Course Title: Education Futures: Imagining Policy and Practice

Part A: Course Overview

Course Title: Education Futures: Imagining Policy and Practice

Credit Points: 12.00

Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2448

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

 Sem 2 2017,
Sem 2 2018,
Sem 2 2019,
Sem 2 2020,
Sem 2 2021,
Sem 1 2022,
Sem 1 2023,
Sem 1 2024

TCHE2516

Brunswick Campus

Undergraduate

360H Education

Face-to-Face

 Sem 2 2017,
Sem 2 2018,
Sem 2 2019,
Sem 2 2020,
Sem 2 2021

Course Coordinator: Rucelle Hughes

Course Coordinator Phone: by email

Course Coordinator Email: rucelle.hughes@rmit.edu.au

Course Coordinator Location: Bundoora West

Course Coordinator Availability: By appointment


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

In this course you will focus on contemporary and emerging trends and ideas in education. Using a problem-based learning approach, you will apply educational ideas in creative and practical ways to explore strengths and shortcomings of approaches to educational policy and practice. Research and practical expertise about learning, teaching and policy will be used to investigate and analyse assumptions so as to extend your knowledge of curriculum, pedagogy, assessment and educational policy. By focusing on recent topical initiatives and future trends in education, this course enhances your professional skills and attributes as a competent, knowledgeable and active educational professional.


Objectives/Learning Outcomes/Capability Development

Upon successful completion of this course, you will be able to:

  • Explain the possibilities and limitations of some current education policies and practices
  • Apply the principles of problem-based learning in a professional team
  • Investigate with peers in researching future directions in education
  • Interpret and analyse rationales for innovative educational practices
  • Appraise professional debates and defend ideas in an informed way
  • Plan for educational change in an informed, creative and supportive way as part of a professional team.


You will be assessed on your development of the following program learning outcomes in this course:

  • Develop and apply theoretical and practical knowledge and skills to your professional practice and development in curriculum, pedagogy and assessment
  • Critically analyse, synthesise and reflect on educational policy and practice in both local and international contexts
  • Demonstrate creativity, critical thinking and innovation when identifying and solving problems in diverse educational contexts
  • Communicate using a range of formats and strategies to audiences within and external to the discipline of education.
  • Work with others in a range of roles and contexts, demonstrating cultural, environmental and social awareness and ethical and reflective practice
  • Apply initiative and judgment in planning, problem solving and decision making to enhance your practice and continuing professional development
     


Overview of Learning Activities

You will be engaged in learning activities that include but are not limited to: lectures, tutorials, on-line material, group activities, collaborative work with peers, independent investigations, reading, and web-based research.


Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems.

A list of recommended learning resources will be provided by your lecturer, including books, journal articles and web resources. You will also be expected to seek further resources relevant to the focus of your own learning.
 


Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes and on your development against the program learning outcomes. 

Task 1. PBL Team Presentation – Future of education in Australia Scenario Plan (20%), CLO1, CLO2 – Present your PBL team’s analysis and knowledge of education futures trends in global and national policy, identifying particular focus areas that will underpin your team’s plausible scenario development and analysis pertinent to schooling and teachers work in Australia. 

Task 2. PBL Team – Future of Education in Australia – Scenario Narrative and Analysis (30%), CLO1, CLO2– Create and analyse a plausible future scenario narrative of the future for teacher’s work and school life in Australia in 2050. The analysis should unpack the implications of such a future, to speculate on professional learning needs for improving practice. Links to sources and references that informed the thematic focus of the narrative should be included here.

Task 3. Preparing for the Future – Annotated Professional Learning Plan (50%), CLO3, CLO4 - Develop a professional learning plan for yourself that reflects key findings and insights about future knowledge, skills, and collaborations for your future teaching practice.  Your PLP should Include and justify a minimum of three suggestions for places, organisations, or networks that you can draw on to support your development in your target areas. 

Feedback will be given on all assessment tasks. 

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more. 

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.