Year
2024Credit points
10Campus offering
Prerequisites
NilUnit rationale, description and aim
This unit explores the ideas of the learning space. Teachers are often involved in contributing to plans for the design and development of new learning spaces or in the utilisation of environments outside the school/centre for excursions and projects or in the development of electronic networks and facilities. As education moves beyond the traditional classroom, teachers are required to consider a wide variety of factors that come into play in developing learning spaces for now and the future.
Designed as a modular unit, it comprises a number of particular focus areas: the classroom and the school or early childhood centre; the learning space beyond the classroom; the electronic learning space and; the individual learning space; and the group learning space.
The aim of this unit is to assist pre-service teachers to explore factors within and beyond the curriculum in order to investigate what might be construed as being a learning space and explore issues and considerations in designing and developing current learning spaces.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Evaluate the various strengths and weakness of the different categories of learning in relation to the teaching and learning needs of teachers, students and children (APST 1.2, 3.6; ACECQA A1, D2, D5) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC9, GC10, GC11 |
| LO2 | Critique the findings of an investigation into the requirements for the design of an educational space to meet a particular need (APST 3.6, 4.1; ACECQA A5, A6, A7, F4) | GC1, GC2, GC3, GC7, GC8, GC10, GC11 |
| LO3 | Demonstrate an understanding of the factors and perspectives which need to be considered in visualising, creating, managing and adapting learning spaces (APST 1.4, 2.4, 3.6, 4.4; ACECQA B1, B2, B6, B9, C1, C4) | GC1, GC2, GC3, GC4, GC7, GC9, GC10, GC11 |
| LO4 | Reflect on the experience of learning online and the application of new skills and understandings in their own teaching and learning (APST 6.2, 6.4; ACECQA C1, C4, F3) | GC1, GC2, GC3, GC4, GC6, GC7, GC9, GC10, GC11, GC12 |
| LO5 | Develop the application of creativity, imagination and educational thinking in generating an online learning space to meet a personal educational need (APST 3.4, 4.5; ACECQA F3) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC9, GC10, GC12 |
| LO6 | Investigate and understand the steps involved in planning educational environments for the future (APST 6.2, 7.1, 7.4; ACECQA C7, E2, F2, F4) | GC2, GC3, GC7, GC8, GC9, GC10 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA CRITERIA
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A. Psychology and child development A1. Learning, development and care A5. Wellbeing and safety early intervention A6. Diversity, difference and inclusivity A7. Learners with special needs |
B. Education and curriculum studies B1. Early Years Learning Framework B2. The Australian curriculum B6. Social and environmental education B9. Curriculum planning, programming and evaluation |
C. Early childhood pedagogies C1. Alternative pedagogies and curriculum approaches C4. Teaching methods and strategies C7. Contemporary society and pedagogy |
D. Families and community partnerships D2. Multicultural education D5. Culture, diversity and inclusion. |
E. History and philosophy of early childhood E2. Contemporary theories and practice |
F. Early childhood professional practice F2. Management and administration F3. Identity F4. Development advocacy |
Content
Topics will include:
- The classroom and the school or early childhood setting
- Beyond the classroom
- The electronic learning space
- The personal learning space
- The group learning space
- The cultural contexts of learning spaces
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit including a diversity of flexible teaching and learning strategies, dependent on the needs of the particular group and the technologies available. These may include Learning Management System (LMS) access, self-paced readings, online discussions, experiential learning, problem-solving and an exploration of content through a broad range of technologies.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours. This unit is generally taught fully online across a 12 week semester.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to, online asynchronous discussions, podcasting and report writing.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
The total of assessment tasks will amount to the equivalent of 5,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Critical reflective response to learning modules using online technologies | 20% | LO1, LO2, LO3 |
Assessment Task 2 Multi media presentation addressing how learning spaces impact on both teachers and learners | 40% | LO1, LO2, LO3, LO6 |
Assessment Task 3 Development of a Personal Learning Network using blogging software | 40% | LO1, LO2, LO3, LO4, LO5, LO6 |
Representative texts and references
Curtis, D., & Carter, M. (2008).Designs for living and learning: Transforming early childhood environments (2nd ed.). St. Paul: MN: Redleaf Press.
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Hewson, K. (2013). What size is your digital footprint? A powerful professional network can give a boost to a new teaching career. Phi Delta Kappan, 94(7). 14.
Read, M. (2010). Contemplating design: listening to children’s preferences about classroom design. Creative Education, 2, 75-80.
UNESCO. (2012). Turning on Mobile Learning: Global Themes. France: United Nations Educational, Scientific and Cultural Organisation.
8 Aboriginal Ways of Learning. (2015). http://www.8way.online/