Courses & Units

Transforming Learning Contexts through the 4Cs EPR306

Introduction

Our world is in constant flux, changing in ways and at speeds never seen before. As education systems, in response, try to shift a 20th century preoccupation with what is taught to an emphasis on how to learn, how might contemporary educators design learning that empowers students with the skills and dispositions needed to address uncertainty and complexity, and thrive in contexts of change?

This unit invites you to engage with the evidence-based 4Cs approach to learning design and practically test its impacts. You will explore and apply each of the 4Cs of transformative learning - Creativity, Critical Reflection, Communication and Collaboration – in contexts of curriculum and pedagogy design, and assess their transformative impact on student engagement and achievement. Your own ‘learning about learning’ in this unit is enhanced through real world applications and embodied experiences of the 4Cs that will enrich and expand possibilities for creative learning transformation in your professional and personal worlds.

Summary

Unit name Transforming Learning Contexts through the 4Cs
Unit code EPR306
Credit points 12.5
College/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Coordinator Mrs Sarah Hallowell
Available as student elective? Yes
Delivered By University of Tasmania

Availability

This unit is currently unavailable.

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Unit census dates currently displaying for 2022 are indicative and subject to change. Finalised census dates for 2022 will be available from the 1st October 2021.

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Learning Outcomes

  • Articulate your understanding and analyse the value of communication, collaboration, creativity and critical thinking (4Cs) in contemporary educational practice.
  • Assess and redesign learning plans to embed cross-disciplinary and multimodal learning opportunities that embed the 4Cs.
  • Apply the 4Cs approach by planning and teaching a redesigned lesson with school students, community participants or student peers.
  • Collect, analyse and reflect upon data about the effectiveness of the learning sequence
Field of Education Commencing Student Contribution 1 Grandfathered Student Contribution 1 Approved Pathway Course Student Contribution 2 Domestic Full Fee
not applicable

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2 Information on eligibility and Approved Pathway courses can be found here
3 Please refer here for eligibility for HECS-HELP
4 Please refer here for eligibility for FEE-HELP

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Teaching

AssessmentPlan (35%)|Presentation (25%)|Reflection (40%)
TimetableView 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.

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