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Understanding the Student as Learner (EDUC91029)
Graduate courseworkPoints: 12.5Online and Dual-Delivery (Parkville)
Subjects taught in 2022 will be in one of three delivery modes: Dual-Delivery, Online or On Campus.
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
Please refer to the specific study period for contact information.
Overview
| Availability | Semester 1 - Online Semester 2 - Dual-Delivery |
|---|---|
| Fees | Look up fees |
This subject focuses on the theoretical frameworks and evidence bases that educators use in understanding the development of their learners and in planning suitable instructional sequences that are responsive to the inherent variability of learners. It covers foundational concepts related to learning environments, learning processes and development across individual’s lifespans. It also provides opportunities to explore and discuss implications for teaching that are related to the consideration of learners’ profiles of capabilities and how teachers facilitate the quality, depth and active nature of their learning.
Intended learning outcomes
On completion of this subject, students should be able to:
- Use their knowledge of human development to inform their professional practice
- Describe key characteristics of learning environments and learning processes that facilitate student learning
- Consider the variability of student learning in terms of how individual profiles of capabilities help or hinder achievement
- Build on previous knowledge of learning progressions to explore how they are related to the quality, depth and active nature of student learning.
Generic skills
On completion of this subject, students will have the knowledge, skills and understanding to enable them to:
- Improve the motivation and learning of those they work with
- Design and implement learning experiences that create a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding
- Participate actively and positively in a learning community
- Evaluate and use constructive criticism of their work and the work of colleagues
- Report clearly and accurately on a work-related situation
Last updated: 28 April 2022
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90830 | The Student as Learner |
Term 1
Term 3
|
12.5 |
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: 28 April 2022
Assessment
| Description | Timing | Percentage |
|---|---|---|
Contribute two structured posts reflecting on individual student learning, classroom learning and/or learning in other educational contexts (750 words x 2)
| From Week 3 | 30% |
Produce a research, action and reflection project
| End of the teaching period | 70% |
| Hurdle requirement: On-campus delivery: Minimum of 75% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
| Hurdle requirement: Online delivery: Minimum of 75% participation in all online lectures and tutorials. | Throughout the teaching period | N/A |
Last updated: 28 April 2022
Dates & times
- Semester 1 - Online
Principal coordinator Sean Kang Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Teaching period 28 February 2022 to 29 May 2022 Last self-enrol date 11 March 2022 Census date 31 March 2022 Last date to withdraw without fail 6 May 2022 Assessment period ends 24 June 2022 Semester 1 contact information
Dr Sean Kang: sean.kang@unimelb.edu.au
- Semester 2 - Dual-Delivery
Principal coordinator Sean Kang Mode of delivery Dual-Delivery (Parkville) Contact hours 24 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
Dr Sean Kang: sean.kang@unimelb.edu.au
Last updated: 28 April 2022
Further information
- Texts
Prescribed texts
Graham, L. Berman, J. & Bellert, A. (2015). Sustainable learning: Inclusive practices for 21st century classrooms. Port Melbourne, Vic: Cambridge University Press.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of TESOL Course Master of Education Course Master of Modern Languages Education - 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: 28 April 2022