Course Title: Develop academic skills for the tertiary learning environment
Part B: Course Detail
Teaching Period: Term2 2021
Course Code: TCHE5925
Course Title: Develop academic skills for the tertiary learning environment
School: 375T Vocational Design and Social Context
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
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 learn |
Element: |
3 Participate in a collaborative learning experience |
Performance Criteria: |
3.1 Identify the ways in which collaborative learning groups can be formed and reformed 3.2 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 remote online classes via Canvas, Unsupervised Directed Study and compulsory Work placement attendance. 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
Semester 1
|
Content, learning and assessment |
Elements and Assessments |
|
WEEK 1
|
Course outline, expectations, assessments Motivation to study Role of an education support worker |
Element 1. Develop strategies to support transition to tertiary education Performance criteria 1.1.1.2 1.4 |
WEEK 2 |
Goals/fears/aspirations – setting realistic and achievable goals for the tertiary learning environment Taking responsibility for one’s own learning Attendance Reflecting on learning and seeking assistance when needed Working with mentors/ other students |
1.3 1.5 2.4 |
WEEK 3 |
Organisation & Time Management – the key to efficient and effective learning in a tertiary environment Student portals University websites Student services Detailed discussion of the requirements for Assessment 1
|
1.2 1.3 4.1 |
WEEK 4 |
Previous educational experience Family/work responsibilities- work/life balance Barriers to learning Absence from education Professional environment- WP orientation |
1.4 2.1 |
WEEK5 |
Learning styles – what are the different ways in which we learn? How do we learn? |
Element 2. Analyse learning strategies 2.1 2.2 2.3 |
WEEK6 |
VARK -Examine the VARK model of learning styles. |
2.2 2.3 2.4 2.5 |
WEEK 7 |
Revisit checklist for Assessment 1. |
2.4 2.5 |
WEEK 8 |
Assessment 1/3 due (Academic resources).
Introduce assessment 2. Academic research essay |
Element 4. Examine academic writing requirements 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 |
WEEK 9 |
Investigate an education related topic |
4.1 4.2 4.3 4.4 |
WEEK 10 |
Academic research |
4.1 4.2 4.3 4.4 |
WEEK 11 |
Research skills |
4.1 4.2 4.3 4.4 |
WEEK 12 |
Research skills |
4.1 4.2 4.3 4.4 |
WEEK 13 |
Relevant research Topics submitted on discussion |
4.1 4.2 4.3 4.4 |
WEEK14 |
Annotated bibliography |
4.1 4.2 4.3 4.4 |
|
Week 15
|
Assessment 2/3 Detailed plan due (Academic essay). |
4.5 |
WEEK 16 |
Assessment 2/3 Detailed plan due (Academic essay). |
4.5 |
WEEK 17 |
Reflect on developing academic skills for the learning environment. |
4.5 |
Semester 2: Monday12 July 2021 to Friday 17 November 2021
Face to Face classes:
- Week 1 (12-16 July)
- Week 3 (26-30 July)
- Week 7 (23-27 Aug)
- Week 12 (4-8 Oct)
- Week 15 (25-29 Oct)
Mid Semester Break: Monday 20 September to Friday 1 October 2021 (school holidays)
Public Holidays: Tuesday 2 November (Melbourne Cup)
Teaching schedule
|
Content, learning and assessment |
Elements and Assessments |
|
WEEK 1
|
Introduction to Sem 2; course outline, expectations Assessment 2 continued |
4.1.4.2.4.3.4.4 |
WEEK 2 |
Formal writing Transitions Referencing |
4.1.4.2.4.3.4.4 |
WEEK 3 |
Report writing (JR) Referencing |
4.1.4.2.4.3.4.4 |
WEEK 4 |
Academic writing skills Academic draft due - |
4.1.4.2.4.3.4.4 |
WEEK5 |
Report writing (JR) Conclusions Editing |
4.1.4.2.4.3.4.4 |
WEEK6 |
Assessment 2 Academic essay due |
4.5 |
WEEK 7 |
LANTITE |
1.2 |
WEEK 8 |
LANTITE practise |
1.5 |
WEEK 9 |
Features of respectful communication and behaviour to support positive group interactions Identify the ways in which collaborative learning groups can be formed and reformed |
Element 3 Participate in a collaborative learning experience 3.1 3.2 |
WEEK 10 |
Form a group and agree group protocols |
3.2 |
WEEK 11 |
Form a group and agree group protocols |
3.2 |
WEEK 12 |
Agree a learning goal to be achieved by the group Agree and document a plan to achieve the learning goal |
3.3 3.4 |
WEEK 13 |
Agree a learning goal to be achieved by the group Agree and document a plan to achieve the learning goal |
3.3 3.4 |
WEEK14 |
Assessment 3 Participate in a collaborative learning experience Present oral group presentations |
3.7 |
|
Week 15
|
Assessment 3 Participate in a collaborative learning experience Present oral group presentations |
3.7 |
WEEK 16 |
Review and reflect on academic writing skills |
3.6 |
WEEK 17 |
Reflect on developing academic skills for the learning environment. |
4.5 |
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
• 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
Semester 1
Assessment 1: Academic resources (Week 8)
Assessment 2: Academic essay drafts- (Week 15/ 16)
Semester 2
Assessment 2: Academic essay final - (Week 6)
Assessment 3: Participate in a collaborative learning experience (Week 14-15)
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