edu4clt contemporary learning theories
CONTEMPORARY LEARNING THEORIES
EDU4CLT
2017
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(Writing,Speaking)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Study and Learning 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(Teamwork including leadership and working in groups,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Study and Learning 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(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Study and Learning 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(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
Subject options
Select to view your study options…
Bendigo, 2017, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorAlison Lugg
Class requirements
LectureWeek: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.
WorkShopWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Case Study Report 1. (Near Peer Mentoring) = 1500 words | Analysis (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 words | Analysis (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 words | Analysis (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, 2017, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorAlison Lugg
Class requirements
LectureWeek: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.
WorkShopWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Case Study Report 1. (Near Peer Mentoring) = 1500 words | Analysis (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 words | Analysis (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 words | Analysis (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, 2017, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorAlison Lugg
Class requirements
LectureWeek: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.
WorkShopWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Case Study Report 1. (Near Peer Mentoring) = 1500 words | Analysis (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 words | Analysis (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 words | Analysis (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, 2017, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorAlison Lugg
Class requirements
LectureWeek: 10 - 22
One 1.0 hours lecture per week on weekdays during the day from week 10 to week 22 and delivered via online.
WorkShopWeek: 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 element | Comments | % | ILO* |
|---|---|---|---|
| Case Study Report 1. (Near Peer Mentoring) = 1500 words | Analysis (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 words | Analysis (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 words | Analysis (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 |