Unit rationale, description and aim
As health professional educators, students need to support learning through the effective application of educational strategies, techniques and technologies in a way that addresses a need, is of high quality, and is sustainable. To do this students need to be able to understand the opportunities available and critically evaluate these options in order to design and deliver learning resources and experiences that are flexible, engaging and transformative. This unit helps meet this need by extending understanding of contemporary and emergent educational techniques and technologies. In this unit students will investigate a teaching and learning need that presents a challenge in their context. Students will explore different educational techniques and technologies, evaluate their usefulness for their specific teaching and learning need using scholarly evidence, and make recommendations to address the need. Therefore, this unit aims to help students develop their practice as an educator informed by scholarship, the needs of learners, institutional mission, values and policies, and other priorities that impact on the healthcare sector.
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.
Discuss the characteristics and functions of curre...
Learning Outcome 01
Identify and analyse learning needs for a group of...
Learning Outcome 02
Apply knowledge and understanding to develop a pla...
Learning Outcome 03
Content
Topics will include:
Participatory perspectives of learning
Understanding the need and the context
- Conducting needs assessment
- Aligning education and training with internal and external priorities
- Reporting and dissemination of findings and recommendations
Contemporary and emergent educational strategies, techniques and technologies
- Blended learning
- Gamification
- Interprofessional education
- Simulation
- Virtual reality, augmented reality and visualisation
Design considerations for health professional education
- Application of education models and theories to guide and focus design
- Cultural, social and ethical considerations
- The use of storyboarding to guide activity planning and development
Strategies for enhancing quality education
- Validation and authentication
- Instruction and facilitation techniques
Evaluation
- Models, strategies and levels of evaluation
- Aligning evaluation process with identified needs
- Use of evaluation data
Assessment strategy and rationale
The assessment strategy used aims to progressively develop knowledge and skills to enable students to meet the learning outcomes for this unit; in other words, it supports students learning as well as providing a means to demonstrate their learning. In order to develop the knowledge, comprehension and skills required to achieve the learning outcomes and Graduate Attributes, students will:
- first, demonstrate knowledge and understanding about participatory perspectives of learning (for example, a short answer format paper)
- second, advance knowledge and understanding through a written assignment (for example, a written report)
- thirdly, apply knowledge and understanding through the construction of a plan for an educational activity designed to meet a specific need (for example, a story board).
Overview of assessments
Assessment Task 1: Written assignment (500 words)...
Assessment Task 1: Written assignment (500 words)
Enables students to demonstrate knowledge and understanding of current and emergent educational strategies, techniques and technologies applicable to health professional education.
10%
Assessment Task 2: Written assignment (2000 words...
Assessment Task 2: Written assignment (2000 words)
Enables students to demonstrate further knowledge, understanding and skill in identifying and analysing learning needs for a group of learners, and constructing a written needs analysis report.
40%
Assessment Task 3: Artefact Equivalent (2500 word...
Assessment Task 3: Artefact Equivalent (2500 words)
Enables students to demonstrate the application of knowledge, understanding and skill in the construction of a plan for an educational activity, which aim to develop learner capability and that reflect effective contemporary health professional education.
50%
Learning and teaching strategy and rationale
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.