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Listening and the Learning Environment (EDUC90505)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | March |
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Fees | Look up fees |
This subject introduces the topic of brain function, the way language is processed in the brain, and the impact of sensory and/or language impairment on development. It will consider models of information processing and speech perception and the impact of deafness on how we hear and process sound. The impact of otitis media and auditory processing disorders on language development, learning and implications for classroom management will be explored. Indigenous ear health and hearing loss will also be considered. Students will learn to interpret audiological test results and understand the fitting and use of sensory aids and other assistive listening devices. Students will learn about auditory development and how to develop children’s listening skills. Students will learn to evaluate the listening environment.
Intended learning outcomes
On completion of this subject, students should be able to:
- Demonstrate an understanding of information processing theory, models of speech perception and their relationship to language development;
- Demonstrate an understanding of cognitive, neurological and physiological functions of the brain during auditory perception and language processing;
- Display an understanding of contemporary research in auditory plasticity, and the developmental sequence of audition;
- Demonstrate an understanding of the impact of otitis media on language development, including in the Australian indigenous population;
- Comprehend the functions and components of assistive listening devices;
- Interpret the acoustical properties and representations of speech;
- Demonstrate an understanding of the impact of room acoustics on the learning environment to optimize inclusive educational opportunities.
Generic skills
On completion of this subject, students should be able to
- Identify how a sensory and/or language impairment impacts on the ability to process information
- Apply an understanding of the cognitive, neurological and physiological basis of spoken language to models of teaching practice
- Interpret audiometric information
- Evaluate the function of a range of assistive devices
- Evaluate the acoustic environment of the classroom
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
A written take-home exam | Mid semester | 50% |
A written essay
| End of semester | 50% |
Hurdle requirement: A written reflection | Early semester | N/A |
Hurdle requirement: This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- March
Principal coordinator Sharon Klieve Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 16 March 2020 Pre teaching requirements During the pre-teaching period, students are required to undertake some subject preparation work. Teaching period 30 March 2020 to 10 May 2020 Last self-enrol date 18 March 2020 Census date 17 April 2020 Last date to withdraw without fail 8 May 2020 Assessment period ends 1 June 2020 March contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Learning Intervention - Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024