There are now 3 possible online modes for units:
Units with modes Online timetabled and Online flexible are available for any student to self-enrol and study online.
Units available in Online Restricted mode have been adapted for online study only for those students who require the unit to complete their studies and who are unable to attend campus due to COVID border closures. To be enrolled in a unit in Online Restricted mode, students should contact their Student Advising Office through askUWA and include which of the below criteria applies:
- You are a student who is currently offshore and unable to enter Australia.
- You are a student in Australia who is impacted by state or regional border closures.
Click on an offering mode for more details.
Face to face
Predominantly face-to-face. On campus attendance required to complete this unit. May have accompanying resources online.
100% Online Unit. NO campus face-to-face attendance is required to complete this unit. All study requirements are online only. Unit is asynchronous delivery, with NO requirement for students to participate online at specific times.
100% Online Unit. NO campus face-to-face attendance is required to complete this unit. All study requirements are online only. Unit includes some synchronous components, with a requirement for students to participate online at specific times.
Not available for self-enrolment. Restricted to enrolment by students unable to attend campus due to COVID border closures. Students access this mode by contacting their student office through AskUWA. 100% Online Unit.
NO campus face-to-face attendance. All study and assessment requirements are online only. Unit includes some timetabled activities, with a requirement for students to participate online at specific times. In exceptional cases (noted in the Handbook) students may be required to participate in face-to-face laboratory classes when a return to UWA’s Crawley campus becomes possible in order to be awarded a final grade.
No attendance or regular contact is required, and all study requirements are completed either via correspondence and/or online submission.
Regular attendance is not required, but student attends the institution face to face on an agreed schedule for purposes of supervision and/or instruction.
Multiple modes of delivery. Unit includes a mix of online and on-campus study requirements. On campus attendance for some activities is required to complete this unit.
EDUC2205 Learning in the Professions
- 6 points
Availability Location Mode First year of offer Not available in 2021 UWA (Perth) Multi-mode
- In constantly changing workplace and professional contexts, there is a need for people to engage in continuous professional learning in order to maintain and expand their professional knowledge, practice and values. This unit aims to provide students from a range of disciplines with the basic knowledge and skills to engage in and plan professional learning activities within their future professional area/s. Students will investigate and evaluate approaches to professional learning within a range of professional contexts, such as traditional face-to-face workshops and presentations, online and blended professional learning, collaborative learning, professional learning networks, communities of practice, reflective practice and coaching and mentoring.
- Students are able to (1) demonstrate an understanding of how adults learn in professional contexts; (2) reflect on different approaches to professional learning and their relevance in particular professional contexts; (3) assess the role of technology and social media in professional learning; and (4) design a professional learning session for a specified professional context.
- Indicative assessments in this unit are as follows: (1) case study and (2) professional learning and rationale. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit rules
- Contact hours
- 3 hours per week for 12 weeks
Friedman, A. L. (2011). Continuing Professional Development: Lifelong learning of millions. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
Kennedy, A. (2005). Models of continuing professional Development: a framework for analysis. Journal of In-Service Education, 31(2), 235-250. doi:10.1080/13674580500200277
Cornelius, S., Gordon, C. & Ackland, A. (2011) Towards flexible learning for adult learners in professional contexts: an activity-focused course design, Interactive Learning Environments. (19) 4, 381-393, DOI: 10.1080/10494820903298258
Derrick, J. (2013) ‘Practitioner learning’ not ‘professional learning’: towards a non-technocratic model of autonomous development for post-compulsory sector teachers. Research in Post-Compulsory Education, 18(3), 269-279, DOI: 10.1080/13596748.2013.819266
*Although this article focuses on teachers and teacher development the literature review might be beneficial, especially the distinction between practitioner learning and professional learning.
Dochy, F., Gijbels, D., Segers, M., & Van, D. B. P. (2011). Theories of learning for the workplace: Building blocks for training and professional development programs. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
Ellingson, J. E., & Noe, R. A. (Eds.). (2017). Autonomous learning in the workplace. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
Kennedy, A. (2014). Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688-697. doi:10.1080/19415257.2014.955122
Krutka, D. G., Carpenter, J. P., & Trust, T. (2017). Enriching Professional Learning Networks: A framework for identification, reflection, and intention. TechTrends, 61(3), 246-252. doi:10.1007/s11528-016-0141-5
Lancer, N., Clutterbuck, D., & Megginson, D. (2005). Techniques for coaching and mentoring. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
Littlejohn, A., & Margaryan, A. (Eds.). (2013). Technology-enhanced professional learning: Processes, practices, and tools. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
Messmann, G., Segers, M., & Dochy, F. (Eds.). (2018). Informal learning at work: Triggers, antecedents, and consequences. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through Personal Learning Networks. International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i4.4082
Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. https://doi.org/10.1016/j.compedu.2018.11.003
Ramani, S., McMahon, G. T., & Armstrong, E. G. (2019). Continuing professional development to foster behaviour change: From principles to practice in health professions education. Medical Teacher, 41(9), 1045-1052. doi:10.1080/0142159X.2019.1615608
Wenger-Trayner, E., Hutchinson, S., Kubiak, C., Wenger-Trayner, B., & Fenton-O'Creevy, M. (Eds.). (2014). Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning. Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uwa.edu.au
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Unit readings, including any essential textbooks, are listed in the unit outline for each unit, one week prior the commencement of study. The unit outline will be available via the LMS and the UWA Handbook one week prior the commencement of study. Reading lists and essential textbooks are subject to change each semester. Information on essential textbooks will also be made available on the Essential Textbooks. This website is updated regularly in the lead up to semester so content may change. It is recommended that students purchase essential textbooks for convenience due to the frequency with which they will be required during the unit. A limited number of textbooks will be made available from the Library in print and will also be made available online wherever possible. Essential textbooks can be purchased from the commercial vendors to secure the best deal. The Student Guild can provide assistance on where to purchase books if required. Books can be purchased second hand at the Guild Secondhand bookshop (second floor, Guild Village), which is located on campus.