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ED5300 - Learning and Teaching in Tertiary Education

Credit points: 3
Year: 2010
Student Contribution Band: Band 1
Administered by: Teaching & Learning Development

Available to Graduate Certificate of Education and other Masters students.

This subject aims to provide a broad introduction to learning and teaching in tertiary education in contemporary society. It explores national and international contexts; critically analyses theories, concepts and practices (including flexible learning) of tertiary teaching; and, the application of these to the participants' own teaching. Material covered includes models of teaching and learning, assessment of student learning, subject design and evaluation, effective teaching of small and large groups in face-to-face and flexible learning environments, and critically reflective practices. Students enrolled in ED5300 who have completed the two-day teaching induction program (previously Principles and Practices, now Foundations) and follow-up tasks, are not required to attend the face-to-face components of ED5300, and are exempt from the 20% online participation assessment item. Assessment in this subject, as for all subjects in the Graduate Certificate of Education will be graded as satisfactory or unsatisfactory.

Learning Outcomes

  • build introductory knowledge of theories, models, concepts and practices in tertiary teaching in contemporary face-to-face and/or flexible learning environments;
  • critically analyse theories, models, concepts and practices appropriate to the diversity of students in contemporary tertiary institutions;
  • embed, use and critically reflect on educational technologies such as learning management systems in effective teaching of small and/or large groups;
  • explore and analyse implications of models of teaching and learning, assessment of student learning, subject and design and evaluation, within their own teaching contexts via skills of critical reflection.

Graduate Qualities

  • The ability to appraise information critically;
  • The ability to use independent judgment to synthesise information to make intellectual and/or creative advances;
  • The ability to place their research in a broader (preferably international)theoretical, practical and policy context.;
  • The ability to think laterally and be original;
  • The ability to conceptualise problems;
  • The ability to conceptualise and evaluate a range of potential solutions to relevant problems;
  • The ability to encompass and use methods and conceptual advances in areas of knowledge cognate to their central area(s) of expertise;
  • The ability to evaluate and extrapolate from the outcomes of their research;
  • The ability to plan, conduct and manage research in their discipline;
  • The potential to lead and contribute to projects effectively and efficiently;
  • The ability to conduct their research in an ethical manner;
  • The ability to communicate the methodology, results and implications of their research in a manner appropriate to different purposes and audiences;
  • The ability to make constructive contributions to project teams or collegial activities;
  • The potential to resolve conflicts.

Availabilities

Townsville, Limited, Study Period 1
Census Date 25-Mar-2010
Non-standard start/end 08-Feb-2010 to 18-Jun-2010
Face to face teaching 08-Feb-2010 to 10-Feb-2010 (8 - 10 February intensive, online participation, 2-hour session during recess week (to be negotiated))
Coordinator: <Person not found>
Lecturer: Dr Peter Jones.
Workload expectations:
  • 23 hours - Face-to-face plus online participation
Assessment: pre-subject task (20%); online participation (20%); subject design and development (60%).

Cairns, Limited, Study Period 1
Census Date 25-Mar-2010
Non-standard start/end 03-Feb-2010 to 18-Jun-2010
Face to face teaching 03-Feb-2010 to 05-Feb-2010 (3-5 February intensive, online participation, 2-hour session during recess week (to be negotiated))
Coordinator: <Person not found>
Lecturer: Dr Peter Jones.
Workload expectations:
  • 23 hours - face-to-face plus online participation
Assessment: pre-subject task (20%); online participation (20%); subject design, development (60%).

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.