Studying online

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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.

EDUC2205 Learning in the Professions

Credit
6 points
Offering
AvailabilityLocationModeFirst year of offer
Not available in 2021UWA (Perth)Multi-mode
Content
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.
Outcomes
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.
Assessment
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
Prerequisites:
EDUC1102 Learning Effectively: Improving Your Learning and Teaching; and EDUC1104 A World of Mobile Learning
Co-requisites:
nil
Incompatibility:
nil
Contact hours
3 hours per week for 12 weeks
Texts

Recommended reading:

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

Useful resources:

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 & Education129, 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

https://markpegrum.com/keeping-up-with-digital-learning/publications-on-digital-learning/#ples

 

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