The Graduate Certificate in Clinical Instruction is part of an articulated sequence of studies which can lead to the Graduate Diploma in Education (Clinical Instruction) refer to the Graduate Diploma in Education Course in
The University of Melbou
rne 95 (Volume 5 - Education).
The Graduate Certificate in Clinical Instruction is a one-year part-time course. The course has been specially designed for people involved in an instructional role in facilitating teaching and leaming in clinical contexts.
The course is designed to develop the instructional skills of tutors, preceptors and others who are involved in the professional development of qualified staff, tutoring students, in developing and supervising the internship programs of junior colleagues and assisting with the instructional aspects of introducing new equipment and practices into the work place.
Course code
The course code for the Graduate Certificate in Clinical Instruction is 318.
Entry requirements
A person may be a candidate for the Graduate Certificate in Clinical Instruction who:
• has qualified for a degree or diploma of this or another university or tertiary education institution which is recognised by the Faculty of Education; or
• has qualifications and experience which accord eligibility for membership of the Australian Institute of Radiography, or of an approved professional association; and
■ is employed in an approved instructional role comprising a minimum of four hours per week throughout the course.
Period of candidature
After being admitted, a candidate must pursue the course for
at
least one half academic year and not more than one academic year asa
full-time student or for at least one academic year and not more than two academic years as a part-time student unless a candidate has had a different period of candidature approved by the Academic Board on the recommendation of the Faculty.Credit
A pa rt icipant who, having completed other equivalent studies at a tertiary level, enrols in the course for the Graduate Certificate in Clinical Instruction may, with approval, be given credit for subjects the equivalent of which have been passed in the other tertiary studies provided that the amount of credit shall not exceed 50 per cent of the requirements of the course.
Course structure and progress
The Graduate Certificate in Clinical Instruction may be granted to a participant who has complied with the prescribed conditions and has gained a cumulative score of 50 points by having passed or been given credit for the required subjects.
The course comprises an initial short course, two major subjects and a clinical instruction experience program structured over one part-time year. The initial short course will be conducted as an introductory phase to the major subjects of the course. The Graduate Certificate in Clinical Instruction is articulated within the structure of the Graduate Diploma in Education (Clinical Instruction).
Subject Points
772-167 Introduction to Learning and
Instructional Processes 5.0
772-168 Design, Management and
Evaluation of Learning 1 11.7 772-169 Psychological Principles and
Processes in Adult Learning 16.7 772-175 Practicum -Clinical Instruction 16.7 These subjects will only be offered to continuing students.
Subject Points
773-126 Learning and Instructional Processes 5.0 773-127 Design, Management and Evaluation of Learning 10.0 773-128 Psychological Principles and
Processes in Clinical Instruction 10.0 773-129 Clinical Instruction Experience Program 30.0 Course availability
Initial short course intakes are available throughout the year. Commencement dates are published in appropriate professional journals. Other subjects commence on normal Department of Vocational Education and Training academic calendar dates. Applicants for the program are required to produce evidence of employment in an instructional context.
Offers of entry will be conditional on the candidate maintaining an acceptable instructional role during the Clinical Instruction Experience phase of the program.
Program for 1995
Subject Code Subject Lecturer
772-167 Introduction to Learning and
Instructional Processes R Crosthwaite/D Mead Semester 1: Thursday, 6.00 - 9.00 pm
(9 March - 6 April)
Objectives: On completion of this subject students should /D Mead be able to:
• perceive communication as a process whereby meanings are shared and active pa rt icipation and expressions are encouraged;
• express the importance of communication in fostering and facilitating change and innovation;
• identify basic features of their own approach to designing learning experiences;
■ state objectives for learning experiences, after considering types of learning outcomes which are appropriate;
• select subject content appropriate to learning outcomes;
• determine the most appropriate and efficient combination of teaching methods, after identifying the features and uses of a range of teaching methods;.
• determine the most effective use of media for their teaching;
■ select assessment techniques most appropriate for their students and subjects; and
■ evaluate progressively their performance as teachers.
Content: The communication process; approaches to designing learning experiences; selecting and organising teaching materials, models of curriculum; identifying and catering for individual needs; processes for creating learning environments; evaluation and assessment; an introduction to the practicum.
Assessment: Two assignments (1500 words) (40 per cent);
and (2000 words) (60 per cent).
772-168 Design, Management and R Crosthwaite Evaluation of Learning 1.
Semester 1: Thursday, 6.00 -9.00 pm (27 April - 8 June)
772-169 Psychological Principles
and Processes in Adult Learning TBA Semester 2: Thursday 6.00 - 9.00 pm
(17 July -16 October)
772-175 Practicum R Crosthwaite
(Clinical Instruction) /D Mead All Year
773-126 Learning and Instructional R Crosthwaite
Processes /D Mead
Semester 1: Thursday, 6.00 - 9.00 pm (9 March - 6 April)
773-127 Design, Management and R Crosthwaite Evaluation of Learning /D Mead Semester 1: Thursday, 6.00 - 9.00 pm
(27 April - 8 June) 773-128 Psychological Principles and
Processes in Clinical Instruction TBA Semester 2: Thursday, 6.00 - 9.00 pm
(17 July -16 October)
773-129 Clinical Instruction R Crosthwaite
Experience Program /D Mead
All Year Subject descriptions
772-167 INTRODUCTION TO LEARNING AND
INSTRUCTIONAL PROCESSES
Credit points: 5.0
Prerequisites: Location in an appropriate teaching or training situation.
Contact: 24 contact hours or equivalent in open learning modes. (First semester.)
Objectives: On completion of this subject students should:
• understand the nature and scope of the learning process at an introductory level;
• be able to design a range of basic strategies for facilitating the learning process; and
■ understand basic principles of interaction, including feedback, needs identification and conflict resolution.
Content: The Learning Process : Planning and Design of Learning Experiences : Micro-Teaching Workshop.
Assessment: Completion of a Learning Agreement, negotiated within the subject, to develop a vocationally specific learning design/experience. (1500 words or equivalent) (100 per cent).
772-168 DESIGN, MANAGEMENT AND EVALUATION OF LEARNING 1
Credit points: 11.7
Prerequisites: Successful completion of Introduction to Learning and Instructional Processes.
Contact: 30 contact hours or equivalent in open learning modes. (First semester.)
772-169 PSYCHOLOGICAL PRINCIPLES AND PROCESSES IN ADULT LEARNING
Credit points: 16.7
Prerequisites: Completion of, or concurrent enrolment in, Introduction to Learning and Instructional Processes and Design, Management and Evaluation of Learning 1.
Contact: 36-hours of class contact or equivalent in open learning modes. (Second semester.)
Objectives: On completion of the subject students should be able to demonstrate a critical understanding of themselves and others, as practitioners, communicators and learners. More specifically, students should be able to:
• assist students to become critically reflective practitioners, able to understand their own thinking, feeling and action and that of others;
identify different communication styles and practices in teaching and describe the implications for student- teacher relationships;
describe selected learning theories applicable to students' contexts, which elucidate how learning may be enhanced and difficulties in learning overcome;
describe selected developmental theories, which provide 70
insight into the actions of adults and adolescents in learning environments;
■ describe selected individual differences in learning, thinking and aspects of personality, which influence both teaching and learning behaviour and need to be addressed in devising learning experiences for students;
■ describe selected theoretical models of group functioning: and
■ describe sources and symptoms of stress in teachers and learners and ways of managing it appropriately.
Content: Communication styles, their origins and consequences in working with students; communication skills and practices which facilitate groups and enable productive relationships to be developed between students and teachers: behaviouristic, cognitive, humanistic and critical models of learning, with particular reference to experiential and reflective modes relevant to participant's own learning; characteristics of adult and adolescent learners, including selected cognitive, emotional-social developmental perspectives and models of identity change and resistance to change; individual differences which affect ways in which people perceive and process the information with which to make decisions and solve problems; socio- dynamic and leadership theories of group functioning;
sources and symptoms of stress, particularly as they apply in teaching, and a range of stress management strategies;
ways of identifying stress and other psychological barriers to learning in students and methods of assistance.
Assessment An essay requiring reflection upon the ways in which the understanding gained through reading can be incorporated into one's own practice (3000 words) (60 per cent); plus one of the following a case-study, or studies, based on interviews with members of the participant's classes which critically explores ways in which learning, development and personal change might have occurred for the people concerned (2000 words) (40 per cent); or a case- study giving an account of the participant's mode of operation within a group, critically examining ways in which learning is enabled and communication enhanced (2000 words) (40 per cent); or a joumal or learning log giving an account of experiences either in the learning group itself or in the participant's teaching context. Critical reflection on the participant's thinking, feeling and actions in the light of events should be the basis of this report (2000 words) (40 per cent).
772-175 PRACTICUM (CLINICAL INSTRUCTION) Credit points: 16.7
Prerequisites: Location in an approved teaching or training context and completion of or current enrolment in Introduction to Learning and Instructional Processes and Design, Management and Evaluation of Learning 1.
Contact Students are required to engage in regular clinical
instruction supervised by a field based mentor and managed by a Hawthorn Institute staff member. (All year.)
Objectives: On completion of this subject students should be able to:
■ demonstrate competence in their specialist instructional context;
■ apply the outcomes from their studies with assistance from their mentor and Hawthorn Faculty of Education staff; and
■ develop into autonomous instructors who take responsibility for extending and evaluating their own professional activities.
Content: The content of the practicum is clearly defined within an individualised, formal Learning Agreement which is prepared, negotiated and developed by a triad consisting of the course pa rt icipant, a mentor and a Department of Vocational Education and Training manager. Each Learning Agreement includes the competencies related to the functions of planning, implementing and evaluating teaching/learning experiences within the student's specialist field. It may also include other developmental activities which are identified as important elements of the instructional role, especially as these relate to the particular professional, institutional and system context.
Assessment: Successful completion of all competencies and other listed activities indicated in the Learning Agreement (100 per cent).
The following subjects are available to continuing students only.
773-126 LEARNING AND INSTRUCTIONAL PROCESSES Credit points: 5.0
Contact: Class sessions and organised activities equivalent to two hours each week. (First semester.)
Objectives: On completion of this subject students should be able to:
■ understand the nature and the scope of the learning process;
■ promote adult learning strategies in the design and implementation of learning experiences;
■ select appropriate content and learning strategies in teaching technical skills and instructing patients, clients and professional colleagues; and
■ display a range of strategies for giving and receiving constructive feedback.
Assessment: Essays and assignments of 1500 words or equivalent (100 per cent).
773-127 DESIGN, MANAGEMENT AND EVALUATION OF LEARNING
Credit points: 10.0
Special requirements: Successful completion of Introduction to Learning and Instructional Processes.