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Learners and Learning Difficulties (EDUC90278)
Graduate courseworkPoints: 12.5Online and On Campus (Parkville)
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2
Semester 2
Overview
Availability(Quotas apply) | Semester 2 - Online Semester 2 - On Campus |
---|---|
Fees | Look up fees |
In this subject we examine the variability of human development and learning through theoretical perspectives and research evidence. We will explore the cultural, social, cognitive and emotional processes that support learning and factors that are associated with learning and learning difficulties. We will examine the implications for teaching learners experiencing learning difficulties.
Intended learning outcomes
On completion of this subject, students should be able to demonstrate:
- highly developed independent learning around cultural, social, cognitive and emotional processes that support learning and factors that are associated with learning difficulties. (LO1)
- a critical reading of theoretical perspectives on the variability of human development and learning. (LO2)
- highly developed written and oral presentations based on research evidence presented concisely and coherently in line with personal targets. (LO3)
- skills in applying findings to teaching learners with difficulties that reflect a commitment to professional and academic ethics and excellence. (LO4)
Generic skills
MLI Graduates will develop the following set of key transferable skills:
- Commitment to professional and academic ethics and excellence.
- Ability to set personal targets and plan to achieve them.
- Highly developed independent learning.
- Ability to read critically and present material concisely and coherently in relevant written and oral presentations.
- Skills in observation, evaluation and applying their findings to their own personal situations.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Students admitted to courses/entry points not specified below have no prerequisites for this subject.
Students in the 200-point program of the Master of Education, Master of TESOL or Master of Modern Languages Education, must have completed the following four compulsory subjects*:
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90929 | Understanding Education in Context |
Semester 2 (Dual-Delivery - Parkville)
Semester 1 (Online)
|
12.5 |
EDUC90930 | Local Literacies in Global Contexts |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
EDUC91029 | Understanding the Student as Learner |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
EDUC91030 | Research in Educational Relationships |
Semester 1 (Online)
Semester 2 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
*Students that commenced their course prior to 2021 may have completed EDUC90830 in place of EDUC91029, and EDUC90900 in place of EDUC91030.
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90830 | The Student as Learner |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
EDUC90900 | Resilience and Relationships |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
This subject is recommended for students with the following background knowledge:
- practical experience in teaching; or
- practical experience working in allied health within educational settings.
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
Description | Timing | Percentage |
---|---|---|
Online quiz
| Early in the teaching period | 10% |
Written Task: Research review on factors related to diversity in student learning
| Mid teaching period | 40% |
Written Task: Intervention Report
| End of the teaching period | 50% |
Hurdle requirement: Minimum of 75% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Quotas apply to this subject
Dates & times
- Semester 2 - Online
Principal coordinator Ben Deery Mode of delivery Online Contact hours Total time commitment 170 hours Teaching period 25 July 2022 to 23 October 2022 Last self-enrol date 5 August 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 contact information
- Semester 2 - On Campus
Principal coordinator Ben Deery Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 25 July 2022 to 23 October 2022 Last self-enrol date 5 August 2022 Census date 31 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Semester 2 contact information
Time commitment details
170 hours
Additional delivery details
Quota: 144. This subject has an enrolment quota and places are limited. Students may provisionally enrol via the Student Portal, but places are not guaranteed until selection is completed. You will be notified in writing by the Melbourne Graduate School of Education whether you are selected. Selection criteria: Priority will be given to Master of Learning Intervention and the Graduate Certificate in Education (Specific Learning Difficulties) students, then students in other courses by date of enrolment.
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 Course Graduate Certificate in Education (Specific Learning Difficulties) Course Graduate Certificate in Learning Intervention Course Master of TESOL Course Master of Modern Languages Education Course Master of Education Specialisation (formal) Specific Learning Difficulties - Links to additional information
- 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.
Additional information for this subject
Subject coordinator approval required.
- 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