Topic outline

• Course Structure

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  • This tab contains guidelines that relate to the overall structure of a course.

    There are three parts to this tab,

    • The first outlines the required Course Format and block position to be used in all School of Education course sites. 

    • The second outlines and demonstrates effective practices relating to the Welcome section of a course site. 

    • The third outlines and demonstrates effective practices relating to Summarising and Wrapping-up a course.  
  • Course Structure

    Focus: To achieve a consistent approach across the School all courses are to use the same overall course structure and layout of blocks. 

    Below are the guidelines that relate to the course structure. 

    Overall course structure and block location

    To achieve a consistent approach across the School each course needs to use the Tab Topics course format. 

    Blocks are to be aligned to the left hand side of the course site using the following order: 

    • Course essentials block top “1^st” left
    • Navigation block “2^nd” down, left
    • Course Calendar “3^rd” down, left
    • Administration “4^th” down, left
      
      

    The following image illustrates the correct order the blocks.  
  • Moving a block on a course page

    You will need to move the blocks on your course page to match the required order.  
  • Welcome Section Including Course Information and Introduction

    Focus: Introduce what the course is about, what is expected, how it relates to career/industry. Course learning outcomes are clearly defined, measurable and aligned to assessments.

    Below are the guidelines that relate to the "Welcome" section of a course. 

    There are 5 guidelines that relate to the course welcome section: 

    •       Welcome text / video 
    •       Staff introductions
    •       Course learning objectives
    •       Course outline
    •       Participation
  • Welcome text / video

    Criteria

    Welcome text and video/audio introduces the course, giving it context to career/industry and the rest of the Program.

    Standard 

    • you know what the course is about
    • how it “fits” into the Program
    • why the course is relevant
    • study notes
    • how it links to career/industry
      
      
  • Example from EDUC 4206
  • Welcome 

    Welcome to Professional Experience 4, Teacher as Inquirer. This course is the final of the practicum experiences you have undertaken within your undergraduate MBET program. We would like to congratulate you on your achievements so far, and we look forward to working with you during your final practicum experience!

    This course aims to consolidate your professional knowledge and give you the skills necessary to succeed as an emerging teacher. On completion of this final professional experience course pre-service teachers will meet the Australian Professional Standards for Teachers.

    As the course title suggests, the focus is upon you, as an inquirer, and as a researcher. It has been designed to give you: increased autonomy; increased ownership of your learning; and increased responsibility. This course continues to consider the connections between theory and practice and how evidence based research impacts on the profession of teaching.

    You will be asked to reflect on your developing philosophy of teaching. You will asked throughout the course work and practicum to record your changing thoughts and beliefs. Your philosophy of teaching will be influenced by your experiences at university, your values and your exposure to different pedagogies whilst on placement. Your teaching philosophy will continue to grow as the application of your professional knowledge as an educator develops and you immerse yourself in your chosen career of teaching. It is when this happens and you reflect on your teaching that you will appreciate that teaching is a profession of life-long learning.

    Your professional experience enables you to establish effective professional relationships with members of the sites community, mentors and students. The time and commitment you invest into your early contact with your allocated site (lead-in days) will help ensure a successful outcome for your professional experience placement. Planning needs to be relevant to the learners' needs and this time in your site will enable you to observe and ensure that your learning experiences will be well received by the students/children. 

    We hope that you find it professionally stimulating, challenging and ultimately rewarding. We look forward to working with you as you move into the final phase of the professional experience sequence and entry into the profession.
  • Example from ...........
  • Staff introductions

    Criteria

    Teaching staff are introduced in the context of their "credibility". 

    Standard 

    • instils confidence that their experience and enthusiasm for the subject will keep students engaged and enhance their learning
    • establishes an intrinsic contract with students based on their passion for the course and desire for students to succeed
    • sets the “tone” of the course
      
      
  • Example from EDUC 5142
  • 

    Introduction to your teaching team Page
  • Example from ...........
  • Course learning objectives

    Criteria

    Course learning objectives. 

    Standard 

    • are in clear language, relevant, achievable, and measurable
    • articulate knowledge and/or skills
    • uses active verbs  
    • are linked to program outcomes and the professional standards
      
      
  • Example from ......
  • Course outline

    Criteria

    Course outline. 

    Standard 

    • students are directed to the course outline
    • the importance of this document is emphasised 
      
      
  • Example from ......
  • Participation

    Criteria

    Participation. 

    Standard 

    • weekly engagement in topics and modules
    • include graded component for participation
      
      
  • Example from ..........
  • Course Summary and Wrap-up

    Focus : Addresses the opportunities students are given to summarize the course, establish the connection between this course and other courses, and prepare to start the next course. 

    The following guidelines relate to summarizing and wrapping up a course. 

    There are 3 guidelines in this section: 

    •      Evaluation questions 
    •      Summary resource
    •      Advice
  • Evaluative questions

    Criteria

    There is a forum to ask evaluative questions. 

    Standard 

    • The "summary" forum invites students to: 
      • ask any final questions
      • to reflect on their learning progress
        
        
  • Example from ......
  • Summary resource

    Criteria

    There is a summary resource (section/paragraph, news item) which provides an overview of the course from start to end (can be web page, video etc). 

    Standard 

    • recaps the learning objectives 
    • how resources provided the learning
    • where activities enabled students to demonstrate their learning
    • recaps on "muddiest" points/areas where students had greatest difficulty
  • Example from ......
  • Advice

    Criteria

    There is an activity which encourages students to add their tips, advice to new students. 

    Standard 

    • This is not a formal course/teaching survey but an invitation to provide feedback to incoming students. 
      
      
  • Example from ......

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