Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilUnit rationale, description and aim
This is the first unit in the Master of Global Learning and Leadership. This unit provides students with a framework to understand and experience the incredible potential of living and learning in a global community that this program offers. The innovative nature of this cohort-based program, with units being taught in four different countries and universities, will make certain demands on students as they encounter the diverse realities of other students' geographic locations. Through this unit, students will be introduced to the different ways in which globalisation manifests in people's lives and how the learning devices and technologies they will use will aid them in interacting with other students.
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-use creative approaches to reflect, analyse and portray personal achievements and characteristics as a personal learning profile (GA4, GA8, GA10)
LO2-integrate and evaluate personal, professional and theoretical knowledge to develop a learning plan to establish personal learning targets for the program (GA4, GA8, GA10)
LO3-synthesise experiential and theoretical knowledge related to global change and reflect critically on their work that supports learning in their own context (GA4, GA5, GA10)
LO4-use online technologies asynchronously to communicate and compare meanings of words in different cultures, and learn with others from different contexts and cultures (GA4, GA5, GA8, GA10).
Graduate attributes
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA10 - utilise information and communication and other relevant technologies effectively.
Knowledge, Skills and Application of Skills - AQF Level 9On 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 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 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
Topics will include:
Maintaining a learning journal: students record the formal learning in which they engage – such as course notes, a copy of completed tasks and assignments and informal learning – such as notes on readings, reflections one experiences and notes and good ideas from discussion boards and reflections on them.
Undertaking a self-assessment of capabilities asking:
- What do I want from the program?
- What are my present capabilities?
- What does the program have to offer that will further develop my capabilities?
Developing a learning plan: using the capabilities identified in the previous task write a detailed plan for each with the following headings:
- Capability to be developed
- Specific goals to be pursued
- Action to take
- Resources to draw on
- What will be produced
- How goals will be measured/evaluated
Communicating goals to others through:
- Sharing draft plans with learning partner and get informal feedback
- Submitting plans to home tutor who will provide written feedback
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 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
150 hours in total with a normal expectation of 24 hours of directed study and the total contact hours should not exceed 24 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 Task 1: Prepare personal learning portfolio and profile in ways that demonstrate creative use of online technologies | 40% | LO1, LO4 | GA4, GA5, GA8, GA10 |
Assessment Task 2: Produce a learning plan which will guide choice of activities in the rest of the program based on your cross-national dialogue with peers. | 40% | LO2, LO4 | GA4, GA5, GA8, GA10 |
Assessment Task 3: Add to your portfolio or record of learning and reflections on your experience of cross-cultural dialogue in this unit. This task builds upon groundwork completed in the first assessment task – establishment of learning portfolio. | 20% | LO3, LO4 | GA4, GA5, GA8, GA10 |
Representative texts and references
Dunklin, A.L. (2005). Globalisation: A portrait of exploitation, inequality, and limits. Available at: http://globalization.icaap.org/content/v5.2/dunklin.html
International Monetary Fund (IMF) (2008). Globalization: A brief overview. Issue Brief 02/08 located online at: located online at: http://www.imf.org/external/np/exr/ib/2008/pdf/053008.pdf
Nayan C. (2002). What is globalization? Yale Global, 19 November 2002. http://yaleglobal.yale.edu/about/essay.jsp
Putzel, J. (2004). The political impact of globalisation and liberalisation: Evidence emerging from crisis states research [online] London: LSE research Online. Available at: http://eprints.lse.ac.uk/843/1/dp07.pdf
Smith, M.K. (2005). Globalisation and the incorporation of education. Available at: http://firgoa.usc.es/drupal/node/26909
E-resources
John Ralston Saul, political philosopher, on “the failure of globalization’, YouTube
Jagdish Bhagwati, professor of economics at Columbia University, on the Globalization Arguments, YouTube
Marie-Claire Cordonier Seggar, a sustainable development lawyer, on How fair are global trade laws as they relate to globalization? YouTube