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for a past academic year. Please see the current academic year for up to date information.
| Unit name |
Transformational Change: Learning power, theory and practice |
| Unit code |
EDUCM5922 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Dr. Deakin Crick |
| Open unit status |
Not open |
| Pre-requisites |
Inquiry Based Learning: Developing your Learning Journey |
| Co-requisites |
None |
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit will introduce students to the concept of 'learning power' and the personal qualities necessary for effective learning, change and leadership. It will begin with a review of the theory and empirical evidence about learning power and will explore the concept of personal learning and change, particularly in relation to narrative, life story and identities. The unit will address the development of assessment of 'soft skills' and problematise the concept of 'virtue' for the 21st century, focusing on competences of learning how to learn and knowledge co-generation as outcomes. It will provide practical and theoretical approaches to mentoring and coaching as key vehicles for personal growth and developing learning power for learners at all levels of a learning system. The unit will interrogate such concepts as personality, identity, story, dispositions, knowledge and competence as aspects of learning as a complex, dynamic process. The Unit will provide accreditation for people wishing to continue to use the Effective Lifelong Learning Inventory in their professional practice.
Aims:
- To develop understanding of the key characteristics of contemporary theories of learning and learning to learn and of the complexities of the variables that impact on learning
- To consider critically theory, research and professional knowledge about learning and transformation and its application to students contexts
- To develop understanding of assessment for learning and building learning power
- To consider the links between personal development, change and learning through students reflection on their own learning process through the unit
- To consider factors that impact on the learning at institutional, national and global levels.
- To develop a theoretical and professional understanding of sustainable learning and of learning power.
Intended Learning Outcomes
On completion of the unit students will be able to:
- discuss the theory and practice of learning power, and learning as a complex, dynamic process
- recognise worldviews, particularly a participatory world view and a systems approach
- use the Effective Lifelong Learning Inventory to assess their own and other people’s learning power and learning needs
- conduct a coaching for learning conversation
- use relevant theories to analyse specific problems and issues in a particular learning community and propose solutions
- reflect critically on their own professional circumstances and apply theoretical perspectives and ideas within their own professional contexts
- manage research methods and data to research learning as a complex process
Teaching Information
The course will be delivered through a combination of teaching strategies, which may include whole group lectures, visiting speakers, case studies, critical analysis of key readings, group discussions and student presentations.
The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
Assessment Information
Summative assessment for the unit will be on the basis of a 4,000 word (or equivalent portfolio of evidence) assignment, which will assess students critical understanding of the literature, and their ability to apply the concepts and theories explored to their own professional practice.
Reading and References
- Deakin Crick r. (2006) learning power, paul chapman, london.
- Deakin Crick, r. (2007) learning how to learn: the dynamic assessment of learning power. Curriculum journal, 18, 135 - 153.
- Christenson,S., Reschly, A. & Wylie, C. (eds.) The Handbook Of Research On Student Engagement New York, Springer
- Deakin crick, r. & yu, g. (2008) the effective Lifelong Learning Inventory (ELLI): is it valid and reliable as a measurement tool? Education Research, 50, 387–402.
- McDermott, I. & Jago, W. (2006) The Coaching Bible. London, Piatkus Books
- Mosely D. et al (2005) Frameworks for Thinking, Cambridge, Cambridge University Press.
- Rogers, C. (1994) Freedom to Learn, Columbus, Ohio, Merrill.
- Scharmer, C. O. (2007). Theory U: Leading From the Future as it Emerges, Cambridge, Massachusetts, Society for Organizational Learning.
- Senge, P., Scharmer, C. Otto, Jaworski, J. & Flowers, Betty-Sue (2004). Presence: Human Purpose and the Field of the Future, Cambridge, Mass, Nicholas Brearley Publishing.
- Davis, B. & D., Sumara (2006). Complexity and Education, London, Routledge.
