Year
2021Credit points
20Campus offering
No unit offerings are currently available for this unitPrerequisites
GLLL600 Locating Oneself in Global Learning Part 1
Unit rationale, description and aim
This is the second unit in the Master of Global Learning and Leadership. This unit focuses on theories of learning that emphasise contemporary rather than classical theories of learning. Key concepts from different perspectives are dealt with. Students will consider these theories and the key concepts as they relate to the different contexts of learning including the workplace, social movements and community development.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1-critically analyse and compare contemporary theories of learning (GA4, GA5, GA9)
LO2-integrate theoretical and experiential knowledge to analyze the nature and effects of global change and people’s learning at work (GA5, GA8)
LO3-analyse current research and discussions with peers and other professionals to identify learning challenges in workplaces affected by global change (GA1, GA6, GA7, GA8)
LO4-synthesise experiential knowledge to document the experience of inter-cultural work and learning and demonstrate theoretical insights (GA6, GA8, GA9, GA10)
LO5-use online technologies asynchronously to communicate and compare meanings of words in different cultures, and learn with others from different contexts and cultures (GA1, GA4, GA6, GA8, GA9, GA10).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 -think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
Knowledge, Skills and Application of Skills - AQF Level 9
On successful completion of this unit, students should have and be able to demonstrate:
Kn 1. A body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice |
Sk 1. Cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship, |
Sk 2. Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice |
Sk 3. Cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences |
Sk 5. Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship |
Ap 1. with creativity and initiative to new situations in professional practice and/or for further learning. |
Content
This course focuses on contemporary theoretical perspectives on learning and the essence of and mutual relationships between basic concepts within them. It deals with characteristic features of the processes and outcomes of learning beyond the compulsory school system, regardless of whether they take place in higher education, municipal adult education, and popular adult education or in workplaces. The significance of various contexts for the content and outcome of learning is emphasised, as well as the significance of varying approaches to learning for the outcome of learning.
Learning and teaching strategy and rationale
All learning materials and activities will take place online. Participating fully in this unit involves completing the required readings, signing on to the course website frequently (several times per week), engaging in discussions and other group exercises, and completing assignments by the deadlines provided in the unit outlines. It is important for students to not only log into to the course frequently, but also to respond to the issues being discussed, to raise questions, and to dialogue with fellow students and instructors
This is a cohort-based program. This means that all those admitted to the program through all partner universities will be taking units together and completing the requirements more or less at the same time. Students work in a number of different groups over your period of study in the Master of Adult Education (Global):
· Home group: This is the cohort of students who have enrolled through ACU.
· Unit group: This is the cohort of students who have enrolled through the four partner universities and are taking the same unit as you.
· Tutorial group: Within each unit, you will be divided up into tutorial groups to work through the unit activities. These tutorial groups are made up of students who have enrolled through each of the partner universities. In these tutorial groups you will encounter students and tutors from around the world, usually in a group of about 20 people.
Duration
300 hours in total with a normal expectation of 48 hours of directed study and the total contact hours should not exceed 48 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment 1: Individual essay. Two parts. Part One students critically analyse three contemporary theoretical perspectives on learning, the constructivist/cognitivist perspective, the phenomenographic perspective and the socio-cultural perspective. Analysis should include the most distinctive features; central concepts; relationships. Part Two is a comparison between the three perspectives on learning. | 50% | LO1, LO2 | GA4, GA5, GA8, GA9 |
Assessment 2: Group assignment This work builds on the assignment 1 and written individual reflections on learning in their own everyday contexts The students compare their individual reflections within their group. Using these discussions, they analyse the global dimensions of the learning contexts that they share by drawing on the theories that they have been studying. | 30% | LO2, LO3, LO4, LO5 | GA1, GA4, GA5, GA6, GA7, GA8, GA9, GA10 |
Assessment 3: Individual written commentary that students share as a basis for discussion and learning.
| 20% | LO2, LO4, LO5 | GA1, GA4, GA5, GA6, GA8,GA9, GA10 |
Representative texts and references
Doolittle, P.E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies, Theory & Research in Social Education, 31:1, 72-104
Winn, W. (2004). Cognitive perspective in psychology. In D. H. Jonassen (Ed. 2nd edition) Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology (pp.79-112) New Jersey: Lawrence Erlbaum Associates Inc.
Glasersfeld. E. (1989). Cognition, construction of knowledge and teaching. Synthese 80(1), 121–140
Marton, F., Hounsell, D., & Entwistle, N. (Eds). The experience of learning: Implications for teaching and studying in higher education (3rd internet ed.). Edinburgh, UK: University of Edinburgh, Centre for Teaching, Learning and Assessment. http://www.ed.ac.uk/schools-departments/institute-academic-development/learning-teaching/staff/advice/researching/publications/experience-of-learning
Merton, F. (2006). Sameness and difference in transfer. The Journal of the Learning Sciences, 15(4), 499–535
Merton, F., & Trigwell, K. (2000). Ariatio Est Mater Studiorum. Higher Education Research & Development, Vol. 19
Wenger, E. (1998) Communities of practice: Learning, meaning and identity, Cambridge, UK: Cambridge University Press.