Courses & Units

Developing Applied Learning Strategies within Discipline EAL202

Introduction

Having understood the applied learning principles and shared them with others in EAL112 Foundations of Applied Learning, you now use them in this unit to diagnose learning issues in an educational setting, and then propose applied learning measures to resolve the problem. As there is a diverse range of educational skills and experiences in applied learning, this unit provides you with a range of different learning options. Some, especially pre-service students will orient towards a highly scaffolded collegial discussion board analysis, whilst experienced workplace-based practitioners may choose a project option where applied learning is used to resolve an authentic workplace problem. Regardless of the approach you select, by the end of this unit you will recognise from the consideration of authentic issues that effective learning requires authentic tasks and activities, it is dialogical and reflective, and is negotiated based on student needs.

Summary

Unit name	Developing Applied Learning Strategies within Discipline
Unit code	EAL202
Credit points	12.5
College/School	College of Arts, Law and Education Faculty of Education
Discipline	Education
Coordinator	Ms Jennifer Williamson
Available as an elective?	No
Delivered By	University of Tasmania
Level	Intermediate

Availability

Location	Study period	Attendance options		Available to
Online	Semester 1		Off-Campus	International	Domestic

Key

: On-campus
: Off-Campus
: International students
: Domestic students

Note

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Key Dates

Study Period	Start date	Census date	WW date	End date
Semester 1	26/2/2024	22/3/2024	15/4/2024	2/6/2024

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

use applied learning theory to examine teaching approaches and strategies within your professional discipline area.
design and theoretically justify a plan for teaching that considers applied learning theory within your professional discipline area.
evaluate alternative perspectives and constructive feedback to improve teaching and learning.
apply ethical and academic integrity principles to the use of information to manage and communicate ideas, complex concepts, and specialised knowledge to an intended audience.

Fee Information

Field of Education	Commencing Student Contribution ^1,3	Grandfathered Student Contribution ^1,3	Approved Pathway Course Student Contribution ^2,3	Domestic Full Fee ⁴
070109	$555.00	$555.00	not applicable	$2,324.00

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Prerequisites

EAL112

Teaching

Assessment	Applied Learning Problem Analysis (50%)\|Applied Learning Proposal (50%)
Timetable	View the lecture timetable \| View the full unit timetable

Textbooks

Required	Required readings will be listed in the unit outline prior to the start of classes.
Recommended	Ash, S.L., & Clayton, P.H. (2009). Generating, deepening, and documenting learning: the power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48. Capobianco, B., Horowitz, R., Canuel-Browne, D., & Trimarchi, R. (2004). Action research for teachers. The Science Teacher, 71(3), 48-53. Grabinger, R.S., & Dunlap, J.C. (1995). Rich environments for active learning. Association for Learning Technology Journal, 3(2), 5-34. Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163. Jarvis, P. (2010). Adult education and lifelong learning (4th ed.). London: Routledge. Print, M. (1993). Curriculum development and design (2nd ed.). St Leonards: Allen and Unwin. Rogers, D., Mason Bolick, C., Anderson, A., Gordon, E., McGliin Manfra, M., & Yow, J. “It’s about the kids”: Transforming teacher-student relationships through action research. The Clearing House, 80(5), 217-221. Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for Education: Standards, judgements and moderation. Chapter 2: Why teachers need to understand standards (pp 9-28). Sutton, R. M., Hornsey, M. J., & Douglas, K. M. (Ed.). (2012). Feedback: The Communication of Praise, Criticism, and Advice (Language as Social Action). NY: Peter Lang. South, D. (2007). What motivates unmotivated students? In Mills, G.E (Ed.). Action Research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson Education. (pp. 1-20). Squires, G. (2003). Trouble-shooting your teaching: a step-by-step guide to analysing and improving your practice. London: Kogan Page. Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website
Links	Booktopia textbook finder

Required

Required readings will be listed in the unit outline prior to the start of classes.

Recommended

Ash, S.L., & Clayton, P.H. (2009). Generating, deepening, and documenting learning: the power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48.

Capobianco, B., Horowitz, R., Canuel-Browne, D., & Trimarchi, R. (2004). Action research for teachers. The Science Teacher, 71(3), 48-53.

Grabinger, R.S., & Dunlap, J.C. (1995). Rich environments for active learning. Association for Learning Technology Journal, 3(2), 5-34.

Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163.

Jarvis, P. (2010). Adult education and lifelong learning (4th ed.). London: Routledge. Print, M. (1993). Curriculum development and design (2nd ed.). St Leonards: Allen and Unwin.

Rogers, D., Mason Bolick, C., Anderson, A., Gordon, E., McGliin Manfra, M., & Yow, J. “It’s about the kids”: Transforming teacher-student relationships through action research. The Clearing House, 80(5), 217-221.

Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for Education: Standards, judgements and moderation. Chapter 2: Why teachers need to understand standards (pp 9-28).

Sutton, R. M., Hornsey, M. J., & Douglas, K. M. (Ed.). (2012). Feedback: The Communication of Praise, Criticism, and Advice (Language as Social Action). NY: Peter Lang.

South, D. (2007). What motivates unmotivated students? In Mills, G.E (Ed.). Action Research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson Education. (pp. 1-20).

Squires, G. (2003). Trouble-shooting your teaching: a step-by-step guide to analysing and improving your practice. London: Kogan Page.

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website

Links

Booktopia textbook finder

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