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ED5300 - Fundamentals of Learning and Teaching in Higher Education

Credit points: 3
Year: 2015
Student Contribution Band: Band 1
Administered by: Learning, Teaching & Student Engagement

Subject available only to students enrolled in the Graduate Certificate of Education (Academic Practice)

As foundation to the Graduate Certificate of Education (Academic Practice), ED5300 introduces you to fundamentals and innovations in learning and teaching in higher education in the 21st century. It positions you, the learner, as an inquirer and critically reflective practitioner. As context to your practice, you will investigate key drivers of change in higher education worldwide, Australian reforms and JCU's strategic intent. At the level of the course, you will examine intended graduate outcomes and principles and processes of course design and assurance of learning. At the level of the subject, you will evaluate alignment between intended learning outcomes, the learners and context, and assessment and pedagogical design. You will have opportunities to learn through utilisation of a range of learning technologies, participation in a community of practice, and a culminating showcase and peer review of practice.

Learning Outcomes

  • Appraise institutional and national policy in higher education, including initiatives to engage Aboriginal and Torres Strait Islander students, and indentify and enhance implementation of policy in practice;
  • Critically analyse and integrate learning theories, models, concepts and research informed techniques for teaching and learning to support improved outcomes for diverse learners;
  • Evaluate, design and implement curriculum and assessment for contemporary higher educational contexts, including frameworks to develop cultural competence;
  • Evaluate and utilise a range of learning technologies to support active pedagogies that promote student engagement and learning in higher education;
  • Communicate a clear and coherent exposition of complex knowlege and ideas to a variety of audiences through high level speaking, reading, writing, listening and advocacy skills.

Availabilities

Townsville, Limited, Study Period 2
Census Date 27-Aug-2015
Non-standard start/end 03-Jul-2015 to 20-Nov-2015
Face to face teaching 03-Jul-2015 to 16-Oct-2015 (Face to face teaching dates: 3-4 July and either 2 or 16 October 2015 (cross-campus); plus online participation)
Coordinator: <Person not found>
Lecturers: <Person not found>, Assoc. Professor Cecily Knight.
Workload expectations:
  • 23 hours - Face-to-face plus online participation
Assessment: showcase and peer review of practice (50%); portfolio (50%).

Cairns, Limited, Study Period 2
Census Date 27-Aug-2015
Non-standard start/end 06-Jul-2015 to 20-Nov-2015
Face to face teaching 06-Jul-2015 to 16-Oct-2015 (Face to face teaching dates: 6-7 July and either 2 or 16 October 2015 (cross campus); plus online participation)
Coordinator: <Person not found>
Lecturers: <Person not found>, Assoc. Professor Cecily Knight.
Workload expectations:
  • 23 hours - face-to-face plus online participation
Assessment: showcase and peer review of practice (50%); portfolio (50%).

Cairns, Limited, Study Period 11
Census Date 10-Dec-2015
Face to face teaching (to be advised)
Lecturers: <Person not found>, Ms Rachel Barber, Dr Kathryn Meldrum.
Workload expectations:
  • 23 hours - face-to-face plus online participation
Assessment: showcase and peer review of practice (50%); portfolio (50%).

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.