CONTEMPORARY LEARNING THEORIES

EDU4CLT

2018

Credit points: 15

Subject outline

In this subject students will identify the characteristics of being a successful 21st Century Learner. Students develop and apply the skills of an expert learner; modelling and enabling the development of expert learning skills in their professional placement. Students refine their educational philosophy, develop and articulate a clear theory in use. Students develop a professional language to engage in a reflective practice cycle to enhance their learning.  Theory and practice are connected to promote collaborative expertise underpinning personal and professional goals to adequately meet learner needs. Through professional learning and planning students demonstrate that they can research and apply the elements of expert learning strategies. Personalised and differentiated practices are applied to enable students to understand diverse learners, the relationship between learning constructs   and successful learning outcomes. Pedagogical choices are applied and critically examined to inform future learning and professional development.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorAlison Lugg

Available to Study Abroad StudentsYes

Subject year levelYear Level 4 - UG/Hons/1st Yr PG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites Successful completion of EDU1 ULD and EDU2DTR

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Graduate capabilities & intended learning outcomes

01. Apply knowledge of teaching and learning consisting of learning theories, pedagogical models, and personal practical experience to critically design learning tasks

Activities:
Readings week 1-9 Modelling Scaffolded learning activities deconstructing an reconstructing
Related graduate capabilities and elements:
Literacies and Communication Skills
Personal and Professional Skills

02. Employ knowledge of teaching and learning to construct effective learning strategies and resources

Activities:
Readings week 1-9 Modelling Scaffolded learning activities deconstructing an reconstructing
Related graduate capabilities and elements:
Personal and Professional Skills
Personal and Professional Skills

03. Generate a personal argument for practice to underpin planning for learning, strategies and resources in specific contexts.

Activities:
Readings week 1-9 Modelling Scaffolded learning activities deconstructing an reconstructing
Related graduate capabilities and elements:
Literacies and Communication Skills
Literacies and Communication Skills
Personal and Professional Skills

04. Plan, implement and review a series of lessons in a school context

Activities:
Readings week 1-9 Modelling Scaffolded learning activities deconstructing an reconstructing
Related graduate capabilities and elements:
Literacies and Communication Skills
Literacies and Communication Skills

Subject options

Select to view your study options…

Start date between: and    Key dates

Bendigo, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorAlison Lugg

Class requirements

Lecture Week: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.

WorkShop Week: 10 - 22
One 2.0 hours workshop per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Case Study Report 1. (Near Peer Mentoring) = 1500 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 40 01, 02, 03
Case Study Report 2 (Professional Practice) = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04
Professional Practice Reflections and Mentor Report = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04

Melbourne, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorAlison Lugg

Class requirements

Lecture Week: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.

WorkShop Week: 10 - 22
One 2.0 hours workshop per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Case Study Report 1. (Near Peer Mentoring) = 1500 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 40 01, 02, 03
Case Study Report 2 (Professional Practice) = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04
Professional Practice Reflections and Mentor Report = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04

Mildura, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorAlison Lugg

Class requirements

Lecture Week: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.

WorkShop Week: 10 - 22
One 2.0 hours workshop per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Case Study Report 1. (Near Peer Mentoring) = 1500 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 40 01, 02, 03
Case Study Report 2 (Professional Practice) = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04
Professional Practice Reflections and Mentor Report = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04

Shepparton, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorAlison Lugg

Class requirements

Lecture Week: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.

WorkShop Week: 10 - 22
One 2.0 hours workshop per week on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
Case Study Report 1. (Near Peer Mentoring) = 1500 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 40 01, 02, 03
Case Study Report 2 (Professional Practice) = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04
Professional Practice Reflections and Mentor Report = 1250 wordsAnalysis (Critical review linking task design and analysis with learning theory or theories) Engagement with the learning theories and evidence of a critical basis in discussion and choice of teaching strategies Analysis of student learning Reflection on Learning 30 01, 02, 03, 04