Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit will enable you to explore theory, research, policy, or practice about a problem that has relevance to a professional educational context. It will provide opportunities for you to take account of new knowledge in order to set priorities and agendas for practice and to consider different ways of addressing persistent problems or issues. Decision-making and problem-solving in professional activities are enhanced when you can investigate knowledge or practice through review of relevant and scholarly literature and through evaluation of different perspectives. Flexibility and innovation in practice requires capacities to access and evaluate information in order that all relevant positions on an issue are considered. Future actions are then informed by this critical understanding. The problem for focussed investigation is defined broadly as an issue, dilemma or debate within an educational field.

Aims

The aim of this unit is to enhance capacities for flexibility and innovation in educational practice as a result of an in-depth investigation of a problem of professional relevance. The unit will engage you in a comprehensive examination of relevant theory, research, policy, and/or practice in the area of investigation. The unit also aims to develop your skills and understandings about how issues of professional interest can be explored and reported for professional and academic audiences.

Objectives

On completion of this unit you should be able to:

1. have a critical and informed understanding of a specific area of professional educational practice, drawing on a variety of sources including research and practice literature and/or policy documents; (GC: A, B, D, E, G)

2. apply existing knowledge to solve problems and/or make an original contribution to understanding practices in professional educational contexts; (GC: A, B, D, E, G)

3. undertake a transformative leadership role by proposing recommendations or action plans that would address issues in professional work; (GC: B, C, D, E, F, G)

4. demonstrate advanced levels of information, media and technology literacy; (GC: C, D)

5. provide effective, scholarly communication of ideas in written reports; (GC: C, D, E, G)

6. work independently by taking responsibility for developing a personal learning agenda, as well as collaborative peer review activities in the development of others' investigations. (GC: E, G)

Content

The unit provides opportunities to analyse theory and research findings on a self-selected topic that has relevance to your professional educational practice. The report on the investigation will incorporate an analysis of relevant theoretical and research literature. The facilitated study unit differs in intent and purpose from units focussed on the development of skills for research, which may have as a primary focus an evaluation of past research in order to identify and justify the design of new research. The investigation for this unit aims to inform practice by the development of recommendations or implications for practice about how a professional problem may be addressed.

• The investigation undertaken in the unit might take the form of a literature review, an annotated bibliography, critical analysis of an educational program or specific practices, or evaluation of a curriculum innovation.



• The unit fosters critical inquiry and autonomous learning but also requires engagement with a community of learners (lecturers and peers) in order that others' perspectives are considered in the processes of learning and investigation.

Content of the unit will address:

• Planning: Designing an investigation requires clarity of purpose; a rationale for the investigation; statement of objectives; outline of content to be covered; and outcomes desired.



• Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explored theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.



• Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.

The development of skills for academic writing will be addressed. Styles for writing reviews of theoretical and research literature will be discussed, including issues about writing for different audiences. This will enhance students' skills and understanding of writing for effective dissemination of ideas through publication to academics, professional colleagues, or policy-makers.

Approaches to Teaching and Learning

This unit will be taught using a mixture of flexible delivery approaches including on-campus seminars and through engagement in online discussion forums. There will be an emphasis on collaboration through staff-student interactions and student-student interactions

Assessment

This unit will be taught using a mixture of flexible delivery approaches including on-campus seminars and through engagement in online discussion forums. There will be an emphasis on collaboration through staff-student interactions and student-student interactions.

Assessment name: Plan for investigation
Description: Plan for investigation on the student selected topic
This Plan will include: rationale for the investigation; purpose statement; content areas to be covered in the investigation; outcomes to be achieved; and annotations on key references. Peer feedback will be involved in the review of this plan
Length: Plan: 500 - 700 words; 10% toward final grade;
Feedback to peers: 300- 500 words provided to two peers
Weighting: Plan 10% toward final grade; Feedback to peers 5% for feedback on the plan
Relates to objectives: 4, 5, & 6
Weight: 10%
Internal or external: Both
Group or individual: Individual
Due date: Week 4

Assessment name: Progress report on the topic
Description: The Progress Report plan will include: review / reflection of progress: identification of any changes in direction and thinking about the topic since the Plan of Investigation; draft introduction for final report; draft outline for the structure for your final report including drafts of the first paragraph in each section. Peer feedback will be involved in the review of this plan
Length: Progress Report: 1000 words;
Feedback to peers: 300- 500 words provided to two peers on their Progress Report.
Relates to objectives: 4, 5, & 6
Weight: 15%
Internal or external: Both
Group or individual: Individual
Due date: Week 8

Assessment name: Individual report
Description: The final report may be written for an academic or professional audience. It will present a critical analysis and synthesis of the findings of the investigation and should include recommendations /implications to inform professional decision-making and practice on the focus issue.
Length: 5000 words
Relates to objectives: 1, 2, 3, 4, 5, & 6
Weight: 75%
Internal or external: Both
Group or individual: Individual
Due date: Week 13

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

References

Browne, M. N., & Keeley, S. M. (2004). Asking the right questions: A guide to critical thinking. Upper Saddle River, NJ: Pearson Prentice Hall.

Hart, C. (1998). Doing a literature review: Releasing the social science imagination.. London: Sage.

Mingat, A., Tan, J-P., & Sosale, S. (2003). Tools for education policy analysis.. Washington DC: World Bank.

Phelan, P., & Reynolds, P. J (1996). Argument and Evidence: Critical Analysis for the Social Sciences.. New York: Routledge.

Wallace, M. & Poulson, L. (Eds.) (2003). Learning to read critically in educational leadership and management.. London: SAGE Publications.

Risk assessment statement

There are no out-of-the-ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 12-Sep-2012