Unit Outline

Applied learning is an approach that contextualises learning in a way to empower and motivate students, whilst developing the key skills and knowledge required for employment, further education and active participation in their communities. It involves students and teachers in partnerships and connections with individuals and organisations outside of the traditional learning environment, and recognises that there may be multiple pathways to the desired learning goals. This unit will identify applied teaching and learning strategies (e.g. case studies, problem-based learning etc,) and explore their theoretical underpinnings and ways of thinking, being and doing required for effective learning.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	analyse the theoretical foundation of applied learning practice.
2	apply the principles of applied learning within own discipline area.
3	evaluate applied learning within different educational settings.
4	Justify professional practice against standards and theoretical literature

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Quiz	Week 4	20 %	LO1, LO2, LO3
Assessment Task 2:	Application of Applied Learning	Week 8	30 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Lesson Plan and Professional Reflection	Week 12	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Quiz

Task Description:

More information about this task will be available in the unit.

Task Length:

500 words equivalent

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate knowledge of the theoretical foundation of applied learning teaching practice (50%)	LO1, LO3
2	Demonstrate knowledge of educational theory, professional standards, and teaching approaches (50%)	LO1, LO2, LO3

Assessment Task 2: Application of Applied Learning

Task Description:

More information about this task will be available in the unit.

Task Length:

1500 words equivalent

Due Date:

Week 8

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Describe the theoretical foundations of applied learning (30%)	LO1
2	Relate applied learning theory to your own experience as a learner (20%)	LO1, LO2, LO3
3	Demonstrate examples of applied learning theory in professional practice (30%)	LO1, LO2, LO3
4	Justify professional practice against standards and theoretical literature (20%)	LO4

Assessment Task 3: Lesson Plan and Professional Reflection

Task Description:

More information about this task will be available in the unit.

Task Length:

2000 words

Due Date:

Week 12

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Reflect on professional practice and continuing learning needs (30%)	LO1, LO2, LO3
2	Create a lesson plan that reflects the principles of applied learning within own discipline area (30%)	LO2, LO3
3	Reflect on own learning with application of feedback, standards, and theoretical literature (30%)	LO1, LO2, LO3, LO4
4	Apply professional and academic research and communication skills (10%)	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Recommended reading materials

Recommended Readings are set by the Unit Coordinator as readings that will be useful for this Unit to develop your knowledge and understanding of teaching and course-specific content. A list of further readings will be accessible in the unit content.

Boud, D. (1988). Moving toward autonomy. In Boud, D. (Ed.), Developing student autonomy in learning (2nd ed.), (pp.17-39). London: Kogan Page.
Bruner, J. S. (1963). On knowing: Essays for the left hand. Cambridge, MA: Belknap.
Dixon, L., Harvey, J., Thompson, R., & Williamson, S. (2010). Practical teaching. In Avis, J., Fisher, R., & Thompson, R. (Eds.). Teaching in lifelong learning: A guide to theory and practice (pp.119-142). Maidenhead: McGraw Hill
Forster, D.J. (2012) Codes of Ethics in Australian Education: Towards a National Perspective. Australian Journal of Teacher Education, 37 (9), 0-17.
Grabinger, R.S., & Dunlap, J.C. (1995). Rich environments for active learning; A definition. Association for Learning Technology Journal, 3 (2), 5-34.
Harrison, L. (2006). What is applied learning? Exploring understandings of applied learning amongst beginning teachers. AARE 2006: Conference papers, abstracts, and symposia. Coldstream: AARE.
Herrington, A., & Herrington, J. (2006). Authentic learning environments in higher education. Hershey: Infosci.
Itin. C.M. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. The Journal of Experiential Education, 22 (2), 91-98.
Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice (4th ed.). London: Routledge.

Other required resources

Applied Learning units utilize Zoom conferencing software. To ensure the best results, it is recommended that students have a USB headset.