NEW GRADUATE COURSES Graduate Diploma in Education and Training Graduate Certificate in Education and Training (Clinical Instruction). The Department of Vocational Education and Training (DVET) is one of the seven departments within the University.
THE DEPARTMENT OF VOCATIONAL EDUCATION
INITIAL
UNDERGRADUATE COURSES
GRADUATE COURSES
DIPLOMA OF EDUCATION AND TRAINING
For entry, candidates are required to have approved teaching or training qualifications or equivalent at degree or diploma level; or a degree or diploma plus either an approved teaching or training qualification or equivalent previous industry training experience and access to a training or training role enabling the professional practice requirements of the course to be met. For entry, candidates are required to have approved teaching or training qualifications or equivalent at degree or diploma level; or a degree or diploma plus either an approved teaching or training qualification or equivalent previous industry training experience and access to a training or training role enabling the professional practice requirements of the course to be met.
POST GRADUATE COURSES
Students with grades of at least H2A may enroll in a Master's degree after completing a Bachelor of Education and Training or Bachelor of Education and Training (Hons) or an approved equivalent with a history of research. Students who complete a postgraduate degree with grades of at least H2A may also enroll in a 100-credit Master of Education.
OTHER AWARD COURSES
This is a two-year full-time or equivalent part-time course offering multiple streams, allowing students to complete the 200 credits required for the degree through a mixture of coursework from the pool of delivered subjects and dissertation, or entirely through coursework or thesis. For admission, applicants must have an education, an approved teaching qualification and at least three years of full-time.
CONTINUING COURSES WITH NO NEW INTAKE IN 1996
Educational entrepreneurship is now an established and generally respectable part of the activities of many Australian universities and TAFE institutions, encouraged by both federal and state governments. For others, providing educational services on a national and international level is a serious business, increasing the professional impact of the institutes and strengthening their financial base.
CENTRE FOR INTERNATIONAL PROJECTS AND PROGRAMS
Hawthorn has risen to the challenge of offering its teaching services on a commercial basis, substantially complementing the Institute's award course activities, and is now one of Australia's leading contractors in this field, both nationally and internationally. In line with Hawthorn's mission, the majority of its commercial activities are focused on technical and vocational education, industrial training and the provision of English language courses abroad.
Slovenia Such scholarship programs last from three months to twelve months in the Solomon Islands and usually include pedagogical training and South Korean skills upgrading. Technical and Vocational Teacher Training Scholarship Diploma This degree is an advanced program specifically designed to improve the professional and subject specialization skills of internationally trained technical and vocational teachers.
HAWTHORN ENGLISH
LANGUAGE CENTRE (HELC)
SPECIAL PROGRAMS
CENTRE FOR CONTINUING EDUCATION AND TRAINING
- Activity Designer
- Program Designer
- Workplace Assessor
- Training Supervisor
The anticipated implementation of the Hawthorn Institute of Education Quality System AS/NZS ISO 9001:1994 will ensure that all processes incorporated within the Occupational Health and Safety Training Center meet quality standards. To provide occupational health and safety representatives, supervisors and managers with approved time-efficient, informative and interactive courses designed to meet specific needs.
SUPPORT AND WELFARE
Courses delivered at the client's site or at Hawthorn Institute of Education through a wide range of implementation strategies, tailored to meet specific organizational requirements and structured with a people-centred focus. Hawthorn Institute of Education, a registered private provider, is a nationally and internationally recognized staff training and development provider.
AN ENTREPRENEURIAL SUCCESS
The Office of the Academic Secretary is the point of contact for any course questions students may have regarding the course. If the student wishes to discuss the matter in more detail, it may be necessary to arrange a meeting with the Course Leader by telephone or by telephone or calling the Academic Secretary's office.
ASSESSMENT
Students seeking credit must apply to the appropriate instructor on the form available for this purpose. Instructions on how to use CD-ROM databases are available on request at the print loan desk.
ENTRY REQUIREMENTS
EQUAL OPPORTUNITY
EXAAIINATIONS
FREEDOM OF INFORMATION
HIGHER EDUCATION CONTRIBUTION SCHEME
LEAVE OF ABSENCE
MEDIA ACCESS WORKSHOP
The student must have sufficient funds to cover their tuition fees and expenses while in Australia. The Australian embassy or consulate in the student's home country is responsible for granting approval.
PLANNING A COURSE
If this is not done, the student will be asked to go through the full visa procedure again, i.e. if the student brings a dependent spouse and/or children with them, the student must provide documentation of the ability to support the family financially.
POINTS AND INVOLVEMENT TIME
If the student has a single entry permit and intends to leave and re-enter Australia, he or she must apply for a re-entry visa from DIEA before leaving Australia. If the student is currently in Australia and wishes to bring his or her family members from abroad, they should seek advice from the local DIEA office at 43-45 Prospect Street, Box Hill.
POLICY ON ASSESSMENT OF INDIVIDUAL AND JOINT `VORM
Because class time will vary between different subjects and subject areas, there is no simple relationship between the point value for subjects and the number of contact hours involved. Individual students will vary greatly in the amount of time they will have to devote to achieving satisfactory completion of the required work.
RECREATIONAL ACTIVITIES
This commitment includes all class contact time of all kinds as well as time spent on independent study. It is emphasized that satisfactory completion of a subject is not achieved simply by meeting time commitments; it will ultimately depend on the achievement of the required work.
REVIEW OF STUDENT PROGRESS
In general, lower contact hour subjects require significantly more personal work outside class times than subjects with higher contact hours. Normally, a student will not be allowed to enroll in subjects that total more than 100 marks at first year level and 110 marks at later year level.
RESEARCH
Information about this policy can be obtained from the Office of the Academic Registrar or from the Finance Office. For Auburn and Kooyong Stations rail travel concession cards are also available from the Office of the Academic Registrar.
CONTACT HOURS
A understands and relates to human factors within work and training environments in general;. apply contemporary methods of assessment evaluation and validation to all aspects of the training and development function;. demonstrate an understanding of relevant legislation and of internal and external forces in government and non-government sectors that influence training and development activities; and. interpersonal skills that contribute to the improvement of the personal, professional and specialist skills of people working in an ambiguity of organizational contexts. After completing this subject, students should be able to: apply the concepts and skills of consultation to a work organization problem; and. understand the processes, concepts and priorities of consulting from a training and development perspective.
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1;1 Conte npori issues")
The Diploma of Education and Training corresponds to the first two years of the Bachelor of Education and Training. The first intake will be in 1996 and the Bachelor of Education and Training will replace the Bachelor of Training and Development.
B ac helo b ..Educati ~ o yy
The first intake will be in 1996 and the Diploma of Education and Training will replace the Associate Diploma in Training and Development, the Diploma in Teaching (TAFE) and the Diploma in Teaching (Technology). The Diploma of Education and Training and Bachelor of Education and Training courses consist of three compulsory courses.
100.0 Year 2
The Education and Training Context provides the student with basic knowledge about work and cultural issues affecting VET, including the importance of information technology. Third year subjects taken in the Bachelor of Education and Training offer studies which extend the knowledge gained in previous years in each of the streams.
SUBJECT DESCRIPTIONS
Content: Social and cultural constructions of class, gender, sexuality and ethnicity; constructions and alternative definitions of access and equality in vocational education and training. Special Requirements: Students in this course must be able to complete a concurrent learning agreement.
468 06 1anninean,d;,Delive 2l
Assessment: One portfolio relating theory to practice (50 per cent) and one program or unit of work equivalent to 1500 words (50 per cent) each based on the Workplace Learning Agreement. Assessment: A portfolio linking theory with practice (50 per cent) and one report on a selected aspect of program delivery, 1500 words, (50 per cent) each based on the Workplace Learning Agreement.
Develop strategies to address the learning and communication challenges posed by diversity. This includes specific challenges faced by learners such as foreign students, the unemployed, adult learners and young people; the development of appropriate teaching and learning strategies.
Contents: Overview of selected models of literacy development, including those applied to adults and second language learners; the role of reading and writing in the learning process; the nature of mathematical abilities and the difficulties faced by countless adults; possible links between gender and illiteracy and ignorance of arithmetic; selected models and programs for teaching mathematics, reading and writing to adults in vocational education. Content: Comparison of individual, competitive and collaborative learning models and identification of techniques and strategies to promote effective teamwork;.
468-'205` nformation ec nolo"
WforiViiiiiKiiitEducatIon
Content: The nature of the assessment; normative and criteria-based approaches, key issues in assessment; the contemporary role of assessment in the workplace; design and implementation of valid, reliable, fair and effective assessment procedures, reporting methods; self-assessment methods. Assessment: A portfolio based on the Workplace Learning Agreement (50 per cent) and an essay of 1500 words (50 per cent).
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468=302` ócational Education V Po
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Content: A critical examination of the assumptions and origins of orientations to education and training variously described. A describe the role of vocational education in a historical, economic and global context in relation to the nature and distribution of work and the importance of lifelong learning.
LEn anced: ears n
4O Reseârt ' éth o-cragni
The aim of the course is to enable students to develop the necessary knowledge, attitudes and skills required in the first few years of their teaching or training roles. All currently enrolled students will be able to complete the course requirements if normal academic progress is maintained.
COURSE OBJECTIVES
- Objectives: On completion of this subject students should be able to
- A demonstrate an awareness of individual differences among both students and teachers which affect the
- Content: Student learning; classroom management 100.0 strategies; communication skills, behavioural analysis; skills
- SS pedalised Compute
The tasks for assessment will vary according to the nature and size of the subject. Assessment: One set of exercises and one major (60 per cent) and two minor assignments (40 per cent).
Content: Teaching mathematics in vocational courses by non-specialized teachers; how people learn mathematics; teaching resources.
72.389 aining7 .and Learning
2Pti attic úm naèàthing
The second part consists of the Technology Education Program in which you follow studies designed to extend and broaden your understanding and skills in various aspects of technology education. After completing this subject, students should be able to: participate in curriculum development for inquiry-based learning, both for technology studies and the school in general;. understand basic curriculum evaluation processes; and. understand developments in teaching and learning.
Comrnumcadon
Sone
Assessment: A 500-word classroom presentation and written report (30 percent); classroom exercises (20 percent) assignments of about 1000 words (50 percent). Assessment: Class presentations and a written report of 2,500 words (40 percent); assignments of approximately 5,000 words or equivalent (60 percent).
Bachelo o education
A uses analytical frameworks to interpret, explain and understand the relationships between gender and education, gender and training and gender and work; and. They critically examine the implications of the gendered nature of educational institutions and workplaces and their own professional practices for learning.
34002rvCom étency Basera!P,Pg
But they understand and appreciate the differences between basic orientations or models that are important for post-secondary, technical and further education; and A understand the historical, political and sociological. Social ideas about gender roles, racial and cultural differences, the influence of family and class on gender, gender and education, a framework for understanding the reproduction of gender differences in educational institutions and educational pathways and outcomes, gender.
3* 106' Instrüctiona Design edíat 'Stu
1111,3i103 Curt-jail umuDevelopment
Content: A pilot study involving the selection of an appropriate instructional medium, research on the effectiveness of that medium, and the production, testing, and evaluation of an instructional program.
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11131110 Persónne anagemen
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Content: Ethnic origin and educational attainment; the role of the teacher in the development of English language skills;
7316*Work,' fechnòlög `'and '
An analysis of the origins, power and influence of major pressure groups in the history of Victorian technical education;. Contents: Intellectual disabilities; specific learning disabilities; emotional disturbance; identification of learning difficulties and appropriate forms of remedial assistance.
All currently enrolled students will be able to complete the training and development degree requirements if normal academic progress is maintained. Although the methods used to teach the subjects differ, the Bachelor of Training and Development follows the principles of adult learning.
Ps `thöiogr eâ~ninCl~ma e
A demonstration of an understanding of how program models influence training and development practices, training needs analysis and program design;. Content: Program design and implications for training and development practice; factors affecting program design and the resulting training and development impacts that may affect the organization; program design models including product-based, content-based, process-.
6202Unde standin Orgams
Conduct a comparative analysis and draw potential implications for program design, using product, content, process, and research models of program design; and. Prerequisites: Completion of year 1 coursework and completion or concurrent enrollment in majors in Curriculum Design Models and Understanding Organizational Contexts.
A use the given economic theories to explore labor market issues relevant to training and development; And. Content: Introduction to basic economic concepts, including supply, demand, markets, price, equilibrium, efficiency; an interpretive framework for analyzing labor market policies and practices: neoclassical, post-Keynesian, institutional and radical Marxist labor economics perspectives, concepts in labor market economics such as labor supply and demand; labor markets, segmentation and discrimination; relevant issues of labor market policy or practice.
6=205` umann'Reso"urce Management: Issues
A critical analyze the role and functions of personnel management in a variety of organizational settings;. demonstrate an understanding of the challenges, complexities and current issues within human resource management. demonstrate an understanding of human resource management as a means of providing strategies for an integrated approach to personnel management in the workplace; and. Content: Personnel planning, including organizational structure, job evaluation and design, recruitment planning and succession planning, statistical workplace analysis and Human Resource Management systems; personnel practices and personnel relations, recruitment and selection, equal employment opportunities, employment, termination, communication with staff; performance management, appraisal, incentives, discipline, supervision and management, ethical boundaries; human resource development, orientation programs, entry-level training, management development, continuing education, secondments, exchanges and rotations, skills and vocational training; working conditions, working environment and safety, labor market relations, participative management, working environment, remuneration; Human Resource Management issues including restructuring, downsizing and organizational changes, challenges of integrating Human Resource Management policies and practices in the face of constant change and ambiguity.
F 6=20 Hun iannesourcë
To understand the relationship between the policies and practices of integrated human resource management and the effective management of the organization. Content: Concepts, reasoning, characteristic goals and features of consulting; theories and models of organizational change, including structural change by decree, with adaptation to technology, improving human relations; the Organizational Development model, the sociotechnical model and the Industrial Democracy change model; the consultant as a change agent; the development of the consultant's role: the consultant's relationship with the organization: internal and external models; purposes, types and frameworks for consultancy; prerequisites for an effective consultant; approaches and theories of communication, organizational, social, political and industrial dynamics for workplace training and development; professional development for the consultant: best practices, leadership in this field; balancing organizational goals with the consultant's personal roles and values; professional associations, career development for consultants.
Ma nage me System ssues
Through research, gain detailed knowledge of the performance of a human resource management system in a chosen workplace; and. A demonstration of an understanding of the complex processes and procedures involved in implementing a new human resource management system in an organizational context.
6=208 Marketin g
Content: Information needs of the training and development function in organizational contexts; human resource management systems in organizations; analysis and evaluation of human resource management systems and student workplace issues; case studies of the implementation of a new human resource management system in an organizational context. Content: The nature of theory, practice and practice; the reflective learning processes (Schon); the double-barreled apprentice (Argyris and Schon); a value analysis model (Hodgkinson);
1176303Policyn d N anagementil
6=304 O anisationa Change
Content: The nature of theory, practice and practice; the reflective learning processes (Schon); the double-loop learner (Argyris and Schon); a value analysis model (Hodgkinson);. problem identification, problem definition and the nature of research within the context of the training and development field; the application of reflective learning processes in literature review to raise questions for future research;. implications of current research for future practice within the field. Content: Concepts of work and ideological roles, unpaid domestic, informal and formal market work and challenges to the narrow conception of work as employment from various feminist and postmodernist perspectives; making sense of contemporary work, the difference between productive and service forms of labour, patterns of gender – differentiated work experience over time; key concepts of sexual division of labour, occupational division between men and women;.
On completion of this subject, students should be able to:. demonstrate understanding of a framework for constructing relations of production through divisions of gender, class, race, age and skill; demonstrate an awareness of selected concepts that seek to explain the gender-hierarchical relations in the workplace based on the various discourses of feminism, critical social theory, including work sociology and. critically examine the consequences of the gendered nature of workplaces for workplace learning and their own training and development practices. Content: Concepts of work and ideological roles, unpaid domestic, informal and formal market work and challenges to the narrow view of work as employment from different feminist and postmodernist perspectives; making sense of modern work, the difference between productive and service forms of work, gender patterns – differentiated work experience over time; key concepts of sexual division of labour, occupational segregation between men and women;. an analytical framework for understanding the reproduction of gender inequality in the workplace: the network approach where gender, class, ethnicity and home/work relations intersect; gender relations and workplace reform, the importance of skill in the gendered workplace — skill as a direct link between sexual power and implications for training practices, e.g. do skill analyses; a critical assessment of competence concepts in competence standards and competence-based training as a modern methodology;. case studies of various industries that illustrate gender. the active nature of work practice and the historical relationship between gender distribution and organization of work - i.e. how notions of what is proper work for. men and women are constantly changing with new work processes.
To facilitate the completion of the Agreement, applicants for these courses must have access to an approved education and training role. Identifying desirable learning outcomes relevant to the clinical context and developing appropriate learning objectives, strategies and learning environments to achieve these outcomes; And.
68=806 e actitione
The Graduate Certificate of Education and Training (Outdoor Education) is a full-time or part-time course which introduces the theory and practice of Outdoor Education with an emphasis on the development of leadership and group management skills. Students who complete the Graduate Certificate of Education and Training (Outdoor Education) can apply for entry to the Graduate Diploma of Education and Training.
COURSE REQUIREMENTS
The course aims to develop skilled and competent professionals capable of delivering outdoor education programs to groups in industry, community and educational settings.
WORKPLACE LEARNING AGREEMENT
We select and adapt models of outdoor education that meet the needs of groups and individuals. A demonstrate an understanding of the legal issues, responsibilities and ecological aspects of working in the natural environment and A demonstrate supervisory competence.
Such access is normally guaranteed by the employer in writing as a condition of access to the course. Should access to this role become unavailable or restricted during the course, the student will be responsible for finding an alternative placement as approved by the faculty.
1.68 808 OútdO Eduçâtio011
This agreement is designed to improve students' performance in the workplace through the integration of theory and practice. Students may also be eligible to transfer to other courses offered by the Department of Vocational Education and Training.
COURSE STRUCTURE
While the course is designed to develop skills applicable to a wide range of occupations and retraining opportunities (such as leadership, organization, communication), specific programs enable specialization in a particular employment or professional context. Please contact the office of the Academic Registrar at the Hawthorn Campus, Telephone: 98103316 for details.
PROGRAM ONE (TAFE, TERTIARY AND CLINICAL INSTRUCTION
SECONDARY STUDENTS)
You must also undertake the equivalent of two single methods in Teaching Methods. It is completed in the second year of the course with a specific research project teaching method.
2 3J racticumITechnical an . Furt e E ucation
Content: The content of the practicum is clearly defined in an individualized, formal learning agreement that is drafted, negotiated, and developed by a triad consisting of the student, the field supervisor/mentor, and the administering faculty. Each learning agreement includes competencies related to the functions of planning, implementing and evaluating teaching/learning experiences within the student's area of expertise. Content: The content of the practicum is clearly defined in an individualized, formal Learning Agreement, which is prepared, negotiated and developed by the triad consisting of the student, the field supervisor/mentor and the head of the Faculty of Education.
PROGRAM TWO (FULL-TIME, SECONDARY STUDENTS)
The mentor's assessment of the experienced level of expertise in the relationship with the candidate during the practical. The professional judgment of the Hawthorn Manager based on the mentor's report and the candidate's portfolio.
PROGRAM THREE (PART-TIME, SECONDARY STUDENTS)
It may also include other development activities identified as important elements of the teaching role, especially as these relate to the particular professional, institutional and systemic context. Each Learning Agreement includes competencies related to the functions of planning, implementing and evaluating teaching/learning experiences within the student's subject area.
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IBILEducation,ind,SocietylUi
The focus of the study is on the special teaching context. i) Various philosophical, historical and sociological aspects of education and society. It analyzes a number of related current issues in education and their impact on the role of the teacher in the particular context. ii) Investigation of negotiated areas of interest and visits to educational institutions at various levels.
The Graduate Diploma of Education and Training is a new professional development course for graduates who work or want to work in the vocational education and training (VET) field. To qualify for the Graduate Diploma in Education and Training, you must complete the four required courses, as outlined in the course outline below.
100.0 CONTACT HOURS
Professional practice subjects within the Graduate Diploma of Education and Training include a Workplace Learning Agreement. To enable the implementation of the agreement, applicants for this course must have available access to an approved role in education and training.
46840 Frofessionattracticéltall
As most of the coursework involves the use of computer technology, where possible, students will engage in the use of bulletin boards, information networks and multimedia applications. Therefore, the contact hours listed in the following subject descriptions are expressed in terms of total contact for that subject.
14688O4 ,ContextSofEducationiall
Assessment: An essay of 3750 words on a negotiated topic (50 per cent) and a project equivalent to 3750 words (50 per cent); each derived from the Workplace Learning Agreement. A understands important theoretical perspectives on learning and the implications they have for educational practice and the development of lifelong learners.
Prerequisite: Professional Practice 1
Contents: An investigation into: interpersonal and personal management skills; strategies for building learning group cultures; leadership styles and group processes; individual and cultural differences leading to particular learning difficulties; models for understanding resistance to learning; an analysis of selected learning models from different theoretical perspectives.
Graduate Certificate of Education and
Training Graduate
Information Certificate
Technology Education
Educat on
Train n ocational Educat on Graduate . Certificate
A person can be a candidate for one of the Graduate Certificate of Education and Training courses who: .. has obtained an approved teaching or training qualification or equivalent at degree or diploma level from an approved university or tertiary institution; or .. has qualified for a degree or diploma or equivalent at an approved university or tertiary institution and has obtained an approved teaching or training qualification from an approved university or tertiary institution or has equivalent prior training experience in approved industry from the Faculty; and. Is employed in an approved learning, educational or training setting or has appropriate access to a relevant educational or training facility; and.
CREDIT FOR PREVIOUS STUDY
The aim of the course is to develop creative and innovative educational practitioners who are able to link between education and industry/business in the development and management of quality programs delivered in various learning areas. A plans, develops and monitors workplace education programs that integrate learning in work and out-of-work learning areas; ..negotiate and communicate effectively with people of diverse backgrounds and interests; .. critically appreciate the political, social and economic factors that influence education and employment;.
PERIOD OF CANDIDATURE
An appreciation for issues involved in developing lifelong learning skills and career planning; and .. engage in proficient program management, including management of resources, personnel, evaluation and marketing.
UNSATISFACTORY PROGRESS
Please see the General Information section at the front of this Course and Subject Guide under Unsatisfactory Progress for an overview of the Faculty's process in dealing with students who fall into these categories. Students must attend lectures and classes and internships as prescribed by the Academic Committee on the recommendation of the faculty and published with details of subjects and complete the prescribed assessments to the satisfaction of the examiners.
68=80 ` o atión âining
The course offerings, presentation format and contact hours detailed in each course description were correct at the time of going to press. At the time of publication, the names of collaborators for the subjects that were implemented in 1996 had not yet been determined.
468 803 ► ppliëd,eçhnölóg
Details of such changes will be available in the faculty paper and will be posted on departmental bulletin boards.
1468 804; ,Developing echnology
Contents: A study of the historical and political context of technological change; access and equity; changes resulting from the current education and training debate; government policy; program development and evaluation; teaching and learning theory; and specific knowledge, skills and applications of technology.
1,468i808iyocationaarainingjall
Students who gain credit of less than one half of their total enrolment in that year
Students who fail a subject for the second time;
Students who do not complete their course within two years as a full—time student or within four years as a part—
PROGRAM FOR 1996 Code Subject
CROSS CREDITS
TEACHING METHODS
ENQUIRIES
- Three Weekends, TBA 9.00am - 5.00 pm
- One week, 23-27 September
- Three Weekends TBA 9.00am - 5.00pm
- 4.30pm, Sunday 9.00am - 2.30pm
- One week, Mon - Fri, 9.00am -5.00pm
- Three Weekends, TBA, Saturday 9.00 am - 4.30 pm,
- Three Weekends, TBA, Saturday 9.00am - 4.30pm,
- Thursday 5.00-8.00pm OR
- Various weekends &
Content: Students will examine and analyze the social, organizational and epistemological elements of curriculum design and implementation and how they relate to each other; different models of curriculum development will be explored; preparation of practical proposals that relate to the students' current work situation; how to deal with curriculum change is a key focus. Content: This subject will focus on the theory and practice of evaluation, its various methods and practical field strategies, and the political, organizational and epistemological aspects of evaluation.
Policy,an Goars
Reportung
Content: This course consists of a research project that integrates student experience and the theoretical frameworks studied in the course. Students will describe and critique a past or present initiative from their professional work or design a curriculum development that illustrates some of the theoretical frameworks of the course.
74=1 Ill Adranced'Teaching
Assessment: Students will submit a written project focusing on a particular curriculum initiative that is described and analyzed from a coherent theoretical perspective.
Peracbce
VP= MIlesearc :Mèthods
Educat oval
LOCATION OF CLASSES
COURSE CODE
Course Objectives
- Tuesday, 5.00 - 8.00pm OR Three Weekends: TBA
- 4.30pm & Sunday 9.00am - 2.30pm
- Wednesday, 5.15 - 7.30pm 482-856 Processes in Organisations
- Wednesday, 5.15 - 7.30pm
Apart from various in-class activities, the course requirement is two written assignments in each subject of the course. Explanations of the specific requirements for assignments for each subject are indicated in the detailed syllabuses.
OR Semester 2
- 2.30pm 482-872 Administration of Curriculum I
- Tuesday, 5.00 - 8.00pm 482-877 Reading and Project Elective I
- TBA OR
- TBA 482-881 Managing Diversity
- 4.30pm and Sunday 9.00am - 2.30pm
At the time of publication, the names of the staff members for the courses taught in 1996 had not yet been determined. Contact: Twelve 2 or 3 hour lecture/seminar sessions at the Parkville or Hawthorn Campus; or weekend mode only on the Hawthorn campus.
482=856 P otesse jn Organisations
Humand Resource
82' 859 Managementrof I umanitesource
482460 Education*and".th F1nancia Managemen 'rocess
482-86 Edücätion nnd th
Jnant a Management Pro ess
82.862 he Low
482363 1ndus4 nal, Rehtion
L 82=8657.Office, Administrationll
Use and become familiar with the concepts of four software programs as they are applied to educational administrative tasks;. Contents: Introduction to computers in particular, the IBM compatible PC; familiarity with 4 popular software programs - word processing, spreadsheet, database, graphics;.
L 4 82-868 hé`Cómmun~
Content: Understanding of self and relationships with others; communication skills; personality; values, their origins and manifestations; dealing with conflict.
Contents: Curriculum issues for the administrator; different models and philosophies of curriculum development and their implications in education management; curriculum management policy; management of curriculum implementation processes; goals and styles of curriculum assessment and their organizational implications. Understand the principles of managing curriculum development, implementation and evaluation and their practical implications; and.
K 82.1 mal 874 ;.Groups Ldéhi
A more fully understand their own personal characteristics and how they affect their ability to achieve the position of manager and their subsequent performance in the role; and. Contents: The history of women at work; how women manage; strategies for improving skills; understand yourself as a manager, the organization and women managers;.
82=876 rimmed " Change
082 : 81k1ReadinfailMi
An evaluation of a number of conceptual frameworks or models that attempt to explain or guide policy-making processes. Content: Characteristics of politics and an education policy; key stakeholders and their influence;.
1482-88 MinaginePiteesity1111111
Content: Human resource development in a changing world: theory and principles of learning; roles and competencies of the human resources developer. But understand the role of an organizational consultant; and A demonstrate counseling skills in themselves and in others.
482-88SOrganisationa
Content: Computerized information systems in the operation of school organizations; databases and their management; financial modeling; computer-generated reports and the use of graphical presentations.
482=888 Propérty Develo" mén _
Pif Mamtenanç
482484 Reséâ tl Methödanni
Mathematics
LOCATION OF CLASSES
COMPUTER LITERACY
For students first enrolled on the course in 1995 or earlier, the structure of the course involves three main areas of study;. Three specialist subjects designed to enable the participant to explore some of the specific central issues of mathematics education.
25.0 STUDIES IN MATHEMATICS
33.3 COUNSELLED OPTIONS
PROGRAM FOR 1996
- One Core Study Subject
- Two Level 2 Studies in Mathematics Subjects One Counselled Option
Content: Fundamental concepts and laws of algebra, complex numbers, matrices, vectors and their applications. Basic concepts and laws of probability, application of elementary combinatorics, discrete and continuous probability distributions and their applications.
85=842 athématics
A demonstrate knowledge and understanding of the theory of selected content of final mathematics; and A use the techniques of finite mathematics for wide. A demonstrate knowledge of the structure, content and objectives of the continuum of elementary and high school mathematics courses;.
485.843` Mathematics Education Years Ó 2
A demonstration of knowledge and understanding of the techniques of descriptive and inferential statistics; and A are able to perform hypotheses and related tests. Demonstrate an understanding of the content of school mathematics from the perspective of the subject's historical, cultural, social and scientific foundations and its place of importance in the field of human endeavour; And.
Content: Historical, cultural, social, and scientific perspectives of school mathematics with special emphasis on history to enhance the teaching, learning, and appreciation of mathematics. Assessment: Worksheets and exercises and small tasks (50 percent); and an essay and class report discussing how history can be used to enhance the teaching of a topic in mathematics (50 percent.).
485=852 Compensato
Plan and implement the use of calculators and computers as instruments of correction and motivation in mathematics. Assessment: A minor assignment reporting either a case study of underachievers in mathematics or a program currently being used to teach underachievers in mathematics (1,500 words) (30 percent) and a major assignment involving the implementation of a mini-teaching and class learning project or a group of low achievers in mathematics (3000 words) (; 0 percent).
485:856`M jci
Helping Interventions: Theory and Practice
Course descriptions for these electives are available in the relevant sections for Postgraduate Diploma in Curriculum or Postgraduate Diploma in Educational Administration. A explains the relevance of assertion theory to their role as effective resource people in the student welfare area;.
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Models of Student Welfare — guidance and needs; a critical analysis of welfare roles and structures in schools and colleges; the relationships between student welfare and organizational structure, curriculum and discipline. Teacher welfare — the link between teacher and student welfare; organizational stressors and provision for staff welfare; development of staff welfare policy;.
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Content: Perceptual and cognitive theories; creativity and graphic communication: brain functionality; problem solving and learning styles; fallibility of sensory processing systems; visual illusions; color theories; learning difficulties related to graphic communication; gestalt patterns and spatial development. A graphic depiction of one of the perceptual topics covered (comparable to a 1300-word essay) (33%) and a graphic depiction involving a creative problem-solving task related to a current social issue (comparable to a 1500-word essay ) (30 percent); a minor assignment (7 50 words) (15 per cent), a report linking the perceptual topic to the teaching and learning of graphic communication; a minor assignment, a report discussing creativity (750 words) (20 per cent).
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But understand the consequences of technological developments in the production and transfer of graphic images for teaching graphic communication; and. Assessment: A major assignment in three parts based on one of the main topics covered in the graphic communication teaching subjects, including a situational analysis of the chosen topic, a paper showing research evidence and readings that provide the framework and rationale for the strategic plan. and a paper demonstrating the use of the strategic plan in the curriculum or teaching of graphic communication (1,000 words each) (60 percent); a minor assignment based on an analytical review of a graphic communication curriculum developed by a group of students during the semester (comparable to 750 words) (30 percent) and a minor assignment based on testing and reporting on a specific teaching strategy. Comparable to 750 words) (10 percent) A report card is required in each section.
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A determine whether a computer system is suitable for processing and producing graphic communication, e.g. video paint box;. A produce hard copies of processed graphic communications using printers and scanners; and A evaluate the effectiveness of computer-printed images.
A critique of multimedia and discussing the application of multimedia to education and other aspects of society. Content: Practical experience in creating multimedia programs including recording, editing and production management.
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A to integrate the practice of multimedia design and development with information, communications, media and perception theory; and.
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Content: Information needs and methods of their description; analysis, design and implementation of information systems. Content: Construction and transmission of information; physical, economic, political, legal and social constraints that may change the nature of the transmitted message; characteristics of different media and their strengths and weaknesses; myths associated with different media; the construction of reality by any medium; implications of media convergence in new information technologies.
The course aims to develop a critical awareness of the relationship between social, cultural, economic and environmental factors and technological development. Students who re-enroll in the course before 1996 may complete the course according to the course rules that were in effect when they first enrolled in the course.
CREDIT
It seeks to improve understanding of technology integration, the dynamics of technological change and the nature of technology education. It will develop an awareness of gender equality and enhance professional development in the field of technology education.
QUALIFYING FOR THE AWARD The Graduate Diploma in Technology Education may be
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Competencies in Technology Education; the analysis of competences for youth education and vocational education; identification of the connection between general competences within vocational training and the needs of the industry. Assessment: A minor assignment equivalent to 1500 words, which includes a case study of a selected industry identifying skills required in technology areas (30 per cent).
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A critical analysis of the effects of technology on the individual's identity as worker, consumer and member of society. Perspectives on the role of technology in the formation of personal and professional identity and the symbolic purposes it serves.
A identifies and applies teaching and learning strategies and resources appropriate to the study of electronics. Investigate teaching and learning strategies suitable for the study of microelectronics; exploration of participant's preferred learning styles.
Microelectronic applications in industry, including flexible manufacturing systems, robots, programmable controllers and computers; analysis of typical system operators including microprocessor controlled robotic arm and other applications.
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Assessment: A minor assignment equivalent to 2000 words based on a range of practical work requirements (40 per cent). Assessment: A short assignment equal to 2000 words containing written evaluations of selected workshop practices and processes (40 per cent).
Postgraduate Diploma of Education Training (Curriculum)
Postgraduate Diploma of Education Training (Information Technology)
COURSE CODES
A person can be a candidate for one of the postgraduate Diploma of Education and Training courses which:. Each Postgraduate Diploma of Education and Training course is a one-year full-time or two-year part-time course.
COURSE ENQUIRIES
SUBJECT DESCRIPTIONS
Content: Critical study of recent research into thought and learning processes and the functioning of the human brain; implications for professional practice; different approaches to skills; predictive validity and concepts of vocational guidance and career planning. Assessment: A 2,000-word critical review of the literature on a topic related to the proposed dissertation (33 percent), a 2,000-word research proposal (33 percent), and a 2,000-word supplementary assignment (33 percent).
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Demonstrate an understanding of the political, economic and social factors that shape the development of technology education in national and international settings. An evaluation of current technology education and training practices in the context of policy trends and developments; And.
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Content: Developments and issues in technology and technology education and training research; factors shaping technology education at post-compulsory levels in Australia and elsewhere, strategies for technology education and teacher development; competency standards and international comparisons; and implications for research, policy and practice. Assessment: A 1500 word seminar paper (25 per cent) in which students analyze selected journal articles relating to policy issues in or around technology education and a 4500 word assignment or an equivalent individually negotiated project (75 per cent).
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A critically evaluates certain selected strategies for accommodating people under-represented in VET, for example those from a non-English speaking background, women. A critically evaluates current and alternative structures that accommodate people under-represented in VET, for example those from a non-English speaking background, women, Koori and unemployed people and those without adequate social, literacy and numeracy skills.
Master of Education
SPECIALISATION IN VOCATIONAL EDUCATION AND TRAINING
SPECIALISATIONS IN AREAS OTHER THAN VOCATIONAL EDUCATION
A person can be admitted to the Masters in Education course who:. a) completed, to a standard satisfactory to the University of Melbourne Faculty of Education, a course for the postgraduate degree of Bachelor of Educational Studies, or its predecessor, or the postgraduate degree of Bachelor of Education, in this or another university or tertiary education institution: or. b) to a standard satisfactory to the Faculty, have completed a course for the undergraduate degree of Bachelor of Education at this or another university or tertiary educational institution; or. c) has qualified in another faculty for the degree of Bachelor with First Class Honors or Second Class Honors (Higher Division) or for the degree of Master of any other higher degree and shows evidence of capacity for advanced studies in Education; or. d) submitted evidence of achievements which in the opinion of the Faculty are equivalent to the standard represented by paragraph (b); such as Bachelor of Education and Training, or a degree and the Postgraduate Diploma in Education, or a degree and the Postgraduate Diploma of Education and Training; or. e) completed a course of preliminary study (such as the Postgraduate Diploma in Educational Studies) as prescribed by the Academic Council on the recommendation of the Faculty to a standard satisfactory to the Faculty; and (f) have obtained the consent of the Faculty to the candidature. If you are selected for admission to the MEd course and have previously successfully completed equivalent studies in a course from another tertiary institution, you can apply to the Faculty for credit for previous study in the course.
ENROLMENT IN SUBJECTS OF OTHER COURSES AND
Such studies must be in similar or related areas to those offered in the MEd course and of comparable level and workload. Applications must be submitted via the appropriate application form, available from the Faculty Office.
INSTITUTIONS
No credit will be given for comparable studies in a course for which the candidate has already obtained an award, or.
ORGANISATION OF WORKLOAD
Students who do not complete their studies within four years as a full-time student or within six years as a part-time student; OR. The Faculty of Computer Science offers a number of training courses specifically tailored to these and other needs.
LENGTH OF TIME ACCEPTABLE SINCE COMPLETION OF PREVIOUS
Students who do not complete their studies within four years as a full-time student or within five years as a part-time student; OR Students who do not complete their studies within two years as a full-time student or within four years as a part-time student.
PREREQUISITES
L students earning less than half of their total enrollment in that year's credit;.
ENGLISH LANGUAGE REQUIREMENT
REQUIREMENTS FOR THE AWARD
COURSE ADVICE
A candidate may apply for admission to the Ph.D. or Doctor of Education upon completion of the Master of Education program., 013TH. A candidate may apply for admission to the Ph.D. or Doctor of Education upon completion of the Master of Education program., 013MT.
Matte ò Wours
Note: Candidates who do not obtain H2A or higher for 482-802 Contemporary Research Methods in Education A or 476-838 B, or 485-870 Mathematical Statistics for Teachers, or an approved equivalent, do not qualify for admission to the Major Thesis Programme. (013AR). Applicants who have successfully completed an approved alternative to the Postgraduate Diploma in Educational Studies course at the specified level without undertaking a research methodology subject must undertake a research methods component in their previous qualifications (eg in their honors year) have or have undertaken relevant research as part of their work.
QUALIFYING FOR THE AWARD
THESIS PROVISIONS
GENERAL REQUIREMENTS
SUBMISSION OF AN INTEGRATED STUDY OR A MAJOR OR MINOR
NOTE
MAJOR/SUBSTANTIAL REVISION The examiner/s may recommend that substantial revision of
MINOR CORRECTIONS
BOUND COPIES OF THESIS
GRADING OF THESIS
MAJOR THESIS
PROJECT_
31 MARCH 1996
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- am-5.00 pm Monday to Friday 476-615 Educational Audiology and
- am - 5.00pm everyday Educational Psychology
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Details of any such amendment will be available at the Faculty Office and will be announced on departmental notice boards.
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These concepts will be used to critically evaluate current approaches to management in early childhood organizations. Consideration will be given to the ways in which these approaches to organizational analysis can improve work as early childhood professionals.
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A demonstrate an understanding of the concept of adult learning and the particular characteristics and aptitudes of managers and administrators that have an impact on the outcomes of education and training;. Demonstrate an understanding of the significance of the social, psychological, physical and cultural contexts for Learning.
A demonstrate an understanding of selected research methods such as quasi-experimental designs and statistical research. A demonstrate the ability to carry out a range of research methods, such as surveys, interviews, participant observation and document analysis, and demonstrate an understanding of the analytical and statistical processes involved in making sense of the data collected.
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Each student will be expected to study a particular methodology and the associated methods in depth in order to generate a research proposal on a selected research topic.
Content: A critical survey of various methodological approaches, associated research methods, and selected qualitative and quantitative analytical techniques. Contents: A critical study of the assumptions and origins of orientations to education and training variously described as, for example, technical, academic rationalist, cognitive, liberal, progressive, humanist, vocational and social critical; the influences of philosophy, psychology, sociology, politics and economics evident within these orientations; and historical and emergent trends in the assumptions underpinning the VET curriculum.
Content: The influence of education and training on individual, group and organizational change; leadership theories, roles, styles and effectiveness; organizational development and other theories of change; issues of labor relations in organizational change; consultancy roles and processes in the context of change; and barriers to change. Assessment: A 3,000-word plan to address an organizational change problem (50 percent) and a 3,000-word assignment or equivalent, individually negotiated project (50 percent).
Content: The political, economic and social context of vocational education and training in Australia; current forces for and against change in organizations; formal and informal processes and practices that influence organizations; the assumptions and principles of technological, political and normative research.
