1. Unit of study title: Designing for Learning

  2. Unit of study code: HET4104

  3. Campus: Footscray Park , Melton & Sunbury

  4. Prerequisite(s): HET4100 Learning Matters at Victoria University and HET4101 Negotiating Learning

  5. Parent Course: Master of Education

  6. Unit of study Aims:

This unit aims to build on the current and prior experiences of participants to extend their knowledge of educational practice and enhance their effectiveness as teachers. It is designed to assist participants in the design and development of curriculum for sessions, units and courses that is responsive to the needs of diverse student groups.

7. Learning outcomes:

Victoria University teachers will work towards the achievement of the following Victoria University Teacher Capabilities:

•  Teachers know how to construct programs, use resources and structure activities which support learning.

•  Teachers know how to teach their discipline or field of practice.

•  Teachers use their knowledge of students, discipline or field of practice and pedagogy to establish clear and achievable learning goals with their students.

•  Teachers design appropriate teaching and learning activities and associated resources for their students.

•  Teachers align learning goals, teaching and learning activities, and assessment tasks for effective learning.

8. Content:

The content of this unit of study will be negotiated with students depending on their prior learning and professional experience. It will be based on the following topics:

Design of curriculum (or learning and assessment plan) for sessions, units and/or courses that is responsive to the needs of learners as well as to the requirements of the discipline or field of practice.

Development of learning goals that include both specific learning outcomes related to a discipline or field of practice and more generic capabilities (core graduate attributes or employability skills).

Development of learning and teaching activities and resources, including the use of technology, that are aligned with both learning goals and assessment tasks.

Evaluation of sessions, units and/or courses to improve student learning, including the effective use of feedback from peers and students.

Design of curricula that support articulation from VET to higher education and vice versa.

9. Credit Transfer Arrangements (including Articulation Pathways):

Not applicable

10. Methods of Teaching:

This unit is taught using learner-centred approaches and may incorporate a range of learning activities, such as workshops, discussion with peers either online or face-to-face, inquiry into the participant's own practice or other workplace-based projects.

11. Required Reading :

Armitage, A., Bryant, R., Dunnill, R., Hammersley, M., Hayes, D., Hudson, A., Lawes, S. 2003, Teaching and training in post-compulsory education , 2 nd ed., Open University Press, Buckingham.

12. Recommended Reading :

Bates, A. W., Poole, G. 2003, Effective teaching with technology in higher education: foundations for success , Jossey-Bass, San Francisco .

Candy P. C. 2000, Knowledge navigators and lifelong learners: producing graduates for the information society, Higher Education Research & Development , 19: 261-77.

Forsyth, I., Jolliffe, A., Stevens, D. 1999, Planning a course: practical strategies for teachers, lecturers and trainers, 2nd ed , Kogan Page, London .

Race, P. 1994, The open learning handbook: promoting quality in designing and delivering flexible learning, 2nd ed , Kogan Page, London .

Rowntree, D. 1994, Preparing materials for open, distance and flexible learning: an action guide for teachers and trainers. Kogan Page, London .

Victoria University Learning and Teaching policies

13. Class Contact:

12 hours or equivalent.

14. Assessment:

Evidence for achievement of the learning outcomes for this unit, such as development of a learning and assessment plan for a session, unit or course and a critical commentary on the implementation of that plan (2000 words or equivalent, graded).