Course Title: Flexibility in Teaching and Learning

Part A: Course Overview

Course Title: Flexibility in Teaching and Learning

Credit Points: 24


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

CUED1222

City Campus

Postgraduate

360H Education

Face-to-Face or Internet

Sem 1 2012

CUED1222

City Campus

Postgraduate

360H Education

Face-to-Face

Sem 1 2015

Course Coordinator: Assoc. Prof. Heather Fehring

Course Coordinator Phone: +61 3 9925 7840

Course Coordinator Email:heather.fehring@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

There are no specific prerequisites other than what is required to enter the Master of Education program. It is assumed that students have experience working in a field of education or a related area.


Course Description

In contemporary times governments have implemented a range of policies that have aimed at increasing the level of ‘flexibility’ in teaching and learning practices. Tags that have been used to characterise these changes include off-campus and distance education, workplace-based delivery/learning flexible delivery/learning, online learning, e-learning and blended learning. Participants in this course will examine the idea of flexibility in teaching and learning across all sectors of education and training.

Participants will critically examine policy, organisational structure, curriculum and assessment reform that have characterised the notion of increasing the level of ‘flexibility’ in teaching and learning. They will reflect on their personal position in respect to flexibility in teaching and learning, and the implications of this personal position for learners. With consideration to both pedagogic and management perspectives, participants will examine and demonstrate the ability to apply principles that lead to the development of ‘flexible’ teaching and learning programs, and to engage in change and project management practices that facilitate the implementation of these programs.


Objectives/Learning Outcomes/Capability Development

A student will be expected to be able to demonstrate the ability to:
- critically examine reforms that have characterised the notion of increasing the level of ‘flexibility’ in teaching and learning
- reflect on their personal position in respect to flexibility in teaching and learning, and the implications of this personal position for learners
- examine and demonstrate the ability to apply principles that lead to the design, development and implementation of ‘flexible’ teaching and learning programs with consideration to both pedagogic and management perspectives
- understand and engage in change management practices that facilitate the implementation of ‘flexible’ programs
- understand and engage in project management practices that facilitate the design and implementation of ‘flexible’ programs
- actively engage in contemporary discussions about the principles of teaching and learning in a range of contexts


A student will be expected to be able to demonstrate the ability to:
- critically examine reforms that have characterised the notion of increasing the level of ‘flexibility’ in teaching and learning
- reflect on their personal position in respect to flexibility in teaching and learning, and the implications of this personal position for learners
- examine and demonstrate the ability to apply principles that lead to the design, development and implementation of ‘flexible’ teaching and learning programs with consideration to both pedagogic and management perspectives
- understand and engage in change management practices that facilitate the implementation of ‘flexible’ programs
- understand and engage in project management practices that facilitate the design and implementation of ‘flexible’ programs
- actively engage in contemporary discussions about the principles of teaching and learning in a range of contexts


Overview of Learning Activities

Participants will be actively engage in a range of activities that model flexibility in teaching and learning.


Overview of Learning Resources

Given that this course is designed to meet the needs of students from a range of contexts, resources will be detailed in Part B of the course guide at the time of course delivery. Some readings will be provided in print and electronic format. Students will be expected to access and read publications (journal articles, websites, book chapters etc) provided in the online site for the course. Suggested reading lists will be provided as required.


Overview of Assessment

In the School of Education assessment in a 24 Credit Point Course is equal to 8,000 words, or equivalent. In this course, participants can expect to engage in the following types of assessment practices:
• written assignments of a theoretical and practical nature
• reflective journal
• participation in learning activities
• seminar presentations
• online activities