Course Title: Develop academic skills for the tertiary learning environment
Part B: Course Detail
Teaching Period: Term1 2019
Course Code: TCHE5925
Course Title: Develop academic skills for the tertiary learning environment
School: 360T Education
Campus: City Campus
Program: C5383 - Diploma of Teacher Education Preparation
Course Contact: Soosan Kian
Course Contact Phone: +61 3 9925 9183
Course Contact Email: ssosan.kian@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Peta Mcgregor
Lyn Dennerstein
Nominal Hours: 95
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
No pre-requisites
Course Description
This unit focuses on developing the skills and knowledge to support the transition to tertiary study by developing knowledge of the tertiary learning environment, collaborative learning and academic literacy skills.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU22271 Develop academic skills for the tertiary learning environment |
Element: |
1 Develop strategies to support transition to tertiary education |
Performance Criteria: |
1.1 Examine academic expectations of tertiary study 1.2 Investigate sources of information that can support transition to tertiary study 1.3 Identify available support services and their functions 1.4 Investigate factors which can impact on successful transition to tertiary education 1.5 Develop strategies to address the factors investigated |
Element: |
2 Analyse learning strategies |
Performance Criteria: |
2.1 Identify the learning contexts commonly experienced in the tertiary education sector 2.2 Define the learning strategies commonly applied in the tertiary education sector 2.3 Analyse the features, benefits and disadvantages of different learning strategies as they relate to different learning contexts 2.4 Examine own needs in relation to transition for academic success 2.5 Determine personal learning strategies to maximise own learning opportunities |
Element: |
3 Participate in a collaborative learning experience |
Performance Criteria: |
3.1 Identify the ways in which collaborative learning groups can be formed and reformed3.2 Form a group and agree group protocols 3.3 Agree a learning goal to be achieved by the group 3.4 Agree and document a plan to achieve the learning goal 3.5 Implement the plan 3.6 Review and document the collaborative process learnings 3.7 Present the learnings in an oral group presentation using presentation aids as required |
Element: |
4 Examine academic writing requirements |
Performance Criteria: |
4.1 Identify the academic writing process 4.2 Identify commonly used referencing systems and their features 4.3 Identify the key features of common discourse, formal discourse and academic discourse 4.4 Examine the elements of academic discourse 4.5 Produce a piece of academic writing using the features of academic discourse and include a minimum of two references |
Learning Outcomes
The learning outcomes are to confirm ability to:
- identify, examine and apply a range of information related to tertiary study to support own transition to tertiary education
- form a collaborative learning group and plan, implement and review a collaborative learning experience
- apply effective presentation skills to participate in an oral group presentation to present learnings from collaborative learning experience
- apply the academic writing process and the features of academic discourse to produce a piece of academic writing of a minimum of 1500 words.
Details of Learning Activities
This unit is part of the Diploma of Teacher Education Preparation program. The learning and assessment in the program is delivered through face to face teaching, Unsupervised Directed Study and participation in work placement. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Canvas.
The student learning experience will be facilitated through participation in a range of activities:
- Work placement
- Group discussion
- Research assignments
- Guest speakers
- Oral and/or written questions on "What if?" scenarios
- Realistic simulations and role play
- Practical demonstrations and direct observation of actual work and simulated work practice
- Oral presentations
- Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency.
Teaching Schedule
This unit will be delivered weekly over two Semesters.
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via Canvas.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is available on the RMIT website https://www.rmit.edu.au/students
Teaching schedule Groups 5A, 5B, 5C (Semester 1)
Week 1-
Tertiary learning environment
Course outlines, expectations, assessments
Orientation to tertiary learning - speaker
Week 2-
How do you learn?
Goals
Week 3-
What is learning?
Week 4-
Learning styles
Week 5-
Barriers to learning
Week 6-
Group work
Week 7-
Group work – Checklist for Assessment 1.
Week 8-
Assessment 1. Academic resources due
Week 9-
Work placement
Week 10-
Collaborative learning group work
Week 11-
Collaborative learning group work
Week 12-
Preparation for Assessment 2.
Week 13-
Preparation for Assessment 2.
Week 14-
Preparation for Assessment 2.
Week 15-
Assessment 2. Group presentations E1,2,3,4
Week 16-
Assessment 2. Group presentations E1,2,3,4
Week 17-
Reflect on experiences in developing academic skills for the learning environment.
Teaching schedule – Group 5E (Semester 2)
Diploma Develop academic skills for the tertiary learning environment
Week 1-
Tertiary learning, course outlines, expectations, assessments
LANTITE
Week 2-
LANTITE practise
Week 3-
Report writing
Week 4-
Report writing
Week 5-
Academic essay topic discussion
Week 6-
Academic essay topics submitted
Week 7-
Academic research guidelines
Week 8-
Writing conventions
Week 9-
Contention
Drafts submitted
Week 10-
Referencing
Week 11-
Referencing
Week 12-
Editing, drafting
Week 13-
Editing, drafting
Week 14-
Editing
Reflection
Week 15-
Assessment 3. Final copy due: Academic essay
Week 16-
Academic learning and feedback
Week 17-
Reflecting on developing academic skills
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones
• USB (Memory stick)
Overview of Assessment
You must demonstrate the critical aspects of assessment and evidence required for the Unit in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation and demonstration in actual work practice
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
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 manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Tasks
Assessment Tasks
Groups 5A, 5B, 5C
Assessment 1: Academic resources (Week 8)
Assessment 2: Teaching and learning - Group presentations (Week 15/16)
Group 5E
Assessment 3 : Academic essay (Week 15)
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment in this unit is assessed using the following overall competency based results:
CA – Competency achieved
NYC – Not Yet Competent
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is ‘CA’
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. A copy of the assessment matrix is available for all students
Other Information
Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress www.rmit.edu.au/policies/academicprogress
Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information. www.rmit.edu.au/students/assessment/extension
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview