Learning Foundations (EDUC91191)
Graduate courseworkPoints: 12.5On Campus (Parkville) and Online
About this subject
Contact information
Semester 1 (Early-Start)
Semester 1 (Early-Start)
August
August
Overview
| Availability | Semester 1 (Early-Start) - On Campus Semester 1 (Early-Start) - Online August - On Campus August - Online |
|---|---|
| Fees | Look up fees |
This subject explores learning across the school years from a developmental perspective with a focus on understanding the processes involved in how learners learn. It also investigates how difficulties with learning arise related to cognitive processes like attention, information processing, executive functioning, and self-regulation. The relevance of the science of learning to classroom interactions will also be investigated, with a focus on the use of evidence-based principles of instruction and multi-tiered logic and collaborative practice in support of effective differentiated practice for diverse learners.
Intended learning outcomes
On completion of this subject, students should be able to:
- Critically review theoretical frameworks related to learning and development.
- Examine historical and ethical perspectives on disability and inclusion.
- Critically reflect on the use of inclusive frameworks in education.
- Examine how context, collaboration and external factors can impact choice of intervention.
- Evaluate research and evidence to review approaches to intervention across diverse developmental and learning domains.
- Justify choice of interventions informed by individual learner need to maximise their potential.
Generic skills
This subject will develop the following set of key transferable skills:
- Critical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Active and participatory citizenship.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
EDUC90287 Promoting Positive Learning (no longer offered)
EDUC90278 Learners and Learning Difficulties (no longer offered)
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Quiz on theories related to learning and development
| Early semester | 10% |
Instructional sequence that shows practical application of student learning processes
| Mid semester | 40% |
Critical review analysing the theoretical underpinnings and evidence base of learning interventions
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Semester 1 (Early-Start) - On Campus
Coordinator Anthea Naylor Mode of delivery On Campus (Parkville) Contact hours 24 hours of online lectures and seminars (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 23 February 2025 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 2 March 2025 to 1 June 2025 Last self-enrol date 7 March 2025 Census date 31 March 2025 Last date to withdraw without fail 9 May 2025 Assessment period ends 27 June 2025 Semester 1 (Early-Start) contact information
- Semester 1 (Early-Start) - Online
Coordinator Anthea Naylor Mode of delivery Online Contact hours 24 hours of online lectures and seminars (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 23 February 2025 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 2 March 2025 to 1 June 2025 Last self-enrol date 7 March 2025 Census date 31 March 2025 Last date to withdraw without fail 9 May 2025 Assessment period ends 27 June 2025 Semester 1 (Early-Start) contact information
- August - On Campus
Coordinator Jon Quach Mode of delivery On Campus (Parkville) Contact hours 24 hours of online lectures and seminars (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 29 June 2025 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 3 August 2025 to 26 October 2025 Last self-enrol date 7 July 2025 Census date 8 August 2025 Last date to withdraw without fail 3 October 2025 Assessment period ends 17 November 2025 August contact information
- August - Online
Coordinator Jon Quach Mode of delivery Online Contact hours 24 hours of online lectures and seminars (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 29 June 2025 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 3 August 2025 to 26 October 2025 Last self-enrol date 7 July 2025 Census date 8 August 2025 Last date to withdraw without fail 3 October 2025 Assessment period ends 17 November 2025 August contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Certificate in Education (Learning Difficulties) Specialisation (formal) Disability Specialisation (formal) Learning Difficulties Specialisation (formal) Deaf Education - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 4 March 2025