Understanding Educational Practice: Concepts, Theories and Changing Contexts

EDU 8831EEF

Course Guide

EDU 8831EEF

Course Guide

Understanding Educational Practice: Concepts, Theories and Changing Contexts

Course Start Date

N/A

Course Level

N/A

Length in Terms

N/A

Credits

N/A

Language

N/A

Fees ($) (including lab fees)

N/A

Future Terms

Quota and Schedule

Course Start Date	Course Level	Length in Terms	Credits	Language	Fees ($) (including lab fees)	Future Terms
N/A	N/A	N/A	N/A	N/A	N/A

Quota and Schedule

Please complete the following table for a new course:

Course Code	EDU 8831EEF
Course Title (English)	Understanding Educational Practice: Concepts, Theories and Changing Contexts
Course Title (Chinese)	教育實踐探究：概念、理論與環境演變
CEF	No
Medium of Instruction	English
Credit-units	3
Length in Terms	1 terms
Course Coordinator and her qualifications
Dr Diane Hui BEd (University of Stirling), MSc (University of Edinburgh), PhD (Washington University in St Louis)
Course Developer	The Open University (EE831 Learning and teaching: Understanding your educational practice)
Advisory Prerequisite(s) (not necessary if not applicable)
N/A
Compulsory Prerequisite(s) (not necessary if not applicable)
N/A
Excluded Combinations and Courses Not Allowed to be Taken Again
N/A

Aims
The course aims to: develop students' knowledge and understanding of concepts and current debates about learning, pedagogy, curriculum, assessment and contexts for education; enhance students' ability to apply theoretical knowledge to their pedagogical practice; equip students with a high-quality, distinctive range of knowledge, skills and attributes needed for an increasingly competitive and international workplace; provide students with opportunities to engage in, and contribute to, a community of practice in addition to networks that are relevant to their academic or professional interests; and support students' personal and professional development.
Contents: (Please provide the topics (which may be the unit titles, without unit numbers in bullet points. You may provide additional information if you think the titles are too brief.)
Section 1: How are learning and teaching experienced? In this section, students consider learners' perspectives on learning, curriculum, pedagogy, and assessment. This includes the issue of pupil voice and how it is accessed and used in educational settings. It also includes consideration of the concepts of learner identity and learner agencies.
Section 2: How are learning and teaching enacted? In this section, students focus on educators' perspectives on learning, curriculum, pedagogy, and assessment. This includes the consideration of the concepts of teacher agency and teacher identity, alongside teacher leadership, and some specific pedagogies such as dialogic teaching and the opportunities afforded by technology.
Section 3: How are learning and teaching organised? In this section, students focus on educational settings, including culture and organisation. The section considers the concepts of a learning organisation and a self-improving school (an intelligent school), alongside debates about what makes an effective learning organisation in the context of a changing world.
Learning Support: (This will cover aspects as tutorials, day schools, lab classes, field trips, etc.)
EDU8823EEF is a face-to-face course. Students will learn through 13 three-hour lectures, each allowing them to achieve the intended learning outcomes of the course by providing them with quality input and the opportunity to engage in interactive class activities that facilitate their learning.
Assessment (assignments, examination, compulsory day school attendance):
Students' performance will be evaluated based on three assignments for continuous assessment purposes. All the assignments will be counted, and they contribute 100% to the final course result. Assignment 1 (40%) is a reflective and analytical essay of about 1,500 words. It should be written based on (1) a learner interview and (2) observation of learning and teaching in a local educational setting. Students should also work on a group project that focuses on the role of culture and organisation in educational settings. The project includes an oral presentation (Assignment 2, 20%) and a group writing of about 2,000 words (Assignment 3, 40%).
Online Requirement (if any):
N/A
Equipment and Software (if any):
N/A
Set Book(s): (This should only include set books that are not included in the course materials.)
None
Students with Disabilities or Special Educational Needs (not necessary if no specific advice and if the general advice is applicable):
N/A

Remarks:

Please cross out the inappropriate options.

Excluded Combinations and Courses Not Allowed to be Taken Again:
When two courses form an excluded combination, students are allowed to take both of them; but only one can count towards any single award. When two courses belong to the 'courses not allowed to be taken again' category, students having taken the previous course will not be allowed to take the counterpart course. Schools should be cautious in setting the course under the appropriate category at the very start since this will have implications on whether the course taken can count towards graduation.

Online Requirement:
The Senate at its 125^th meeting held on 27 April 2018 has approved the policy on electronic submission of assignments with full implementation no later than 2019 Autumn term. Schools are required to include this new policy in the course description.

Students with Disabilities or Special Educational Needs:
The MB and Senate have approved the measures to fulfill the requirements of the Disability Discrimination Ordinance and the related Code of Practice. It is assumed that each programme has been designed to allow sufficient course for selection to enable students with disabilities or special educational needs to obtain their planned awards. Details of course requirements, including assignment and examination, and their possible implications to students with disabilities or special educational needs, should be clearly conveyed in this section, and in Assessment.

Examples:
PTH E150C: 本科以沒有聽說障礙的學員為對象。學員若因殘疾問題或有特別學習需要而對修讀本科有任何疑問，應在報讀本科前向學科主任查詢。
ENGL E205: The audio components of the materials and assessment for this course may cause difficulties for students with impaired hearing or speech. You should seek advice from the Course Coordinator before enrolling on the course.

This part would only be written if there is specific advice. For courses that use the general statement “Students should seek advice from Course Coordinator before enrolling on the course. 學員應在修讀學科前，徵求學科主任的意見。” we would not include this section under specific courses, but have a short paragraph in the general part to alert students with disabilities or special educational needs to seek the advice of the Course Coordinator.

Course Coordinator:

Dr Diane Hui, BEd (University of Stirling), MSc (University of Edinburgh), PhD (Washington University in St Louis)

Course Developer:

The Open University
(EE831 Learning and teaching: Understanding your educational practice)

Aims

The course aims to:

develop students' knowledge and understanding of concepts and current debates about learning, pedagogy, curriculum, assessment and contexts for education;
enhance students' ability to apply theoretical knowledge to their pedagogical practice;
equip students with a high-quality, distinctive range of knowledge, skills and attributes needed for an increasingly competitive and international workplace;
provide students with opportunities to engage in, and contribute to, a community of practice in addition to networks that are relevant to their academic or professional interests; and
support students' personal and professional development.

Contents

Section 1: How are learning and teaching experienced?

In this section, students consider learners’ perspectives on learning, curriculum, pedagogy and assessment. This includes the issue of pupil voice and how it is accessed and used in educational settings. It also includes consideration of the concepts of learner identity and learner agencies.

Section 2: How are learning and teaching enacted?

In this section, students focus on educators' perspectives on learning, curriculum, pedagogy, and assessment. This includes the consideration of the concepts of teacher agency and teacher identity, alongside teacher leadership, and some specific pedagogies such as dialogic teaching and the opportunities afforded by technology.

Section 3: How are learning and teaching organised?

In this section, students focus on educational settings, including culture and organisation. The section considers the concepts of a learning organisation and a self-improving school (an intelligent school), alongside debates about what makes an effective learning organisation in the context of a changing world.

Learning support

EDU 8831EEF is a face-to-face course. Students will learn through 13 three-hour lectures, each allowing them to achieve the intended learning outcomes of the course by providing them with quality input and the opportunity to engage in interactive class activities that facilitate their learning.

Assessment

Students' performance will be evaluated based on three assignments for continuous assessment purposes. All the assignments will be counted, and they contribute 100% to the final course result. Assignment 1 (40%) is a reflective and analytical essay of about 1,500 words. It should be written based on (1) a learner interview and (2) observation of learning and teaching in a local educational setting. Students should also work on a group project that focuses on the role of culture and organisation in educational settings. The project includes an oral presentation (Assignment 2, 20%) and a group writing of about 2,000 words (Assignment 3, 40%).

Set book(s)

None