers and unit coordinator.

Assessment Due Date Week 6 Monday (17-Apr-2017) 09:00 AM AEST
Submit your word docment through Moodle.
Return Date to Students Week 6 Friday (21-Apr-2017)
Annoted feedback will be provided in your word document and returned through Moodle.
Weighting Pass/Fail
Assessment Criteria

This task will be assessed according to the following criteria:

  • Introduction providing context for the proposed project or deliverable, consideration of and reflections on the nature of the research question or problem, and any ethical issues that may arise.

  • Literature review incorporating your preliminary research findings and demonstrating an understanding of the topic under investigation and your ability to synthesise the findings into a coherent piece of writing with cited references (APA 6 or Harvard format) to support your argument. Your review should show evidence that you have challenged your existing assumptions about the issue.

  • A proposed set of aims and research questions that you wish to develop and include in your formal research proposal.

  • Proposed research approach (methodology) you plan to undertake to address the research questions.

  • Timelines/milestones to complete your major project or deliverable (for example the steps you will take throughout the term to develop your ethics application, grant application, conference paper or journal article).

  • References – include only those cited in your proposal (minimum of 5 academic sources) using either APA 6 or Harvard referencing style.

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Submitted through Moodle.

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

1. Identify and describe a gap within the relevant education research literature in your topic area

2. Design, plan and conduct a negotiated and appropriate research-related project

3. Document your education research project, including a written research proposal OR grant application OR peer-reviewed publication

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

1. Knowledge

2. Communication

4. Research



2 Presentation

Assessment Title Project Presentation
Task Description

Summary

As a researcher, we often interact with multiple communities about what we do: sharing our methods and findings, soliciting feedback and information about impact, and creating new networks for further work. One common vehicle for such engagement is oral presentation - often given at conferences and other research settings. The focus of this presentation is on your developing research proposal and the aim is for you to receive feedback to refine your proposal so that you can finalise your project deliverable (which is Assessment task 3).

Structure. The Oral Presentations will be conducted via a Zoom session in Week 8. Your presentation should be 20 minutes in duration inclusive of question time and any materials (for example PowerPoint slides) should be submitted online three days prior to the session.


Support. Students will receive support for this task as follows:

  1. Guidelines for conducting online presentations.
  2. Unit readings.
  3. Online discussion forums for sharing resources and discussing module materials.
  4. Feedback provided by peers and unit coordinator.

Assessment Due Date Week 8 Thursday (04-May-2017) 10:00 AM AEST
It is expected that all students will make themselves available on the day/time of the Scholarly Symposium to present their Course Project and receive support and feedback from other students and the instructor.
Return Date to Students Week 9 Friday (12-May-2017)
Students will receive written feedback on this assessment via Moodle.
Weighting Pass/Fail
Assessment Criteria

This assessment task will be assessed using the following criteria:

  1. Synthesis. The presentation contains an effective summarisation of your proposal.
  2. Reflection. The presentation also offers insights into your own growth as a researcher, based on your experiences while engaging in the unit.
  3. Communication and presentation. The presentation is free from grammatical and spelling errors. The language is accessible to those outside the discipline. The presentation contains the level of detail needed to communicate the essential points. The presentation does not exceed the maximum time limit (20 minutes) and includes time for questions.
Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Presentation slides should be submitted online three days prior to the session.

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

2. Design, plan and conduct a negotiated and appropriate research-related project

4. Present the key details of your project to colleagues and peers for further knowledge construction and networking purposes.

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



3 Written Assessment

Assessment Title Project Deliverable
Task Description

Summary. This assessment task is the final written component of the unit, first proposed in your research proposal (assessment 1). The specifics of these documents will be negotiated between the student and the instructor, including:

  • scope of inquiry
  • depth of analysis
  • effective use of arguments
  • structure of final deliverable

Structure

The final deliverable should represent a synthesis and refinement of the work completed for assessments one and two, rather than a completely new body of work. The expected word count is maximum 3,000 words, building and refining the written work previously produced for assessments.

Support

Students are expected to proactively seek support for completion of the task throughout the term. Key support sources include:

  1. Informal consultations with the instructor as needed.
  2. Unit readings.
  3. Online discussion forums.
  4. Feedback provided by peers.

Assessment Due Date Week 12 Monday (29-May-2017) 11:45 PM AEST
Submitted online in Word format
Return Date to Students Exam Week Friday (16-Jun-2017)
Students will receive written feedback on this assessment via Moodle.
Weighting Pass/Fail
Assessment Criteria

While the nature and the scope of the final project deliverable will vary somewhat between students, all deliverables will be assessed by the final criteria

  1. Communication and presentation. This document is written in clear and concise language. The structure of the document is in alignment with professional standards for the genre selected (conference paper, grant proposal, etc).
  2. Scholarly use of literature. Effective use of critical elements of the Literature Review to create or support compelling arguments and demonstrating an understanding of the topic under investigation and your ability to synthesise the findings into a coherent piece of writing with cited references.
  3. Effective use of arguments. In your deliverable, you will be creating propositions (arguments) about the need for the research, the quality of your work, and the potential impact of your findings.
Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA) or Harvard (author-date)
Submission Online

Submitted online in Word format or if ethics application, a zip file containing all relelvant documents.

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

3. Document your education research project, including a written research proposal OR grant application OR peer-reviewed publication

4. Present the key details of your project to colleagues and peers for further knowledge construction and networking purposes.

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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