EDED11456 - Communication in Educational Environments
Term 2 - 2017


All details in this unit profile for EDED11456 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

Communication in Educational Environments introduces students to the importance of interpersonal communication and social skills in contemporary education and care settings characterised by diversity. Students develop an understanding of the links between effective verbal and non-verbal communication skills, cultural sensitivity and teacher efficacy; and explain the importance of using these strategies to engage with culturally diverse groups including Aboriginal and Torres Strait Islander learners and their families. Both analytical and practical knowledge of interpersonal skills and constructive communication strategies that establish collaborative relationships with learners, parents and carers and colleagues to support learning and engagement and maximise educational opportunities for all students are emphasised in this unit.

Details

Career Level Undergraduate
Unit Level Level 1
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 2 - 2017
  • Bundaberg
  • Cairns
  • Distance
  • Gladstone
  • Mackay
  • Noosa
  • Rockhampton
  • Townsville

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 Undergraduate 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. Practical and Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

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
Extremely well structured and supported, with detailed learning resources. Great staff support. Course Evaluation Minimal changes to course structure. Encourage staff to continue to be supportive.
I wish we had a podcast at the start of each topic. Course Evaluation An echo should be incorporated into each weekly topic. This will free up time in Collaboratives to complete practical tasks and focus on assessment.
The feedback on assignments was minimal, it would have been good to be given more details on how to improve. Course Evaluation Tutors and markers will be sent examples of feedback for criteria sheets and annotated copies of assessments as examples.
On successful completion of this unit, you will be able to:
  1. Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds.
  2. Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students.
  3. Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families.
  4. Analyse and evaluate personal and professional strengths and weaknesses in the use of communication skills for building productive relationships with students, families and communities.
  5. Apply a range of pedagogical strategies to extend and develop children’s capabilities as effective and confident communicators.
  6. Select and justify communication strategies for responding to challenging situations that arise when working with students, parents and colleagues in an inclusive education context.

Successful completion of the unit Communication in Educational Environments provides opportunities for students to collect evidence of working towards Australian Professional Standards for Teachers focus areas at Graduate Career stage; specifically Standards 1.1, 1.3, 3.5, 3.7, 4.1, 4.2, 6.2, 6.3 and 7.3; and competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCCN520C: 1 and 2; CHCFC503A: 1, 2 and 3; CHCIC510A: 1 and 2; CHCRF511A: 1, 2, 3, 4 and 5; HLTHIR403C: 1, 2, 3 and 4; and CHCIC301E: 1, 2, 3, 4 and 5. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical and Written Assessment  
2 - Written Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Communication
2. Problem Solving      
3. Critical Thinking
4. Information Literacy    
5. Team Work          
6. Information Technology Competence      
7. Cross Cultural Competence    
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical and Written Assessment
2 - Written Assessment    

Prescribed Textbooks

Communicating for success
Author/s: Kossen, C., Kiernan, E., & Lawrence, J. Year: 2013
Edition: Publisher: Pearson
City: Frencoresths F State: NSW
Country: Australia
View textbooks at the CQUniversity Bookshop

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). For further information, see the Assessment Tasks below.
Unit CoordinatorRobert Vanderburg (r.vanderburg@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 10-07-2017

Theoretical perspectives on human communication

Set Text - Chapter 5

Week 2 17-07-2017

Transactions and interpersonal communication

Set Text - Chapter 12

Week 3 24-07-2017

Communication Modes - meaning and purpose

Set Text - Chapter 6

Week 4 31-07-2017

Verbal communication - meaning in context

Set Text - Chapter 9

Week 5 07-08-2017

Verbal communication for learning

Vacation Week 14-08-2017

No tutorials or Collaborate sessions this week

Week 6 21-08-2017

Non-verbal communication and social context

Set Text - Chapter 10

Week 7 28-08-2017

Intercultural communication

Set Text - Chapter 7

Folio of Tasks and Reflective Journal Due Friday (01 Sep 17) 11:45 PM AEST
Week 8 04-09-2017

Theoretical models of self-awareness

Set Text - Chapter 12

Week 9 11-09-2017

Relations and interactions

Set Text - Chapter 12

Week 10 18-09-2017

Communication barriers

Set Text - Chapter 14

Week 11 25-09-2017

Role theory and professional communication

Set Text - Chapter 13

Week 12 02-10-2017

Review

Case Study Due Friday (06 Oct 17) 11:45 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Practical and Written Assessment

Assessment Title Folio of Tasks and Reflective Journal
Task Description

Part A

Throughout the term you will prepare for and participate in a series of practical activities designed to build your communication competence in educational settings. These tasks may be completed in role play or authentic situations (including activities completed as part of Professional Practice 1 where relevant) and will focus on:

  • Verbal communication for instruction, negotiation and/ or relationship-building
  • Use of non-verbal communication skills to aid communication
  • Written and online communication for sharing information

Further details on the series of activities you will complete will be available on the unit moodle site. You will be required to provide a brief outline of each task indicating what you did and said; who participated / observed; and where possible, a record of any constructive feedback you received on your performance and the effectiveness of your communication from participants or observers.

Part B

You will maintain a reflective journal throughout the unit which contains two sections:

  • a personal assessment of your own use of interpersonal communication skills in any two of the practical activities you completed during the unit. This self-assessment should draw explicitly on any feedback received and make links to theoretical perspectives studied through the unit to identify strengths and weaknesses and insights that guide personal professional learning (Maximum 500 words)
  • a reflection on the relevance and importance of communication competence to the work of educators in culturally diverse learning settings (Maximum 750 words)

A framework of questions will be supplied to guide your reflection on each activity. Your responses to these questions do not need to be submitted but will guide your thinking and collection of information for the two written sections in Part B. The self-assessment and reflection for Part B must make reference to relevant readings or unit materials to describe and explain your understanding of effective communication, intercultural and interpersonal skills for relationship-building, emotional and social support, and learning in educational or care settings characterised by diversity.

You will submit your record of participation and feedback from the practical tasks in Part A and your reflective journal for Part B together by the due date.

Assessment Due Date Week 7 Friday (01-Sep-2017) 11:45 PM AEST
Tasks will be completed throughout the term. Opportunities for formative feedback will be provided in Week 5. Final submission of Parts A and B to be uploaded to Moodle by the due date.
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 50%
Assessment Criteria

Application of knowledge of effective interpersonal communication to the allocated tasks

Critical reflection on feedback and self-assessment includes reference to theoretical perspectives

Knowledge and understanding of the impact of communication choices on meaning and relationship building

Understanding of the relationship between communication, social and emotional wellbeing and participation in learning for diverse groups of learners

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds.

2. Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students.

3. Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families.

4. Analyse and evaluate personal and professional strengths and weaknesses in the use of communication skills for building productive relationships with students, families and communities.

5. Apply a range of pedagogical strategies to extend and develop children’s capabilities as effective and confident communicators.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title Case Study
Task Description

In this task, you will draw on your learning throughout the unit to identify, analyse and respond to the communication challenges in a case study/ scenario that could potentially arise in an inclusive education or care environment. Your response to this assessment task should be no more than 1500 words.

You will be provided with a choice of case studies; each of which will present a range of challenges for educators in relation to interpersonal communication for relationship-building and learning. You are required to select and respond to ONE of the case studies by:

1. identifying and describing the communication challenges for maintaining teacher / student, student / peer, and teacher / family relationships in the information provided;

2. discussing the impact of linguistic, cultural or social diversity on the selection of communication strategies for responding to the challenges you have identified. (This discussion should be supported by references.)

3. proposing and justifying communication strategies for responding to the situation i.e. explain what you would do to promote engagement in learning and establish productive relationships with all stakeholders. You should select strategies for supporting the learner's behavioural, social, learning and identity needs and explain why they would be effective in the given situation.

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be returned in accordance with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Analysis of key elements of the case study that impact on the participation of diverse groups in education and/or care settings

Identification and selection of strategies for responding to the communication needs of key stakeholders in the chosen case study

Knowledge and understanding of communication strategies that build relationships with diverse groups of learners, families and communities

Justification of chosen strategies using authoritative sources

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Interpret research and theory on teacher efficacy to explain how educators can use ICTs and interpersonal skills to collaborate and communicate with students and / or parents and carers from diverse backgrounds.

2. Propose communication strategies that educators could use to advocate for the learning, interests and engagement needs of children and/or school-aged students.

3. Illustrate communication skills and strategies that address the communicative and identity needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including ATSI students and their families.

6. Select and justify communication strategies for responding to challenging situations that arise when working with students, parents and colleagues in an inclusive education context.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice




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