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HANDBOOK

Contents Page

Message from the Director 1

The Institute -

Organisation Structure 2

Membership of the

Board of Directors 2

Senior Management 3

Mission Statement 4

Principal Dates 1994 4

Where to go for initial advice 6

Student Information 12

School of Technology,

Education and Development 15

The Commercial Unit 22

Course Listing 29

Undergraduate

Associate Diploma in Training

and Development 30

Diploma of Teaching

(Technical and Further Education) 34

Diploma of Teaching

(Technology) 39

Bachelor of Adult and

Vocational Teaching (Proposed) 45

Bachelor of Education 55

Bachelor of Training and Development 62 Graduate

Graduate Certificate in

Clinical Instruction 71

Graduate Certificate in

Educational Studies (TESOL) 75 Graduate Diploma in Curriculum 77

Graduate Diploma of Education 80

Graduate Diploma in Educational

Administration 91

Graduate Diploma in Graphic

Communication Education 101

Graduate Diploma in Information &

Communications Technology

Education 105

Graduate Diploma in

Mathematics Education 109

Graduate Diploma in Student Welfare 114

Graduate Diploma in

Technology Education 117

Master of Education Subjects 122

Staff

Staff of Hawthorn Institute

of Education 125

Senior Management of the University's

Institute of Education 128

1

Message from the Director

Hawthorn Institute of Education is affiliated with

The University of Melbourne offering university

award courses through the School of Technology

Education and Development within the Melbourne

Institute of Education as well as a variety of non-

award courses for Australian and overseas

students.

Hawthorn began as a Technical Teachers' College

and over the years has grown in stature and

diversity but still retains its distinctive

technology/vocational character. At a time when

most Australians recognise the need for skills-

based learning, technology transfer, training and

retraining programs and applied studies generally, Hawthorn continues to lead the way. The

Institute has always had strong links with industry and has pioneered trainer training courses

combining on-the-job experience with innovative 'classroom' instruction. The training

programs have been particularly attractive to the developing nations in the Asian and Pacific

region. hence the interesting mix of students at Hawthorn.

As well as the industry-oriented programs, Hawthorn has participated in the promotion and

formulation of courses in response to the changing educational patterns and structures

within schools and the TAFE system. Vocational training at Hawthorn is at the cutting edge of

new directions related to areas such as broadly-based technology instruction and advanced

courses in administration. Graduates are equipped with the knowledge, skills and confidence

to undertake a variety of professional pursuits. The qualifications and experience gained

through the completion of Hawthorn's accredited courses are usually applied in the education

field but they are also applicable to other areas, especially those sectors of industry which

focus on practical problem-solving, technology awareness, communications skills and

ongoing training/retraining programs.

Hawthorn encourages in practice the articulation of course offerings and developments

across the various sectors of the education industry through voluntary co-operative

arrangements. Affiliation with The University of Melbourne enhances opportunities for

students to pursue a variety of studies, especially at the post-graduate, higher degree level.

Traditionally, Hawthorn has attracted large numbers of mature-aged, part-time students

whose needs require considerable institutional flexibility and close personal attention.

Hawthorn takes great pride in its reputation as a 'caring' institute where both academic and

non-academic staff make the interests of students their number one priority.

Hawthorn is an ideal institution in which to pursue formal qualifications and to enjoy the

broad benefits of a higher educational experience.

332-cuu--

Prof June M Hearn

Director and Chief Executive Officer

Leslie G Cupper (President)

2

Hawthorn - Organisational Structure

The Director is the Chief Executive Officer of Hawthorn, responsible for the overall management of

Hawthorn on behalf of the Board.

Hawthorn comprises three functional areas, each of which is under the control of an Associate Director

(see Organisation Chart).

The School of Technology Education and Development has responsibility for accredited (award) courses,

through the Melbourne Institute of Education of The University of Melbourne, and consists of three

Centres - the Centre for Studies in Adult and Vocational Development, the Centre for Technology

Education and the Centre for Human Resources Development.

The Commercial Unit provides educational services on a full fee recovery basis both locally and

internationally, in the areas of training, project management, consultancy, and English language

(ELICOS) courses.

Corporate Services has responsibility for the general administration of the Institute and the provision of

financial and human resource management, registrarial and administrative support, buildings

maintenance, and educational resources and library services.

Policy on Environmental Responsibility

Hawthorn acknowledges that organisations and people must show respect for the environment by

adopting environmentally responsible practices wherever possible.

An Environmental Strategy Committee has been established to monitor practices and assist with the

implementation of initiatives that make Hawthorn a more environmentally friendly place and to help

educate staff and students to become more environmentally conscious.

Students and staff are expected to actively participate in the paper recycling scheme in operation and

to comply with other requests to use recycled materials and re-useable products wherever possible. All

members of the Hawthorn community are expected to assist in the conservation of energy.

Membership of the Board of Directors

Appointed by The University of Melbourne

Prof K C Lee Dow AM BSc, BEd, ARACI, FACE

Prof B A Sheehan MA, PhD, BCom, BEd

Mr J B Potter AM RFD ED, BSc, MAppSc, FRMTC,

FIREEAust, MIEAust

Elected by the Academic Staff

Mr J J O'Sullivan TPTC, BA, BEd, MA, MBPsS

Elected by the General Staff

Mr R B Hornett BA, GradDipLib, GradDipEdAdmin

Elected by the Enrolled Students

Ms K P Vandersluys TPTC, GradDipCurrStud, GradDipStudWe)

Secretary

Mr A Grant BBus, FCPA, FMB

Appointed by the Governor-in-Council

Mr L G Cupper (President) MEc, DipEd

Mr B J Ridgway ED, MSAEA, AAIM, AITD

Appointed by the Minister for Tertiary Education and Training

Ms Margaret McLeish MBA

Ex Officio (Institute Director)

Prof J M Hearn MA, PhD

Appointed by the Board

Ms E M McCrae BCom, LLB

Mr B J Fuller BE

Associate Director Associate Director School of Technology

Education & Development Kevin R Blachford

Commercial Unit Donald K Mitchell

Heads of Centres Managers Centre for Studies in Adult and Marketing & Development

Vocational Development Operations Centre for Technology Education Projects

Centre for Human Resources

Development

Co-ordinators Centre for International Teaching, Training

and Development

Centre for Continuing Education and Training

Course Co-ordinators Hawthorn English Language Centre

Associate Diploma in Training and Development Support and Welfare Services

Diploma of Teaching (T&FE) Diploma of Teaching (Technology)

Bachelor of Adult and Vocational Teaching

Bachelor of Education

Bachelor of Training and Development Graduate Certificate Educational Studies (TESOL)

Graduate Certificate in Clinical Instruction

Graduate Diploma of Education Graduate Diploma in Graphic Communication Education

Graduate Diploma in Information & Communications Technology Education

Graduate Diploma in Mathematics Education

Graduate Diploma in Student Welfare

Graduate Diploma in Technology Education Graduate Diploma in Curriculum

Graduate Diploma in Educational Administration

Associate Director

Bran S A Iliamson

Corporate Services Co-ordinators

Co-ordinator Property & Facilities

Manager Computer Resources Unit

institute Accountant iCamnany Secretary

Senior Management

3

Brian G Williamson Kevin R Blachford

II

_taw,

June M Hearn Donald K Mitchell

Organisation Chart

Hawthorn Institute of Education

Board of Directors

Director June M Heam

Business Analyst

4

Mission Statement

Hawthorn is committed to maintaining and extending its national and international reputation for

excellence in the areas of technology and vocational teacher education and development, industry

training, and administration and management education.

Specifically, Hawthorn prepares and develops teachers, instructors, administrators and industry

trainers, offers ongoing professional and skills upgrading programs and promotes applied research and

consultancy activities. The overwhelming majority of students at Hawthorn are adult, many from non-

traditional educational backgrounds, and Hawthorn's long and successful record in adult and continuing

education is founded on a strong commitment to articulation between courses and to appropriate

recognition of work experience.

As part of the Affiliation Agreement with The University of Melbourne, Hawthorn conducts undergraduate

and graduate courses for University awards through the School of Technology Education and

Development. Hawthorn's Commercial Unit designs and conducts programs for industry, overseas

education/training systems and international agencies.

The interdependence of the activities of the School of Technology Education and Development and the

Commercial Unit is vital to ensure that educational opportunities and resources are enhanced for the

benefit of the Institute as a whole.

Undergraduate Courses

Associate Diploma of Training and Development

Diploma of Teaching (Technical and Further

Education)

Diploma of Teaching (Technology)

Bachelor of Adult and Vocational Teaching

Bachelor of Education

Bachelor of Training and Development

Principal Dates

First Semester

Week beginning Monday 28 February 1994

to week beginning Monday 30 May 1994.

Vacation

Week beginning Monday 6 June 1994

to week beginning Monday 11 July 1994.

Second Semester

Week beginning Monday 18 July 1994

to week beginning Monday 17 October 1994.

Graduate Courses

Graduate Certificate in Clinical Instruction

Graduate Certificate in Educational Studies

(Teaching English to Speakers of Other

Languages)

Graduate Diploma in Curriculum

Graduate Diploma of Education

Graduate Diploma in Educational Administration

Graduate Diploma in Graphic Communication

Education

Graduate Diploma in Information and

Communications Technology Education

Graduate Diploma in Mathematics Education

Graduate Diploma in Student Welfare

Graduate Diploma in Technology Education

Open Weekends Saturday 5 March 1994 and Sunday 6 March 1994

Saturday 19 March 1994 and Sunday 20 March 1994

Saturday 30 April 1994 and Sunday 1 May 1994

Saturday 7 May 1994 and Sunday 8 May 1994

Saturday 28 May 1994 and Sunday 29 May 1994

Saturday 4 June 1994 and Sunday 5 June 1994

Saturday 18 June 1994

Saturday 23 July and Sunday 24 July 1994

Saturday 30 July 1994 and Sunday 31 July 1994

Saturday 27 August 1994 and Sunday 28 August 1994

Saturday 3 September and Sunday 4 September 1994

Saturday 10 September 1994

Saturday 15 October 1994 and Sunday 16 October 1994

Saturday 22 October 1994 and Sunday 23 October 1994

Public Holidays

Australia Day

Labour Day

Good Friday

ANZAC Day

Queens Birthday

Melbourne Show Day

Melbourne Cup Day

Wednesday 26 January 1994

Monday 14 March 1994

Friday 1 April 1994

Monday 25 April 1994

Monday 13 June 1994

Thursday 22 September 1994

Tuesday 1 November 1994

Articulation paths are

available to TAFE teachers

through the combined

efforts of the School and

the Centre for Continuing

Education and Training.

Where to go for Initial Advice

The Office of the Academic Registrar is the starting point for any question students may have

concerning their course.

Office of the Academic Registrar staff are happy to discuss any problem or query a student may have

concerning their study or enrolment.

Matters students may wish to discuss include:

Entry requirements Credit or exemption for previous study

Selection Results

Deferment Special Consideration

Enrolment and re-enrolment Enrolment in subjects of other

Leave of absence faculties/institutions

Withdrawal from course Review of student progress

Withdrawal or addition of subjects Category A Enrolment Scheme

Prerequisites for Admission Fees

Hawthorn conducts

formal graduation

ceremonies annually at

which graduands have

their respective

University of Melbourne

awards conferred.

If a student wishes to discuss a matter in more detail it may be

necessary to telephone to make an appointment to see a Course Co-

ordinator or by telephoning or calling at the Office of the Academic

Registrar.

The Student Records office is where the paperwork to formally vary

any pa rt of a student's enrolment is processed, for instance,

changing subjects, taking leave of absence, deferring, discontinuing a

course, or changing address. The Student Records office also

administers the HECS scheme.

The Student Admissions office is the first point of contact for information about courses and where

applications for admission are processed.

Entry Requirements - The entry requirements can vary from course to course and applicants are

advised to consult the relevant sections of this Handbook for specific details.

Special Entry Requirements - Places may be offered to applicants who do not satisfy the

formal entry requirements, but who, through different backgrounds and experiences, are able to

demonstrate that they have the motivation and capacity to complete the course.

Equal Opportunity - Enquiries: Eva Samlowski 810 3306

Location: Room 2415

Hawthorn is committed to the principle of equal opportunity (E0) in education, employment and welfare

for staff, students and clients. Hawthorn adopted an Affirmative Action Program for Women (AA) in

1988, designed to provide a greater and more effective participation of women in the Institute's

workforce. Hawthorn is committed to its implementation, a commitment which accords with legislation.

The general aims of the EO policy are:

IN to eliminate from its structures and practices discrimination on the basis of: race, colour, age,

ethnic origin, gender, sexual preference, marital status, pregnancy, the state of being a parent,

religious or political belief or activity (or lack thereof), physical, intellectual disabilities;

■ to take all steps to prevent sexual harassment and victimisation of parties to the complaint;

IN to ensure that all staffing appointments and promotions are done on the basis of merit;

II to develop programs which redress the effects of past discrimination in education and

employment;

■ to promote and encourage awareness of the reasons for, and the practice of, equal opportunity

principles amongst staff and students.

In order to achieve the aims of the EO and/or AA policies:

• Hawthorn's Board of Directors established an Equal Opportunity Committee of the Board which is

responsible for implementing the EO policy;

■ an Equal Opportunity Officer was appointed; and

• anti-harassment Advisers have been designated by the Board of Directors to act as impartial

advisers and conciliators.

Hawthorn endeavours through its selection procedures to provide equal opportunities for persons who

have been disadvantaged in our society or who are currently under-represented in tertiary courses, such

as persons of Aboriginal descent and the disabled, with a view to increasing their participation.

Intending applicants in these categories who believe that special arrangements might need to be made

to enable them to undertake their studies are requested to telephone or write to the relevant Course

Co-ordinator prior to application to discuss their circumstances.

Credit or Exemption for Previous Study - Credit towards a course may be granted in

recognition of prior learning, for work completed in other faculties or other tertiary education

institutions. Students seeking credit must apply to the appropriate Course Co-ordinator on the form

available for this purpose. Credit forms are available from the Office of the Academic Registrar.

Completed forms should be lodged by 31 March.

Offer of a Place - An offer of a place on the course for which

the applicant is qualified and has been selected will be forwarded to

each successful applicant as soon as practicable after the closing

date, and should normally be accepted or rejected within one week of

receipt by the applicant. The offer will indicate the date, time and

place for enrolment.

Higher Education Contribution Scheme - Details of

the Higher Education Contribution Scheme (HECS) are available in

the information booklet provided to students by the Department of

Employment. Education and Training. (DEET)

It is strongly recommended that students familiarise themselves with details of the scheme including

the HECS census dates for first and second semesters beyond which it is not possible to withdraw from

subjects or course without incurring a HECS liability.

In 1993 the HECS payment for a full-time student doing a standard program of study was $2,328 for a full

year ($1,164 for each semester). The 1994 HECS payment is $2,355, an increase of $27.

Student Administration Fee - In 1994, students are required to pay a Student Administration

fee of $95 (full-time) or $65 (part-time) at the time of enrolment. Details of the method of fee payment

will be advised at the time of offer of a place.

A schedule of other prescribed fees, including late fees, completion statements and additional

transcripts, is available from the Office of the Academic Registrar.

Outstanding Fees - Students who have outstanding fees may be suspended from their course.

The meaning of such suspension is that the student will no longer be able to attend classes, make use

of Hawthorn's facilities, or receive any statement of results for subjects completed. The payment of a

fee may be required for re-instatement to a course.

Deferment - Students seeking to defer taking up a place in an undergraduate course until the

beginning of the following year must apply to the Office of the Academic Registrar on the form available

for this purpose prior to the date set for enrolment. Reasons for seeking deferment should be stated.

In general, deferments will not be granted if a student intends to undertake tertiary studies elsewhere.

Deferment is not available to students in Graduate courses.

Leigh Hill

Diploma of Teaching

(TAFE), Completed the

course in 1992.

Cabinet making

teacher Swinburne

University of

Technology:

"Completing and

passing the Diploma of

Teaching (TAFE) at

Hawthorn was of

tremendous benefit to

me. The two year

course I undertook

provided me with a

good perspective of

the various types of

teaching skills required

as well as the many

and varied teaching

environments one

must adapt to, such as

working with disabled

and disadvantaged

students. The course

provided me with a lot

more confidence to

handle the day to day

pressures as well as

the variety of problems

I encounter every day.

As a result of

completing the course

I feel I can be of

greater benefit to both

the students I teach as

well as the staff I work

with."

Subjects Available - This Handbook provides details of the

structure of each of Hawthorn's courses as defined by the relevant

Standing Resolutions and Course Regulations. It also provides

details of the subjects offered within each of the courses and

includes prerequisites (if any), a brief description of the content,

objectives, teaching methods and assessment.

The range of subjects offered and the subject descriptions were

correct at the time of printing. However, it may be necessary to

withdraw subjects or to amend subjects as described in this

Handbook, including changes to contact time and teaching methods, in light of circumstances which

may emerge subsequent to publication.

At the beginning of a particular course students will be provided with more detailed information

(including texts and references) for each subject in which they are enrolled.

It may be possible for students to enrol in subjects offered by other Faculties of the University or other

tertiary institutions and have them credited towards their course. This can only be done by special

arrangement. Interested students should enquire at the Office of the Academic Registrar.

Planning a Course - Course Co-ordinators will be on hand to help students select subjects and,

once that is done, to approve their enrolment for the year. Course Co-ordinators can also assist in such

matters as leave of absence, deferment, change of subjects and withdrawal from studies.

Before enrolling in a course it is strongly recommended that students carefully examine the course

information in this Handbook and familiarise themselves with the course structure and subjects offered.

Workload - Normally a student will not be permitted to enrol for subjects totalling more than 100

points at first year level and 110 points at a later year level. However, heavier workloads may be

approved in special circumstances.

Points and Involvement Time - Hawthorn's courses are based on a points structure. Each

subject has a points value which reflects the overall study time that a student is expected to'commit to

that subject. This commitment includes class contact time of all kinds as well as time spent on

independent study. As class time will vary between different subjects and subject areas, no simple

relationship exists between points values for subjects and the number of class contact hours involved.

In general, lower contact-hour subjects require significantly more personal work outside class times

than higher contact-hour subjects.

A full-time year of study normally involves 1260 hours of involvement time.

It is stressed that satisfactory completion of a subject is not achieved simply through meeting time

commitments; it will depend finally on achievement of the required work. Individual students will vary

widely in the time they will need to devote to achieving satisfactory completion of the required work.

Students accrue points toward their course total as they pass each subject. One hundred points

constitutes one year of full-time study.

Change of Subject - A change of subject must be authorised by a Course Co-ordinator and

presented to the Office of the Academic Registrar within seven days after the date of authorisation.

Similarly, a withdrawal from a subject must be authorised by a Course Co-ordinator and presented to

the Office of the Academic Registrar, otherwise a "Fail" may be recorded automatically.

Withdrawal from a Course or Subject - Students considering withdrawing from their

course are strongly advised to discuss the matter with their Course Co-ordinator. If a decision to

withdraw from the course is made students must apply in writing or complete the appropriate form

available from the Office of the Academic Registrar. Failure to comply with this procedure may result in

a "Fail" being recorded on students' academic record.

Carol McCabe

Associate Diploma

of Training and

Development.

Training Consultant:

"I have enjoyed the

3 years I have spent

completing the

Associate Diploma.

Being an

independent

consultant means f

work on my own a

lot and the course

has been a ready

made network of

trainers from all

facets of the industry

which has been

great. I have also

seen the workings of

the institute/

university from a

different perspective

as the student

representative

on the Hawthorn

Academic Committee

and Melbourne

University's Institute

of Education Board.

It has been very

interesting being

involved in the

decision-making

processes on behalf

of the student body."

80% +

75%- 79%

70% - 74%

65% - 69%

50% - 64%

0% - 49%

H1

H2A

H2B

H3

P

N

Students may withdraw from subjects before the end of the second week of the first or second

semester as appropriate) without penalty. Changes involving double semester subjects may only be

made in the first two weeks of the first semester.

Students may withdraw from subjects after the first two weeks of the first or second semester (as

appropriate) up to the following deadlines, but a WD (Withdrawn) notation will be recorded against

these subjects. Students who withdraw from subjects after these deadlines will have a 'Fail' result

recorded.

First Semester subjects: May 13, 1994

Second Semester and Double Semester subjects: September 30, 1994

Leave of Absence - Students who begin a course and seek to obtain leave of absence for up to

12 months must apply in writing or complete the appropriate form available from the Office of the

Academic Registrar. Reasons for seeking leave of absence should be stated.

Assessment - Students are advised to keep a copy of all written assignments or materials

submitted for assessment. At the end of each semester, the Office of the Academic Registrar sends

the official statement of results by mail to students, free of charge.

Details of how subjects will be assessed are given in the individual subject descriptions on the

following pages.

Results are given as follows:

Honours First Class

Honours Second Class (Division A)

Honours Second Class (Division B)

Honours Third Class

Pass

Fail

Additional Notations

CNT Subject continuing over more than one academic year (ie. CNT

result given for all years other than for the final year).

NCP Conceded (Faculty) Pass in subject.

S Admitted to Supplementary Examination.

WD Approved Withdrawal from subject.

WH Withheld Result (i.e. a graded result will be returned before the

start of the next academic year).

N+ Where a subject has a hurdle requirement which has not been met, the actual numerical result

achieved for the subject will be recorded, except where this is 50 or above, in which case a result

of 49+ will be awarded.

Examinations - The details for assessment are given in the subject descriptions in this Handbook.

Where formal assessments are required, an examination timetable is published on notice-boards. It is

the responsibility of students to attend examinations at the published time and place.

Special Consideration - Where students, by reason of illness or other serious cause, have

been impeded in their studies, or are unable to attend an examination, an application for special

consideration, with a medical certificate attached (if appropriate) should be submitted to the Office of

the Academic Registrar. All applications are strictly confidential. Application forms are available from

the Office of the Academic Registrar.

Policy on Assessment of Individual and Joint Work - In an assignment in which it is

indicated that joint work is permitted, more than one student may participate in the submission of an

answer to that assignment. In such cases only one answer is to be submitted and it is to list the

names of all students who jointly worked in its preparation. If the assignment is for examination

Purposes then the answer will be granted as a whole and each student will receive the same marks.

Donna Cross

Diploma of Teaching

(TAFE).

Travel and Tourism

Co-ordinator Hales

College:

The practical

knowledge and skills

that were gained

related closely to my

area of work and could

be implemented,

immediately within the

classroom on

a day to day basis.

The course offered

valuable links with

others teaching in

similar subject areas.

It was supportive and

encouraging to know

there were others with

comparative

experiences. Studying

with professionals

from all teaching fields

introduced new ideas

and strategies.

It was useful to get

objective input. The

outcomes resulted in

some really creative

lessons".

10

Review of Student Progress - A Student Progress Committee reviews each student's

progress at least once a year. When failure is reviewed, attention is given to extenuating circumstances

such as sickness, accident or other difficulty.

Conceded Pass - A student who does not pass a subject may, in special circumstances, be

credited with the points for that subject by the Institute Board. In

making such a decision the Board will consider the student's overall

academic performance.

Freedom of Information - Hawthorn complies with all

Freedom of Information requirements.

Category A Enrolment Scheme - The Continuing

Education Category A Scheme gives students, members of the

general public and other interested persons access to a variety of

subjects offered by Hawthorn. Subjects offered under this Scheme

are subjects that are offered to candidates for award courses of The University of Melbourne.

Application forms are available from the Office of the Academic Registrar.

Computer Resource Unit Enquiries: Computer Manager (03) 810 3330

The computer resources of the Institute are available to staff and students either through the Centre for

Technology Education or through the Computer Resource Unit.

The Centre for Technology Education is a teaching department of the Institute. The responsibilities of

the Centre are divided between accredited courses, in-service courses, computer based training and

educational software development.

The Centre has four designated classrooms, each has twenty networked IBM PC's or compatibles.

An Open Access Computer Laboratory is available for student use during the day, evening and on open

weekends. User support assistants are available to help students.

Emergencies - Health - The First Aid Centre for the treatment of minor illness or injuries is

situated on the first floor near the Cafeteria in Room 1127.

Further services are provided by a general practice surgery.

Appointments for medical services should be made through the Occupational Health Nurse (Clinic Room

1127). Accidents should also be promptly reported to the person on duty.

First Aid Cabinets are located in staffrooms, library and workshop areas.

After hours Doctors - Dr. Spring 818 7979 or 818 7878

Richard James

Associate Diploma in

Training and

Development.

Instructor Victoria

Police:

"This course was my

first foray into tertiary

studies. It had been

quite a number of

years since I left

school so I entered

this course with great

trepidation. This fear

was overcome by the

staff of Hawthorn who

were very helpful and

knowledgeable. I found

the course to be an

excellent one. This

course helped me gain

a full-time instructional

position at work.

A very important part,

of the course is the

interaction between

students. This

networking allows the

interchange of ideas

and information which.

broadens your outlook

as a Training and

Development

practitioner."

Ambulance - Dial 000

Fire Brigade - Dial 000 or telephone 11441

Police - Dial 000 or telephone D24 on 11444

Police Stations - Hawthorn 819 6033

Malvern 822 2487

First Aid Clinic - Location: Room 1127

Enquiries: Fiona Morrison, SRN 810 3271

The First Aid Clinic functions to meet the growing demand for health and safety services from both

students and staff by providing initial patient care in case of illness or injury, and a general medical

practice on-campus at the Clinic.

There is no charge for treatment in the Clinic. Medicare charges apply for services by the general

practice surgery, and reduced rates are offered for an off-campus dental surgery.

In the event of accidents, the Occupational Health Nurse (Clinic Room 1127), to whom these should be

reported promptly, will provide assistance with WorkCover claims if necessary.

Student Health Service - Location: Room 1127

Enquiries: Fiona Morrison. SRN (03) 810 3271

Hours: weekdays from 8.45 am.

The First Aid Clinic offers the following health services to students, staff and visitors to Hawthorn:

Medical Consultations

First Aid

Health Education

Family Planning and Contraception Advice

Occupational Health

Student Health

Overseas Travel Vaccinations

WorkCover, Medicare and Medibank Private Claim

Procedures

11

Educational Resource Centre - Location: Level 3

Enquiries: Audio Visual Materials (03) 810 3365 Print Materials (03) 810 3357

Hours: The Centre is open at the following times during term time:

8.30am - 7.00pm Monday

8.30am - 8.30pm Tuesday

8.30am - 7.00pm Wednesday, Thursday

8.30am - 5.00pm Friday

Evening and weekends posted on notice board outside entrance doors.

Shorter hours apply during Semester breaks.

The Educational Resource Centre supports Hawthorn's educational

programs through the provision of book, periodical, audio visual and

archival materials. The print collection includes books, periodicals,

newspapers and reference materials and the audio visual collection

also includes audio and video cassettes, kits, slides, charts,

transparencies, multimedia, and computer software.

The Audio Visual Library also provides a wide range of A/V equipment

to support student and staff needs. Equipment held by the audio

visual library includes audio and video cassette recorders, overhead

projectors, cameras, 16mm projectors and multimedia playback and production facilities.

ERC staff provide instruction and guidance on the location and use of resource materials and

equipment. All incoming students are offered a user education program on the effective use of ERC

services and resources. Specialised user education sessions are also available to meet specific needs

of library users and courses.

Services provided by the Centre are automated through the BOOK library system which allows catalogue

access to audio-visual and print materials via terminals located in the ERC and an automated

circulation system.

A current Hawthorn identity card must be presented by the person wishing to borrow material. Identity

cards will be issued as part of the student enrolment procedure.

Borrowers are required to pay the replacement costs of material not returned on request and will have

their borrowing rights suspended if the loan is not cleared.

Specialist bibliographies and indexes are compiled to meet current and on-going needs and in response

to specific staff requests. Sources of material in other libraries can be identified through the National

Union Catalogue of Monographs (NUCOM) or the National Union Catalogue of Serials (NUCOS) held at

the print circulation desk.

Database Searches - Databases of collections of material external to the Library are also accessible

through the various databases held on CD-ROM or the US Dialog network. Instruction in the use of CD-

ROM databases is available upon request to the print circulation desk. Bookings for the use of CD-ROM

terminals may be made by telephoning 810 3357.

Extended Campus Services - Extended campus students can borrow course materials and request

library searches without visiting Hawthorn. The service is designed to assist students who are unable to

visit Hawthorn personally on a regular basis or do not meet regularly with their lecturers. Requested

Kirsty Wright

Graduate Diploma

in Educational

Administration.

Department of School

Education:

"For nie, the

outstanding feature of

the Educational

Administration course

was the high quality of

discussions engaged in

by the students. A

range of professions

were represented from

TAFE, the DSE,

independent schools,

hospitals and

businesses which

exposed nie to a wider

perspective on issues

impacting on

organisations of today.

I also found it to be

a tremendous

opportunity to expand

on my network of

colleagues.

The course also

broadened niy

knowledge and

understanding of the

many facets to an

organisation and how

to implement change

to bring about 'best.

practice'. I guess the

most important aspect

of the entire course

was that I could relate

and apply my 'earnings

to niy workplace which

of course made it a

real and valuable

experience."

material is sent out and returned at Hawthorn Institute's expense. A brochure explaining the service is

available upon request.

Reciprocal Borrowing - Through the CAVAL reciprocal borrowing scheme students and staff of the

Institute can borrow from all major academic libraries in Victoria. Registration forms are available at the

Print Circulation Desk.

Brochures on Library Services and a range of subject bibliographies are available from the Library.

Multi Media Open Access - Location: Level 3 Rm 3105

The Multi Media Open Access is a facility where staff and students can make a variety of audio visual

materials. The facility houses audio and video editing equipment, photographic copy stands and multi

media workstations for viewing and creating multi media materials. Assistance in the use of this

equipment can be arranged upon request.

A range of audio visual equipment is permanently housed in the Media Access workshop and is

available for staff and student use between 9.00am and 5.00pm or upon request. Access outside

these hours is by arrangement with the A/V Library.

Cinema - Hawthorn's cinema is also managed by the audio visual

library and is available for film screening as required.

Recreation and Activities - The Recreation program offers

a range of team and individual activities to suit the wider student

population. Activities such as volleyball, indoor soccer, squash, table

tennis, badminton, Tai Chi and yoga will be available with specialist

electives offered by visiting experts subject to availability.

Blackman Hall will generally be available between 12.00noon -

2.00pm daily for individual and team games, but use of this facility at

other times will vary according to the Hawthorn timetable.

Students may use the weight training room, treadmill and squash courts between 7.30am - 8.3Opm

daily and are welcome to borrow a range of equipment from reception on the deposit of their student

I.D. card as security.

Use of correct footwear in the hall and squash courts is essential, and food and drinks may not be

taken into these areas. A few mountain bikes are available for use during the day.

Student Information - Austudy - Information and forms available from the Office of the

Academic Registrar telephone 810 3314 and the Commonwealth Department of Employment,

Education and Training.

Banks - Branches of most Banks are located at all nearby shopping centres and provide international

money exchange facilities.

Barbecue Areas - Situated 100 metres from campus, end of Robinsons Road; new area just opened

opposite Kooyong Tennis Stadium; all barbecues are coin operated.

Cafeteria - The cafeteria is open during the term from 8.00am-7.00pm and sells a wide range of not

and cold foods, sandwiches, drinks and confectionery. Opening hours in term breaks varies according

to need. Times will be published outside the cafeteria.

Car Parking - Student car parking areas are located within the grounds of Hawthorn Institute with entry

from. Robinsons Road. Where it is necessary to park in the streets, please ensure that your car is

legally parked and give full consideration to the residents in the area by keeping clear of driveways. The

car park located in Bills Street is restricted to authorised entry only.

Family Day Care - Kew/Hawthorn Family Day Care Centre. Available to any full-time or part-time student

attending Hawthorn, regardless of his/her residential address.

This is a co-ordinated child care scheme where babies and young children are cared for in small groUP5'

in the homes of carefully selected care givers. These homes are regularly visited by Family Day Gare

Staff. Enquiries, telephone 819 2444.

Christine Foard

Associate Diploma in

Training and

Development.

Teacher:

"Undertaking the

ADTD gave me access

to knowledge and

skills in the areas of

adult learning and

organisational aspects

of training and

development. The

opportunity to learn

from fellow

professional trainers

was one of the best

features of the course.

For students who

found themselves, as I

did, redundant to their

organisations, the

skills that I had gained

from the course

allowed me to find

challenging

employment with the

TAFE sector -

something I would not

have previously

thought of doing."

13

Personal Accident Insurance Policy - Hawthorn has a Personal Accident Insurance Policy for the benefit

of students. Information concerning this policy can be obtained from the Office of the Academic

Registrar.

photocopier - Photocopiers for student use are located on the third floor in the Educational Resource

Centre. Photocopier cards can be purchased at the Audio Visual desk in the library.

Playing Field, Cycle Track, Exercise Stations & Golf Practice Areas - Situated 100 metres from

campus at end of Robinsons Road which is located at the rear of the Institute,

Police Station - 618 Glenferrie Road, near corner of Burwood Road, telephone 819 6033 or dial 4444

on the Security telephones.

Post Office(s) - Agency in Chemist on corner of Auburn and Riversdale Road; Glenferrie Post Office is

located in Burwood Road; a letter box is located on corner of Bills Street and Auburn Road.

Railway Station(s) - Auburn or Kooyong; rail travel concession cards also available from the Office of

the Academic Registrar.

Reception/General Office - The following services are provided by Reception, telephone 810 3322:

Locker Keys - Available on deposit of $5.00

Sporting Items - Squash racquets, table tennis bats, basket balls and volley balls for hire, table tennis

balls and squash balls for sale.

Book Stall - Items for sale include - pens, overhead projector items, duplicating materials, sporting

materials, cassette tapes, Institute publications, computer discs.

Payments - Any activity that is to be paid for such as camps, course fees, please pay at the Cashier's

window between Reception and the Staff Room.

Lost Property - Enquire at Reception

Shopping Centres - Nearby centres include - Tooronga Village, Kooyong, Camberwell, Glenferrie, Toorak

Village and Malvern.

Student Membership on Hawthorn Bodies - Enrolled students are eligible to nominate for election to a

number of formal committees. Generally, details of election procedures are publicised early in each year.

Student Notice Board(s) - Located throughout Hawthorn with main notice board near the Cafeteria (level 1).

Student Lounge(s) - Located level 1 near the Cafeteria and also near Woodburn Road entrance. There

are also reception areas within the Hawthorn grounds and a rooftop garden.

Taxis - Numbers of various companies found in Telecom Yellow Pages; please advise staff at Reception

when making a booking.

Public Telephones - Telephones for students' use are situated in the Student Lounge adjacent to the

Cafeteria on the first floor level.

The switchboard operates between the hours of 8.30am and 5.30pm Monday to Friday.

FTUV and Ed Credit - Hawthorn has a branch of the Federated Teachers Union of Victoria on campus.

John Holley is available to provide policy advice, general information and direction to all students.

Contact him in Room G118, telephone 810 3274

John Holley is also the appointed representative of Ed Credit at Hawthorn and will be pleased to consult

with students on financial matters.

Emergencies - Security and Emergency Help - Security telephones are located at various

locations within the building. They can be used to contact the Security Officer on duty by dialling 2222,

Police, or Melbourne Emergency Services by dialling 0000 or 4444 for the Hawthorn Police Station.

The Security Officer can provide advice, protection, and an escort to the carpark after hours or can

arrange other assistance as required.

The School is committed to

the professional preparation

and continuing development

of adults for a variety of

careers and roles in

Education and Training.

15

School of Technology Education and Development

The School is committed to the professional preparation and continuing development of adults for a

variety of careers and roles in Education and Training.

The School specialises in the professional expertise areas of teaching, curriculum, industry training and

development. educational administration, and student welfare and in a range of curriculum content

areas with particular attention to technology education.

The School is distinctive in offering a view of Education and Training that encompasses the concerns of

industry and alternative paths to tertiary education. Courses value and give recognition to prior learning

(RPL) by course pa rticipants and have a focus on practicality, reflection on experience, and the

empowerment of individuals. The School promotes access to knowledge, equality of opportunity, and

collegiality. Staff strive for the improvement of quality in all their activities.

Courses - The School of Technology Education and Development, offers University of Melbourne

courses funded by the government and recognised by the Register of Australian Tertiary Education

(RATE).

There are initial, professional education courses for people wishing to enter a career in teaching or

industry training. Specific courses enable participants to teach in post-primary schools, TAFE colleges,

tertiary institutions and industrial, commercial or community organisations.

Associate Diploma in Training and Development - This two year

tertiary award course is designed to develop the knowledge and skills

of trainers, instructors, training managers and training consultants

working in a variety of organisations.

Diploma of Teaching (Technical & Further Education) - This three

year teacher education diploma course has been developed for

teachers in the Technical and Further Education sector, adult

educators, vocational teachers and trainers in industry and

commerce. The course consists of one year of specialist study and

work experience plus a two year internship teacher education program. Many part icipants receive one

full year of credit for previous study and experience.

Diploma of Teaching (Technology) - This three year teacher education diploma course is for persons

with a trade, technical or similar specialist qualifications and work experience, to enable them to

become fully qualified and registered Technology Studies Teachers in the post-primary education sector.

The course consists of a two year core, internship program and a third year of study which is conducted

on a part-time basis.

Bachelor of Adult and Vocational Teaching - Subject to final accreditation. When accredited this course

will replace the Diploma of Teaching (TAFE).

A three year full-time, or equivalent part-time, course for the preparation and development of persons

whose professional practice is the teaching of adults in a variety of settings. Many participants receive

one full year of credit for previous study and experience.

Bachelor of Education - This course is a fourth year of study for teachers who have completed a three

year Diploma of Teaching or equivalent. It is usually undertaken part-time, and is designed to further

develop teachers' classroom expertise and an understanding of educational concepts and processes.

Bachelor of Training and Development - A three year full-time, or equivalent part-time, course designed

to prepare professionals who understand and are able to apply the key concepts, theories and

practices underpinning the field of training and development. The course prepares participants to fulfil

the roles of training and development professionals in organisations.

Moira Biram

Diploma of Teaching

(T & F E).

Instructor Araluen Adult

Training Service:

"I began my course of

study with three main

aims: to increase my

teaching skills, to renew

my enthusiasm and

motivation for my job,

and to gain a relevant

adult teaching

qualification. I have not

been disappointed! I

have shared information. and ideas with teachers

working in such varied

fields as nursing, motor

mechanics and air traffic

control. My teaching

skills have been

challenged and

developed by the close

observation and

feedback of supportive

Hawthorn staff. My

learning experience has

been meaningful, and it

has been fun! I hope that

I can pass on that much,

at least, to my students."

16

Graduate Certificate in Educational Studies (Teaching English to Speakers of Other Languages) - This

course has been designed to provide a recognised teaching qualification to fully qualified teachers who

are currently employed, or who are seeking to gain employment as teachers of English as a second or

foreign language. The course is recognised as an approved course of study which will qualify trained

teachers for appointment and promotion to tagged ESOL positions with Victoria's Ministry of Education.

It also provides a recognised qualification for teaching ESOL in TAFE, Adult Migrant Education Programs

and ELICOS centres.

Graduate Certificate in Clinical Instruction - This initial course is an opportunity for people working in

clinical or small scale instructional contexts to develop knowledge, skills and understanding appropriate

to their professional needs. The two semester length subjects, a practicum and a 30 hour workshop

are normally taken over one year. The Graduate Certificate constitutes half of the Diploma in Education,

which requires the completion of two more semester subjects and a research project.

Graduate Diploma of Education - The Graduate Diploma of Education

is a one year full time (or equivalent part-time) course comprising

studies in education and a concurrent practicum. The course is

designed to prepare graduates for a teaching role in the following

settings - post-primary schools, TAFE colleges, community and other

adult education, industry and vocational training, universities and

other higher education institutions.

The School offers also a range of courses for registered teachers and

other people in fields related to education and training. Specific

courses are designed to enable participants to develop, expand and strengthen their professional and

personal capacities.

Graduate Diploma in Graphic Communication Education - This two year part-time course has been

designed to provide practical skills and professional development in graphic communication education

for primary and post-primary teachers in the Arts and Technology Studies Frameworks P-10 and VCE.

Fields of Study. The course is an approved fourth year of study, and a qualification to teach Graphic

Communication. Areas of study include graphic design and communication; computer graphics; visual

perception and cognition; curriculum development and teaching of graphic communication.

Graduate Diploma in Information and Communications Technology Education - This course is for

teachers who wish to develop their understanding of information and communications technology in an

educational and social context. The course assists teachers in a practical way to teach courses in

information technology and to understand the cross curriculum implications of developments in this

area.

Graduate Diploma in Mathematics Education - This course is designed for experienced teachers who

wish to retrain for mathematics teaching in post-primary schools. The course is a balance of

Mathematics methodology subjects and tertiary studies in Mathematics to the level required for post-

primary teaching.

Graduate Diploma in Student Welfare - This course is designed to increase participants' skills in

managing a variety of students' needs and problems and prepares them to become effective resource

persons in developing caring networks and programs in schools and colleges.

Graduate Diploma in Technology Education - This course assists teachers to assess technology in the

context of their specific teaching or training field, to develop a broader base of competence in

technology education and to develop relevant curriculum for their students who face the challenges of a

society undergoing technological change.

Graduate Diploma in Curriculum - This course is designed for teachers, educators and trainers who

wish to develop their skills and understanding of program and curriculum development and evaluation

relevant to their own situations in schools, colleges and other organisations.

Peter Carton

Master of Education.

Consultant - Training

and Consultancy

Services:

"Hawthorn's Graduate

Diploma in Education

Administration and

Master of Education

courses are highly

informative,

challenging and

relevant to

management needs in

schools and the wider

work place.

I highly commend

the weekend and

vocational courses

conducted by

Hawthorn that have

enabled myself to

initially undertake post-

graduate studies from

Mildura. Hawthorn is

truly striving to meet

the needs of full-time

practitioners and

distance learning."

17

Graduate Diploma in Educational Administration - This course offers teachers, instructors, trainers,

bursars and administrators, registrars, opportunities to develop understanding of organisations and

how they function; knowledge and skills in a range of organisational processes such as decision

making, negotiation, conflict and stress management; and leadership styles and effectiveness. There

are two specialist strands available for registrars and bursars, and managers of the training function.

Students may progress from initial courses to higher degree courses as shown in the

following figure.

Articulation of The University of Melbourne courses within Hawthorn Institute

1 .?

TEARS

TEAR 5

TEAR.;

YEAR3

Dip Teach (Technology)

Dip Teach (TAFE)

Bach of Adult & Vocational Teaching

Assoc Dip T&D

Bach of Training & Development

Three Year Specialist Degree

B Ed

GDGCE

GDTE

GDME

--~ GDICTE --

-- f GDSW ~—

GDE H

-fGCI

GDC M Ed D Ed

GDEA Ph.D

GCES ITESOLI

Associate Diploma in Training & Development

Diploma of Teaching (Technical & Further Education)

Diploma of Teaching (Technology)

Graduate Diploma of Education

Bachelor of Adult and Vocational Teaching Bachelor of Education

Bachelor of Training and Development

Graduate Certificate in Clinical Instruction

Graduate Certificate in Educational Studies (TESOL)

Graduate Diploma In Curriculum

Graduate Diploma In Educational Administration

Graduate Diploma In Technology Education

Graduate Diploma In Graphic Communication Education

Graduate Diploma In Information & Communications

Technology Education

Graduate Diploma In Mathematics Education

Graduate Diploma In Student Welfare

Master of Education

18

Methods of Assessment - The University of Melbourne Courses - In all courses, and in each subject, there is a clear linking of objectives, content and assessment tasks and methods.

Generally, assessment occurs through assignments, reports, practical work, essays, and presentations

in class. Attendance of 80% of classes is a requirement for all

courses.

Work in courses up to, and including, a designated fifth year or

higher is assessed using the categories of Honours (H1, H2A, H2B,

or H3), Pass (P) and Fail (N).

Persons seeking further information on assessment and related

matters should read the student brochure for the course in which

they are interested, or contact the relevant Course Co-ordinator or

the Office of the Academic Registrar.

Research - The Institute is active in research on teacher and trainer education. Within that priority,

the research of the Institute tends to focus on:

■ market research for the School, eg. the education and training needs of secondary teachers and

administrators and of industry trainers and managers;

■ workplace culture and the implications for post-primary schools and industry training

organisations;

■ technological and vocational education in schools, TAFE, industry, government, and community

organisations;

■ adult education and training;

■ education and training administration and management.

Research skills are developed and encouraged through course work, and all courses articulate to higher

degree studies and to research work of greater scope and significance.

Overseas Students - The University of Melbourne Courses - Hawthorn welcomes students from

many different countries and backgrounds. Hawthorn is proud and appreciative of its long association

with overseas students who have contributed much to the international culture and education on

campus. The relative size of the Institute and the number of students enrolled as compared to other

larger institutions is conducive with the Institute's policy of individual support in education and other

aspects of student life.

The Overseas Student Counsellor/Adviser and the Accommodation Officer, together with the medical

clinic staff are available to assist with the settlement of the newly arrived, as well as provide ongoing

student support.

Conditions of Study in Australia and Immigration Regulations - When you were granted a visa You

signed a declaration outlining the conditions of your visa. The conditions outlined include the following:

■ you must satisfy course requirements and maintain a valid enrolment. You should check with the

Office of the Academic Registrar for more details;

■ you must have sufficient funds to cover your tuition fees and expenses while in Australia;

■ you must not work more than 20 hours a week while your course is in session. While you may work full time during the vacation, part time work must not interfere with your studies during the

academic year;

■ where permission to work has been given to any family unit members, they must not work more

than 20 hours a week at any time during their stay. Dependants of post graduate students,

however have unrestricted work rights;

■ you must leave Australia when your Temporary Entry Permit expires as it is not valid for the grant

of permanent residence;

Ros Williamson

Master of Education.

Manager, Continuous

Learning and

Information Centre:

"Undertaking the

Graduate Diploma

Student Welfare

delivered at

Wangaratta enabled

me to apply and

succeed as social

and community

services Head of

Department at

Wodonga TAFE.

I enrolled in the

current education

course to develop

a stronger theoretical

framework for my

involvement in

Vocational Training

and Development.

Hawthorn provides

the appropriate mix

of lecture/discussion

to enable students to

learn from each

other as well as the

lecturer and

opportunities to

negotiate terms and

conditions for

learning."

19

in you must maintain adequate arrangements for health insurance whilst in Australia. Students are

currently obliged to renew their health insurance annually;

• students are required to study full time while in Australia.

Your student visa lists the conditions that apply specifically to you and a breach of any of these

conditions may result in the termination of your permission to stay in Australia. It is important that you

read carefully the explanatory notes attached to the student visa application form as these set out both

the criteria and conditions that apply to a student visa.

Although visas are issued for the duration of an academic program Hawthorn is obliged to inform the

Department of Immigration Local Government and Ethnic Affairs (DILGEA) of students who discontinue

their studies. Generally DILGEA will then notify the student of the need to leave Australia.

Illness is not accepted by DILGEA as a reason for part-time study. If illness is of a long duration, a

student is expected to return to the home country and return to Australia only when fully recovered.

Extended part-time study for reasons of illness may result in a student not continuing to satisfy course

requirements.

If Leave of Absence is approved, the student is not permitted to

remain in Australia but must return to the home country.

Part-time study will only be approved where:

■ a student is required to repeat failed units before continuing a

course, Of

■ in the final year of a full time course when a student has only to

complete a part-time study program in order to complete the

COUrse.

The mission statement

of the Institute is to

maintain and extend its

national and

International reputation

for excellence In the

areas of technology and

vocational teacher

education and

development, industry

training, and

administration and

management education.

Most student visas allow for multiple journeys. This allows students to re-enter Australia as many times

as they wish while the visa remains valid. If you hold a single entry visa or have been issued with a

single entry permit and are planning to leave and re-enter Australia, you will need to apply to DILGEA for

a re-entry visa before leaving Australia.

Should you leave Australia during your course without obtaining a re-entry visa then you must be

required to go through the full visa procedures again i.e. obtain an Acceptance Advice Form from the

Institute.

If you are seeking an extension of stay, you must lodge the appropriate application with DILGEA before

your current entry permit expires even if you do not have all the required documents.

The Immigration Advice and Rights Centre, based at the Migrant Resource Centre, 24 Victoria Street,

Prahran, Telephone 521 3499, can assist with advice about your rights.

Health Insurance Overseas Student Health Cover (OSHC)

Private health insurance is compulsory for all international students studying in Australia. It is payable

with tuition fees, and must be renewed annually.

Current cost - A$229 single per annum

A$458 for married couple or family per annum.

issues for Married Students - If you are bringing a dependant spouse or children with you, you have to

provide that you have the financial ability to support them. The Australian Embassy or Consulate in your

country is responsible for granting approval. It will be able to inform you of the criteria required.

If you are a postgraduate student your spouse can obtain a visa to work full-time. If you are an

undergraduate student your spouse can work up to twenty hours per week i.e. the same number of

hours approved for the holder of the student visa. However, the spouse's earning capacity cannot be

taken into account in the initial application to accompany you to Australia. You should be aware that it

is difficult to obtain part-time employment.

20

Schooling for Dependants - Current policy is that dependants of international students do not receive free schooling in government schools in Victoria.

It is intended that legislation be presented to Parliament to allow dependants of international students and visitors to attend schools and fees will be charged. Until legislation is passed it is not possible for

dependants of students to attend government schools. They would need to attend private schools.

Some dependants of temporary residents and international students are exempted from the agreed

national fees. These are:

■ dependants of non-student temporary residents (including diplomats); and

■ dependants of the following categories of international students - international students in receipt

of sponsorship or scholarship or scholarships from the Australian Government (e.g. the

Sponsored Training Program, the John Crawford Scholarship Scheme, the Overseas Postgraduate

Scholarship Scheme and the Special Overseas Postgraduate Scholarships Fund), higher education

institutions or approved non-government organisations. Responsibility for approving non-

government scholarships belongs to the States/Territories.

The City of Melbourne - One international panel rated Melbourne 'the

world's most liveable city'. With three million people, it is big enough

to have all the advantages of city life but small enough to retain a

friendly atmosphere. It is a city known for its elegant tree-lined

boulevards, grand public buildings, cathedrals and churches, and its

many stretches of parkland. Our Royal Botanic Gardens is one of the

world's finest examples of landscape gardening. Melbourne is a

melting pot, with migrants from more than 100 countries. It shows in

the food we eat - at home as well as in restaurants - in our cultural

festivals, and in the dozens of different languages spoken in the

streets and cafes. Some cultures have carved out their own 'spheres of influence', including the

Chinese with Chinatown in Little Bourke Street, the Vietnamese with their restaurants and businesses

in Bridge Road, Richmond, and European Jewish migrants with their cafes and spectacular cakes on

sale in Acland Street, St Kilda. More than a quarter of Victoria's population was born overseas, and

Melbourne's Greek population is said to be the largest of any city outside Greece. Melbourne boasts a

diverse and vibrant cultural life. The Victoria Arts Centre, on the Yarra River, houses the National Gallery

of Victoria, three theatres, a performing arts museum, two music studios and a concert hall. The centre

is home to groups including the Australian Ballet, Victorian State Opera, Melbourne Symphony

Orchestra, Melbourne Theatre Company and Circus Oz. Melbourne has long been the heart of

Australia's rock industry, and is also credited with the rebirth of Aussie comedy in the mid-1980s.

Melbourne is big on spectator sport, being the birthplace of Australian Rules football and home to the

National Tennis Centre and the Melbourne Cricket Ground, Australia's largest sports ground. Our long

stretches of suburban beach are safe and easy to get to from the city, and within easy day trips of town

are rugged coast-lines, wildlife, snowfields, high plains, vineyards and picturesque country towns. The

climate is 'moderate' which in Melbourne's case translates into crisp winters, cool springs, long, hot

summers and even longer balmy autumns.

Hawthorn Institute of

Education is located in

an attractive

residential suburb of

Melbourne, close to

the city and parklands.

Some 6,500 students

from over 35 countries

have been directly

assisted by Hawthorn

Institute programs.

22

The Commercial Unit

Specialist Training and Consultancy Services in Technical and Vocational Education, and English

Language Education

Educational Marketing - Educational entrepreneurship is now an established and, in general,

respectable element of the operations of many universities and TAFE institutions, encouraged by

federal and state governments alike. In a number of such institutions commercial activities are little

more than interesting diversions, offering overseas travel opportunities to staff and an international flavour to courses and programs. For others, the provision of educational services at national and

international levels is a serious business, broadening the professional impact of the institutes and

strengthening their financial base. The concept of fee-for-service now figures significantly in the

operational charters of these latter institutions and provides a particular focus for future institutional

and staff development.

Hawthorn has taken up the challenge of the provision of its educational services on a commercial

basis, as a substantial complement to the work of the School of Technology Education and

Development, and is now one of Australia's high profile contractors in this field, both nationally and

internationally.

Entrepreneurial Responsibility - The responsibility for Hawthorn's entrepreneurial

operations, in such areas as project management and implementation, consulting, fellowship training,

and English Language education lies with the Commercial Unit, under the control of an Associate

Director.

Within and through this Unit, a wide range of educational activities is offered, both nationally and

internationally, by and large outside but often complementary to, the ambit of accredited courses and

programs available in the School of Technology Education and Development.

Consistent with the Hawthorn's mission, the bulk of its commercial activities are oriented towards the

sphere of technical and vocational education, although opportunities in other educational and training

fields are also vigorously pursued.

Operational Scope - national and international - Internationally, the work of the Unit is

closely related to meeting the needs of major funding agencies such as the Australian International

Development Assistance Bureau (AIDAB), the Asian Development Bank (ADB), the Commonwealth

Secretariat, the World Bank, and such United Nations agencies as the United Nations Development

Program (UNDP) and the International Labour Organisation (ILO), as well as individual governments,

ministries, and industrial conglomerates.

The geographical spread of work undertaken by the Unit is both exciting and expanding, with work being

conducted for individual students and for contacts derived from the following countries :

Bosnia-Herzegovina Laos Romania Brunei Darussalam Latvia Russia Byelorussia Lithuania Solomon Islands Commonwealth of Independent Japan South Korea States Malaysia Sri Lanka Cook Islands Micronesia Taiwan Croatia Namibia Thailand Czechoslovakia Nepal Tonga Fiji Pakistan Trust Territory of the Pacific Islands Hong Kong Papua New Guinea Ukraine Hungary Philippines Vietnam Indonesia People's Republic of China Western Samoa Kiribati Poland Zambia

Whilst traditionally the mainstream emphasis has been on work in the Asian-Pacific region, with a

special and long standing involvement in technical and vocational education in Indonesia, the current

moves into Eastern European and African countries reflect the growing credibility of the Institute as a

confident, expert provider in the international market-place.

23

Nationally, the Unit focuses on the specialist training needs of government authorities, and public and

private enterprises in manufacturing, industry and commerce.

Students - Although formally students of the Institute, those admitted to training through the

Commercial Unit will normally be undertaking programs which are distinctive, individually tailored and

client-driven. and, with a small number of exceptions, outside the scope of the courses offered through

the School of Technology Education and Development.

The Unit's 'students' fall into three major categories :

■ Fellowship holders -

• Overseas personnel studying in Australia who have been

sponsored by a government, company or development aid

organisation with which the Unit has contracted to provide

training:

■ Private students -

■ Overseas students who are studying English language (ELICOS)

at Hawthorn. in the Hawthorn English Language Centre,

normally referred to as HELC;

• Industry/commerce personnel -

• company-sponsored staff under-taking one of a range of programs available through the national

fee-for-service elements of the Unit.

In addition to those who have been admitted to some form of training at Hawthorn, counterpart training

in overseas countries extends the Institute's influence to a wide variety of offshore work situations.

Typically. these counterparts will be teachers, instructors or educational administrators working in their

home countries, and who are extending their skills with the assistance of advisers employed by the

Commercial Unit, again through international training contracts.

Student Welfare - The Commercial Unit employs a broad range of skilled personnel who attempt

to meet not only the academic and vocational needs but also the welfare needs of the international

students studying within the Unit.

The Student Counsellor and the Accommodation Officer, together with the staff from the Medical Clinic

provide a comprehensive and co-ordinated welfare network for students. Staff assist with a variety of

issues - personal and adjustment problems, the search for accommodation and health concerns. The

transition of students into Australian life and their on-going well-being is facilitated and maintained by

the ready availability of this culturally sensitive support.

Staff - As with the Commercial Unit's students, its staff are members of staff of Hawthorn Institute of

Education. They are experienced educational professionals, most of whom have had experience as

technical teachers, technical teacher educators, educational administrators, and as consultants or

advisers to bilateral or multilateral aid agencies, or government agencies in overseas countries.

Because of the close links the Unit maintains with industry and commerce, TAFE colleges, and other

educational organisations, it is also able to draw on a large reserve of specialist expertise and to offer

individuals or teams to meet particular client requirements for both short-term and long-term training

assignments.

Programs and Courses - A key characteristic of the Commercial Unit's operations is its

capacity to respond promptly to requests for training, with the development of specially tailored

programs designed to meet specific needs identified by various clients and client groups.

As a consequence, all of the Unit's programs and courses reflect considerable consultation with the

client. and are evaluated both during and after implementation to ensure trainee and client satisfaction.

Within the context of constantly changing training needs and the necessary development of fresh

programs, the Unit has established three mainstream centres of operation.

Suzanne Ahn

Student:

The best part of being

at Hawthorn is that the

students are treated as

people. The building

and grounds are cosy

and welcoming. The

staff are friendly and

eager to help.

Hawthorn's people

orientation is especially

reflected in the one

year teaching

experience cycle, as

you are placed with one

school for the whole

year. This gives you

time to concentrate on

developing your

teaching skills.

Hawthorn assumes that

the students are

responsible, talented,

intelligent and

individual beings."

24

Centre for International Teaching, Training and Development - The Centre for International Teaching, Training and Development caters for a disparate range of needs in

technical/vocational training in a number of developing countries.

The Centre predominantly provides fellowship training programs, generally of three-months to twelve-

months duration, which incorporate both instructor upgrading and skills training components.

Importantly, all programs conducted are negotiated in consultation with international funding agencies

and representatives of host countries from which participants are recruited. The content of each

program, therefore, is specifically designed to meet perceived training needs of the host countries.

An important development has been the design and implementation of two fellowship diploma programs

- the Technical and Vocational Instructors Diploma and the Fellowship Diploma of Technical and

Vocational Teacher Training.

The Technical and Vocational Instructors Diploma is an initial teacher/instructor training program

intended to provide participants with a range of teaching skills. Participants in this diploma program are

required to concurrently undertake professional studies and skills training in their subject

specialisations.

The Fellowship Diploma of Technical and Vocational Teacher Training is an advanced program

specifically designed to upgrade the professional and subject specialisation skills of trained, practising

technical and vocational teachers.

In the implementation of each of these programs, professional

studies are conducted at the Hawthorn Institute of Education. In the

conduct of the skills training component, the subject specialisation

needs of each participant are ascertained in consultation with

program participants, and selected staff from co-operating Technical

and Further Education Colleges, and other educational and industrial

training institutions. Individualised programs are then conducted at

these training institutions under the close supervision of Centre staff.

In addition, the Centre also offers the following services, both locally and offshore:

■ management and administration of technical and vocational education systems and institutions;

■ monitoring and evaluation of systems performance;

• supervisory practices;

■ training needs analysis, curriculum design and learning materials design and preparation;

• development of alternative delivery systems for technical and vocational education.

• All staff within the Centre have had extensive experience working in technical and vocational

education in developing countries, and working with fellowship training groups at the Institute.

Centre for Continuing Education and Training - Over the past decade the Institute has

developed extensive links with Australian industry and government and is now a key provider of training

and consultancy services for the industry, commerce and government sectors through the Centre for

Continuing Education and Training.

Staff within the Centre advise and assist in the development of comprehensive training plans for these

sectors. A major focus of these training plans is to incorporate articulation between specific training

courses and to ensure that appropriate recognition of work experience is addressed.

Guarantee legislation requirements. This is further supported by Hawthorn's status as a Reg istered

Industry Training Agent.

Trainer Nationally, Hawthorn Institute is a leading provider of Trainer Training through its Workplace tion of

Certificate which has National accreditation under the National Framework for the Recogni

Amon Useb

Teacher:

"My experience at

Hawthorn has been really

fulfilling. What is most

striking at Hawthorn is

the caring approach of

lecturers and non-

teaching staff in their

relationship with their

students, which is

essential in any

educational institution for

academic excellence.

They do really care not

only about the

educational needs and

desires of their students,

but also about personal

needs. This makes the

standard of teaching and

social life at Hawthorn

very difficult to equal."

The strength of the training provided through the Centre lies in the flexibility of its delivery modes and

attention to clients' needs. All programs are specifically designed to meet the Australian Training

25

Training (NFROT). This Certificate course is offered through traditional

and flexible delivery modes and covers the Category One and Two

Workplace Trainer Competency Standards as endorsed by the

National Training Board.

Flexible trainer training is also available through the Australian

National Training Series Kits on One-to-One Skill Training and Group

Theory Training.

Further programs available through the Centre include Organisational

Management. Leadership and Team Building, Assessment and

Evaluation. Mentoring and Coaching in the Workplace, Personal Development, Quality Assurance,

Internal Auditing, Quality Systems and Value Management.

As a major provider of accredited Occupational Health and Safety Courses the Centre offers training in

the Workplace First Aid Level 1, 2 and 3, Basic and Advanced Pulmonary Resuscitation plus

Occupational Health and Safety for Managers and Supervisors. Over 200 Victorian industries and

government sectors are providers of the Institute's accredited Occupational Health and Safety Courses

through the Partnership Scheme.

Major consultancy services available through the Centre include Occupational Analysis, Training Needs

Analysis and Skills Audits plus the development and production of advanced training courses for

industries. commerce and government sectors.

Hawthorn English Language Centre - The Language Centre accepts students from

countries throughout Asia and Europe to undertake 5, 10, 20, or 40 week English Language Intensive

Courses for Overseas Students (ELICOS). Programs are designed to equip students to seek entry to

studies in University. TAFE colleges and elsewhere.

Approximately 500 students pass through the centre annually, taught by a staff of highly qualified and

experienced teachers with world-wide teaching experience.

Programs offered by Hawthorn English Language Centre include:

• General English - Beginners to Advanced;

• English for Academic Purposes (IELTS Preparation Course);

■ English for Academic Purposes (Study Skills);

■ English for Academic Purposes (Business and Computer Studies).

■ The IELTS test, a linguistically and academically demanding measure of reading, writing, listening

and speaking is designed to evaluate a student's readiness for TAFE or University study at either

undergraduate or post-graduate level. It is valid throughout the world and has rapidly gained

prominence as a sound measure of ability to cope with tertiary level English. As Victoria's IELTS

administration test centre and provider of specific courses for the test, Hawthorn has become an

important and respected public provider of professional language training within an industry noted

for an unfortunately high proportion of unstable private language schools.

Special Programs - As well as a variety of English language classes for its international student

body, the Centre also provides English programs for specific purposes. In 1993, 105 students from

TRAJAL Osaka, a Japanese travel school, arrived to undertake 10 months of intensive English. All have

been placed in Australian homes and a balanced program of English language, sport and excursions is

being provided.

A Commercial Success - Over the last decade or so, Hawthorn has consolidated its position

as one of Australia's most active providers of educational services in the commercial market place,

despite ever growing competition locally and internationally. A reputation for professional and culturally-

sensitive program delivery and project management expert ise has been established and Hawthorn

continues to expand into new regions with vigour.

The provision of sharply

focused studies In

English has been and

continues to be a

significant and

essential element In the

training of our overseas

fellowship groups from

countries whore English

is not in widespread

use.

26

Under the Commercial Unit, Hawthorn's profile has changed

dramatically, as some 6,300 overseas students have undertaken

training, bringing an international tone to a campus which had long

been the province of an Australia-only student population. Some 35

countries have been directly assisted through more than 65 separate

contracts, and over 50 Hawthorn staff members have enjoyed the

challenges of overseas work associated with these contracts.

The greater challenge is, of course, to maintain a reputation for

excellence and a capacity to meet client needs promptly and

relevantly in the context of newly emerging developed nations looking to introduce high technology and

expertise as essential elements of national policy.

The transition of

students into

Australian life and

their on-going well

being is facilitated and

maintained by the

ready availability of culturally sensitive

support.

Student's Responsibilities

As a student of Hawthorn, you have the responsibility:

• to be well informed about your course and course requirements;

• to take an active role in planning and pursuing your studies;

• to attend all set classes;

■ to be aware of your rights and obligations.

Pages 27 and 28 were missing

at the time of digitising

Course Listing

Associate Diploma in Training and Development 30

Diploma of Teaching (Technical and Further Education) 34

Diploma of Teaching (Technology) 39

Bachelor of Adult and Vocational Teaching 45

(subject to approval)

Bachelor of Education 55

Bachelor of Training and Development 62

Graduate Certificate in Clinical Instruction 71

Graduate Certificate in Educational Studies (TESOL) 75

Graduate Diploma in Curriculum 77

Graduate Diploma of Education 80

Graduate Diploma in Educational Administration 91

Graduate Diploma in Graphic Communication Education 101

Graduate Diploma in Information and Communications

Technology Education 105

Graduate Diploma in Mathematics Education 109

Graduate Diploma in Student Welfare 114

Graduate Diploma in Technology Education 117

Master of Education Subjects 122

Associate Diploma in Training and Development

COURSE CO-ORDINATOR: ROSALIND KING, ROOM 1319, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3295.

The Associate Diploma in Training and Development is a two

year full-time or equivalent part-time course designed to

develop the knowledge and skills of trainers, training

managers and consultants within industry, commerce and

government enterprises.

Entry Requirements A person may be a candidate for the Associate Diploma in

Training and Development who:

IN has satisfactorily completed a Year 12 course of study

approved by the Institute of Education; or

■ has submitted evidence of attainments and experience

which in the opinion of the Institute are equivalent to the

standard represented by paragraph 1; and

■ is employed in an approved training role or has access

to a training position; and

■ has obtained the consent of the Institute.

Course Code The course code for the Associate Diploma in Training and

Development is 348.

Course Objectives

ASSOCIATE DIPLOMA IN TRAINING AND DEVELOPMENT

The course has as its objectives that diplomates should be

able to:

• effectively plan, prepare and deliver training and

development sessions utilising a variety of training and

learning methodologies;

• present information in training sessions utilising a

variety of instructional technologies;

• design and develop training interventions that effectively

and efficiently address the desired contemporary work

skills, knowledge and attitudes;

• understand and relate 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 the government

and non-government sectors that affect training and

development activities; and

• demonstrate management, consultative and

interpersonal skills that contribute to the improvement

of the personal, professional and specialist skills of

people working in a variety of organisational contexts.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least two academic years as a full-

time student, or for at least four academic years as a part-

time student, unless a candidate has had a different period

of candidature approved by the Academic Board on the

recommendation of the Institute. Except where permitted by

the Course Co-ordinator, candidates shall complete the

course within six years of commencing the course.

Credit A candidate who has completed part or all of a previous course of study at a tertiary level or has achieved previous

professional experience relevant to the course may be given

credit for this previous study or professional experience

providing the Institute Board approves such credit. Where

there is no equivalent subject or subjects the candidate may

be credited with an appropriate points score to be

determined by the Institute Board.

A candidate may include in his/her course of study subjects

offered in another course of The University of Melboume or

of another institution provided that the Institute Board

considers such subjects to be of an appropriate standard

and relevance to the course.

The total number of points which may be credited to a

candidate must not exceed 100 points.

Recognition for Prior Learning Credit Programs The School of Technology Education and Development has a

policy of recognising prior learning. Students who are

granted pa rtial credit for a subject will be required to

complete one or more of the following recognition for prior

learning programs.

Subject Points

771-001 Individual Study Program 1 7

771-002 . Individual Study Program 2 7

771-003 Individual Study Program 3 11

771-004 Individual Study Program 4 11

771-005 Individual Study Program 5 15

The level of credit granted will be determined via a recognition for prior learning interview in the initial stage of

course commencement.

Course Structure and Progress A candidates progress in the course is expressed in terms

of points credited for subjects passed. To qualify for the

award of Associate Diploma in Training and Development a

candidate must gain credit for at least 200 Points in the

subjects of the course.

First Year Points

771-101

Training and Presentation Skills lA

21.7

771-102

Training and Presentation Skills 1B

21.7

771-103

Needs Assessment and Program Design 2A

21.7

771-104

Evaluation and Computer Based Training 2B

21.7

771-105

Introduction to Computers 3

5.0

771-106

Training and Development in Organisations 4

8.2

Total

100.0

Second Year Points

771-107

Interpersonal and Consultative Skills 5A

771-108

Interpersonal and Consultative Skills 5B

771-109

Management of the Training Function 6A

771-110

Training Administration 68

771-111

Contemporary Issues of Training

and Development 7

771-112

Major Project 8

Total

Conversion from the Associate Diploma in Training and Development to the Bachelor of Training and Development Graduates of the existing Associate Diploma in Training and

Development who enroll in the Bachelor of Training and

Development are required to gain a further 116.9 points

from studies in the Bachelor of Training and Development to

qualify for that award.

Year Two Points

776-204 Work Organisation and Technology

16.7 776-207 Human Resource Management Systems

and Issues

16.7

Year Three Points

776-301 Models of Evaluation

16.7 776-302 Praxis in Training and Development

16.7

776-304 Organisational Change and Development

16.7

Two Electives Subjects from the following:

776-305 Gender Relations and the Workplace

16.7 776-306 Human Performance Technology

16.7

776-307 Management Training and

Development in Organisations

or other approved electives

16.7

Subject descriptions

771-101 TRAINING AND PRESENTATION SKILLS 1A

Credit points: 21.7

Special requirements: Access to a training presentation role.

Contact: Fourteen 2 to 3-hour lecture/workshops in a highly

interactive mode. (First or second semester.)

Objectives: On completion of this subject students should be able to:

• demonstrate sessional planned approaches to training

and development facilitation; and

• facilitate the processes associated with conceptual and

psychomotor group training and development activities.

Content: Skills of planning, preparation, delivery and

assessment of training sessions; the effective presentation

of psychomotor and cognitive training presentations;

instructional theories and principles.

Assessment: Two micro training sessions; a major

assignment of 1500 words (70 per cent); and two 750-word

or equivalent minor assignments (30 per cent).

771-102 TRAINING AND PRESENTATION SKILLS 16

Credit points: 21.7

Special requirements: Access to a training presentation

role.

Prerequisites: Training and Presentation Skills 1A or

equivalent.

Contact: Fourteen 2 to 3-hour lecture/workshops in a highly

interactive mode. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

• understand the principles and practices associated with

one-to-one training and development instructional

techniques;

• demonstrate assessment processes relative to a variety

of contextual situations; and

• understand the principles of adult learning and how they

are applied in a variety of contexts.

Content: Skills of planning, preparation, delivery and

assessment of training sessions; the effective presentation

of one-to-one skills training and group instructional

strategies linked to adult learning principles.

Assessment: Two micro training presentations focusing on

one-to-one and cognitive instructional interventions; a major

assignment of 1500 words involving the design, delivery and

critique of a training presentation within the student's

organisational setting (70 per cent); and two minor

assignments of 750 words (30 per cent).

771-103 NEEDS ASSESSMENT AND PROGRAM DESIGN 2A

Credit points: 21.7

Prerequisites: Training and Presentation Skills 1A and 1B.

Contact: Fourteen 2 to 3-hour lecture/workshops. (First or

second semester.)

Objectives: On completion of this subject students should

be able to:

• conduct a needs analysis using an appropriate

paradigm; and

• comprehend the relationship between systems thinking,

instructional design and work place application.

Content: Needs assessment and program design; research

skills; systems thinking.

13.0

13.0

19.6

19.6

13.0

21.8

100.0

Assessment: A major assignment of 2000 words

demonstrating training needs assessment and program

design interventions in the students' organisational context

(100 per cent).

771-104 EVALUATION AND COMPUTER BASED TRAINING 2B

Credit points: 21.7

Prerequisites: Needs Assessment and Program Design 2A.

Contact: Fourteen 2 to 3-hour lecture/workshops. (First or

second semester.)

Objectives: On completion of this subject students should be able to:

• comprehend the complex conceptual and application

aspects of evaluation;

• select an appropriate evaluative approach when

conducting a brief evaluative study;

• demonstrate the processes associated with the conduct

of a brief evaluative study;

• understand the principles of Computer Based Training

(CBT) design and application; and

• demonstrate an understanding of CBT design process.

Content: CBT activities; concepts and skills of program

design; CBT programming; learner and learning assessment;

learner reaction processes.

Assessment: A major assignment involving the production of

a linear design CBT program, together with a logic diagram,

objective intentions, learner assessment approaches,

learner reaction instruments and self assessment

documentation (100 per cent).

771-105 INTRODUCTION TO COMPUTERS 3

Credit points: 5.0

Contact: Self paced. (First semester.)

Objectives: On completion of this subject students should

be able to:

• understand the relationships of the component parts of a computer; and

• demonstrate basic word processing and basic graphics

applications.

Content: A self paced mastery introduction to the basics of

word-processing and graphics; computer literacy; specific

software computer skills.

Assessment: A score of at least 80 per cent in all topic tests (100 per cent).

771-106 TRAINING AND DEVELOPMENT IN

ORGANISATIONS 4 (CONTEXT STUDIES PART 2)

Credit points: 8.2

Contact: Twelve 2 1/2-hour lecture/workshops

incorporating case studies, group work, syndicate exercises

and lectures. (First or second semester.)

Objectives: On completion of this subject students should be able to:

• recognise the relationships between organisational

behaviour, structure and theory;

• appreciate the historical underpinning of organisational

practice; and

• comprehend the relationships between organisational

context, culture, climate and their impact upon the

operations of training and development practitioners.

Content: Concepts and metaphors associated with

organisations and their affects upon training and

development operations within the organisation.

Assessment: A major assignment of 1500 words that

requires students to explore their training and development

operations (70 per cent); a seminar paper of 750 words;

and a minor assignment of 750 words (30 per cent).

771-107 INTERPERSONAL AND CONSULTATIVE SKILLS 5A

Credit points: 13.0

Prerequisites: Training and Presentation Skills lA and 1B;

Needs Assessment and Program Design 2A and 2B, and

Training and Development in Organisations 4 (Context Studies Part 2).

Contact: Fourteen 2 to 3-hour lecture/workshops in a highly

interactive mode incorporating role plays, experiential

learning exercises, oral and written student presentations,

lectures and guest speakers. (First or second semester.)

Objectives:- On completion of this subject students should

be able to:

• demonstrate advanced consultancy and communication

skills; and

• understand the complex array of concepts and

processes associated with group and individual

communication interactions.

Content: Effective communication between people in both

individual and group interactions; the emotional needs of

individuals; personality types; interpersonal skills;

communication styles.

Assessment: Completion of exercises; a major assignment

of 1500 words (70 per cent); and minor assignments of 750

words or equivalent (30 per cent).

771-108 INTERPERSONAL AND CONSULTATIVE

SKILLS 5B

Credit points: 13.0

Prerequisites: Interpersonal and Consultancy Skills 5A.

Contact: Fourteen 2 to 3-hour lecture/workshops. (First or

second semester.)

Objectives: On completion of this subject students should

be able to:

• apply the concepts and skills of consultancy to a work

organisation problem; and

• understand the processes, concepts and priorities of

consultancy from a training and development

perspective.

Content: The internal and external dimensions of

consultancy and consultative skills; metaphors; group

dynamics; interpersonal communication.

Assessment: A major assignment of 1500 words that

synthesises the skills and concepts of consultancy (70 per

cent); and two 750-word assignments (30 per cent).

771-109 MANAGEMENT OF THE TRAINING

FUNCTION 6A

Credit points: 19.6

Prerequisites: Interpersonal & Consultative Skills 5A

and 56.

Contact: Fourteen 2 to 3-hour lecture/workshops

incorporating reflective leaming processes, case study work,

group and individual work and role plays. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• understand the principles of management from a

training and development perspective; and

• apply management process to departmental and self-

management circumstances.

Content: The management and establishment of a viable

training and development function within an organisation;

the co-ordination of a training and development function.

Assessment: A major assignment of 1500 words to design

a performance technology system that takes account of

adoption and diffusion processes (70 per cent); and three

minor assignments of 750 words that address the

formulation of mission statements and the monitoring of

training and development (30 per cent).

771-110 TRAINING ADMINISTRATION 68

Credit points: 19.6

Prerequisites: Management of the Training Function 6A.

Contact: Fourteen 2 to 3-hour lecture/workshops

incorporating case studies, lectures, problem solving and

decision analysis techniques, reflective learning and role

plays. (First or second semester.)

Objectives: On completion of this subject students should be able to:

• understand the administrative process and systems

associated with the conduct of training and development;

• appreciate the relationships of action research and its

practice in the administrative process; and

• understand the concepts of industrial law, labour market

economics and personnel management, and their

relationship to training administrative processes.

Content: Budget as a management control mechanism;

personnel and records management.

Assessment: A major assignment of 1500 words detailing

an action research approach to a work related project (70

per cent); and two 750-word assignments or equivalent

detailing a budget control approach to administration and a

training budget (30 per cent).

771-111 CONTEMPORARY ISSUES OF TRAINING AND DEVELOPMENT 7 (CONTEXT STUDIES PART 2)

Credit points: 13.0

Prerequisites: Management and Administration of Training

and Development 6A and 6B.

Contact: Fourteen 2 to 3-hour lecture/workshops

incorporating guest speakers group and individual

presentations of a seminar format. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate the process of reflective learning; and

• appreciate the relationships between contemporary

issues of personal concern and their impact on the

activities of training and development practitioners.

Content: Contemporary issues derived, negotiated and

addressed during the contact hours.

Assessment: Two seminar papers of 1000 words (70 per

cent); and two case studies of 500 words that demonstrate

learning transfer and take account of issues explored in

class (30 per cent).

771-112 MAJOR PROJECT 8

Credit points: 21.8

Prerequisites: All other subjects within this course.

Contact: 4-hours of access to an appointed mentor. 234-

hours for an independent practicum. (All year.)

Objectives: On completion of this subject students should

be able to:

• demonstrate research skills;

• comprehend the relationships between the major

components studied in the Associate Diploma through a

research project; and

• demonstrate contribution to the field of training and

development via the completion of a minor research

project.

Content: A project that synthesises and augments the

knowledge and skills acquired throughout the course.

Students work independently under the guidance of a

mentor.

Assessment: A project proposal, a project and a project

presentation to peers and lecturers of 2500 words or

equivalent.

Diplo oBeaching (Technical and Further Education)

COURSE CO-ORDINATOR: JOHN DAVID, ROOM 1311, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE (03) 810 3241.

The Diploma of Teaching (Technical and Further Education)

is recognised as an approved three-year full-time course of

teacher training for the TAFE Teaching Service and a

recognised tertiary qualification for training officers and

instructors, and adult community educators. The course

provides entry to the Bachelor of Education.

The aim of the course is to enable students to develop the

necessary knowledge, attitudes and skills required for the

first few years of their teaching or training roles.

Course Code The course code for the Diploma of Teaching (Technical and

Further Education) is 378.

Course Entry An applicant for the Diploma of Teaching (TAFE) must:

• have completed a Year 12 course of study approved by .

the Institute of Education; or

• have submitted evidence of attainments which in the

opinion of the Institute are equivalent to satisfactory

completion of Year 12; or

• be a member of the TAFE Teaching Service or be eligible

for entry into the TAFE Teaching Service; or

• possess those personal and technical competencies

which in the opinion of the Institute are necessary for

employment as vocational teachers or trainers; and

• be 21 years of age or above; and

• be employed in a teaching position or training role in

which the teaching experience requirements of the

course can be met.

Course Objectives

DIPLOMA OF TEACHING (TECHNICAL AND FURTHER EDUCATION)

This course has as its objectives that diplomates are able

to:

• demonstrate the essential knowledge and skills involved

in the design, implementation and evaluation of

effective learning experiences;

• comprehend the intellectual, social and psychological

aspects of adult learning;

• fulfil a professional and specialist role as members of

an educational organisation;

• maintain a program of self-development which will extend

competence in educational, specialist and personal

areas relevant to the role of teacher or trainer; and

• demonstrate the communication and inter-personal

skills and commitment to education which contribute to

co-operative learning.

Course Structure To satisfy the requirements for the Diploma of Teaching

(Technical and Further Education) a student must:

• accumulate at least 300 points;

• complete the compulsory subjects for Year 1, Year 2,

Year 3 or approved equivalent studies;

• complete, if required, Year 1 supplementary units; and

• complete at least 24 points of elective studies in Year 3.

The course program consists of a one-year specialist study

and work experience component plus a two-year internship

teacher education program. Applicants may receive up to

one year advanced standing in the course for previous

specialist approved qualifications.

The two-year teacher education program is conducted in two

modes:

• part-time students who are engaged in teacher/training

activities for at least six hours a week during the day,

evening or a combination of both; and

• full-time students who undertake studies two days a

week at the Institute and three days per week engaged

in a teaching experience program.

The One-Year Specialist Studies Program

The Year 1 program is devoted to up-grading and qualifying

students in their respective specialist teaching fields, and

acknowledges any work experience related to those studies

and their extended applications. Students entering the

course will normally be expected to have completed the Year

1 requirement prior to application since this is generally the

minimum requirement for teacher selection by the employing

bodies.

Note: Students will be granted full credit for Year 1

Specialist Studies if they possess:

• an approved apprenticeship qualification (Certificate of

Proficiency) or its equivalent and substantial relevant

work experience, such that the period of apprenticeship

and work experience totals not less than eight years; or

• an approved Certificate of Technology, a two-year full-

time post-Year 11 TAFE Certificate (or equivalent) and at

least four years of relevant work experience; or

• an approved Associate Diploma, a two-year full-time

post-Year 12 Diploma (or equivalent) and at least two

years of relevant work experience.

First Year

Compulsory Subjects (100.0) One of the following four programs: 772-135 Specialist Studies Program

772-143 Specialist Studies Program

772-151 Specialist Studies Program

772-159 Specialist Studies Program

Supplementary Subjects 772-393 Specialist Studies Program 1

772-394 Specialist Studies Program 2

Points

100.0

100.0

100.0

100.0

10.0

10.0

Second Year Points

Compulsory Subjects (100.0) 772-268 Educational Psychology 1 5.6

772-269 Language and Communication 1 11.1 772-272 Teaching, Learning and Curriculum 2 16.7 772-273 Language and Communication 2 8.3 772-274 Education, Technology and Society 1 8.3 772-395 Introduction to Computers 4.0 772-396 Initial Teaching Skills 4.0 772-397 Teaching, Learning and Curriculum 1 8.6 772-398 Teaching Experience 33.4

Third Year Points

Compulsory Subjects (75.1) 772-377 Teaching. Learning and Curriculum 3 11.2 772-378 Educational Psychology 2 5.6 772-379 Language and Communication 3 8.3 772-380 Education, Technology and Society 2 8.3 772-381 Teaching/Field Experience 2A 16.7 772-383 Teaching, Learning and Curriculum 4 8.3 772-391 Teaching/Field Experience 2B 16.7 Elective Subjects (choice of any three) (24.9) 772-384 Adult Education 8.3 772-385 Specialist Computer Applications in Education 8.3 772.386 Studies of Equal Opportunity in Education 8.3 772-387 Mathematics in Vocational Education 8.3 772.388 Teaching Technology Studies 8.3 772-389 Training and Learning in the Work Place 8.3 772-390 Practicum in Teaching and Learning 8.3

Course advice Students should report initially to the Course Co-ordinator, Mr John David, for assistance in matters such as study planning, deferment, leave of absence and special consideration.

Credit The maximum credit awarded for previous study or experience is 200 points.

Assessment The tasks for assessment will vary according to the nature and size of the subject. In general, assessment tasks may be classified as:

• a major assignment consisting of a 1500- to 2000-word

paper or a non-written task equivalent in time/effort;

and

• a minor assignment consisting of a 750- to 1000-word

paper or a non-written task equivalent in time/effort.

Non-written assignment tasks may cover a range of activities

such as the production of practical projects, audio-visual

programs and/or graphic and oral presentations to illustrate

structures, principles or processes. Criteria for assignment

work will be specified with each task.

Subject descriptions

772-268 EDUCATIONAL PSYCHOLOGY 1

Credit points: 5.6

Contact: Fourteen 2-hour lecture/workshops. (First or

second semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate an awareness of individual differences

among both students and teachers which affect the

learning climate and students' approaches to learning;

• understand the effect of the group on students

behaviour and learning; and

• devise strategies for assisting students more effectively

- both in their learning and behaviour.

Content: Student learning; classroom management

strategies; communication skills, behavioural analysis; skills

management; adolescence and adulthood; group dynamics.

Assessment: A set of exercises and one major assignment

(100 per cent).

772-269 LANGUAGE AND COMMUNICATION 1

Credit points: 11.1

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate literacy competence (spoken and written)

for personal and professional development; and

• understand the language process involved in moving

from experience to thought, to speech, to writing and

the implications for teaching and learning.

Content: Written and oral communication; language for

personal use and development; language for public use and

professional development.

Assessment: A set of exercises and one major (60 per cent) and two minor assignments (40 per cent).

772-272 TEACHING, LEARNING AND CURRICULUM 2

This subject is not offered in 1994.

Credit points: 16.7

Prerequisite: Teaching, Learning and Curriculum 1.

Contact: Twelve 3.5-hour lecture/workshops.

Objectives: On completion of this subject students should

be able to:

• demonstrate classroom management skills;

• demonstrate the basis of assessment learning; and

• demonstrate advanced teaching and learning strategies.

Content: Advanced teaching and learning strategies;

classroom/workshops management; functions and methods

of student assessment and reporting.

Assessment: Completion of set exercises; two major

assignments (60 per cent); and two minor assignments (40

per cent).

772-273 LANGUAGE AND COMMUNICATION 2

Credit points: 8.3

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• think visually and appreciate the contribution visual

thinking can make to their personal learning processes

and innovation;

• understand graphic communication as a means of

conceiving, clarifying and communicating ideas and

information; and

• demonstrate the knowledge, skills and processes to

produce effective material in a teaching/learning

environment.

Content: Visual communication; visual thinking; graphic

communication processes; graphic techniques; systems

elements and media.

Assessment: A set of exercises; a major assignment (70

per cent); and a minor assignment (30 per cent).

772-274 EDUCATION, TECHNOLOGY AND SOCIETY 1

Credit points: 8.3

Contact: Twelve 3-hour lecture/workshops. (First semester.)

Objectives: On completion of this subject students should

be able to:

• possess a positive sense of identity as teachers in

vocational and adult education through the development

of a framework that incorporates philosophical,

historical and sociological frameworks.

Content: Philosophical, historical and sociological

perspectives on education, technology and society.

Assessment: Set exercises; a major assignment (70 per

cent); and a minor assignment (30 per cent).

772-377 TEACHING, LEARNING AND CURRICULUM 3

Credit points: 11.2

Prerequisite: Teaching, Learning and Curriculum 2.

Contact: Twelve 3-hour lecture/workshops. (First or second semester.)

Objectives: On completion of this subject students should be able to:

• analyse and assess principles of Curriculum

Development and Evaluation and practice a range of

related skills within the context of their own teaching

setting; and

• examine a range of creative teaching and learning

strategies with a view to trialling and evaluating selected

strategies in their current and future teaching situations.

Content: Curriculum models and strategies in vocational

and adult education; instructional media; working with

groups; approaches to teaching and learning.

Assessment: Set exercises; a major assignment (70 per

cent); and a minor assignment (30 per cent).

772-378 EDUCATIONAL PSYCHOLOGY 2

Credit points: 5.6

Prerequisites: Educational Psychology 1.

Contact: Fourteen 2-hour lecture/workshops. (First or

second semester.)

Objectives: Students in this subject should build on the

awareness, understanding and skills developed in unit one,

the aim being that students should have the opportunity to

develop further in these areas.

Content: Personal skills; personality and behaviour;

learning.

Assessment: A set of exercises and a major assignment

(100 per cent).

772-379 LANGUAGE AND COMMUNICATION 3

Credit points: 8.3

Prerequisite: Language and Communication 1-

Contact: Twelve 3-hour lecture/workshops. (First semester.)

Objectives: On completion of this subject students should

be able to:

• understand 'literacy competence' and how this is

acquired, with an emphasis on reading and the

psycholinguistic processes; and

• understand the implications for the teaching/learning

context.

Content: Language patterns; reading and writing skills; the

relationship of language processes to learning; the reading

process; readable teaching materials; the teachers role in literacy development.

Assessment: A set of exercises; a major assignment (70

per cent); and a minor assignment (30 per cent).

772-380 EDUCATION, TECHNOLOGY AND SOCIETY 2

Credit points: 8.3

Prerequisite: Education, Technology and Society 1.

Contact Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• endorse their sense of professional identity and to

consolidate their sense of professional location within

the broader context of educational, technological and

social change.

Content Current issues in education; the teacher in specific

contexts; negotiated topics of interest; visits to educational

institutions.

Assessment: A major investigation (60 per cent); a class

presentation and journal relating to the educational

visitation program (40 per cent).

772-383 TEACHING, LEARNING AND CURRICULUM 4

Credit points: 8.3

Prerequisite: Teaching, Learning and Curriculum 3.

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate via classroom workshops and completion

of prescribed tasks and assignments an awareness of

processes and interpersonal skills appropriate for the

design of educational programs in their subject area;

• demonstrate an awareness of the range of government

policies and regulations which may impinge on the role

of the classroom teacher, and

• identify and select alternative teaching strategies which

match the varying needs of their students.

Content: Curriculum; curriculum evaluation; the role of

teacher; government legislation relevant to teaching e.g.

occupational health and safety; level one - first aid.

Assessment: Set exercises; a major assignment (70 per

cent); and a minor assignment (30 per cent).

772-381/771391 TEACHING/FIELD EXPERIENCE 2A AND 2B

Credit Points: 2A 16.7 points; 2B 16.7 points

Special requirements: Full-time course trainees are located

in their teaching context for 3 days each week. Part-time

course trainees must be employed or placed in their

teaching context to teach a minimum of 6 hours per week.

Placement trainees must be under direct supervision. Prerequisites: Teaching Experience. Contact: The Involvement Time for these two subjects is

420 hours comprising planning and preparation, teaching sessions, observation and analysis and a series of activities

undertaken in their teaching institution.

Objectives: This subject is developed with its main thrust

directed towards the impact of student learning. Students

should be exposed to experiences which will trial and

evaluate alternative teaching strategies, develop and re-

develop programs (curriculum based activities) and other

related work place or field based activities.

Content: Individually-negotiated tasks and activities are

arranged with students and directly supervised. Tasks are

directly related to teaching and professional activities.

Assessment: A journal containing negotiated tasks; the

standards outlined by the supervising lecturer (100 per

cent).

772-384 ADULT EDUCATION

Credit points: 8.3

Prerequisite: Completion of Year 2 Studies.

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• identify the difference in assumptions about learning of

pedagogy (the a rt and science of teaching children) and

androgogy (the art and science of helping adults to

learn); and

• indicate the implications of these differences for

program planning, selection of teaching strategies and

evaluation processes.

Content: Adult education; principles and practices; adult

learning.

Assessment: A set of exercises; a major assignment (70

per cent); one or more minor assignments (30 per cent).

772-385 SPECIALISED COMPUTER APPLICATIONS

IN EDUCATION

Credit points: 8.3

Prerequisite: Completion of Year 2 Studies.

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• possess a systematic approach to instructional design

using an authoring language (option 1) OR students will

gain experience in using three specialised applications

to produce materials for educational purposes

(option 2).

Content: Option 1: a systematic approach to Instructional

Design using an authoring and/or tutoring program to

develop an education program. Option 2: advanced

computer applications involving theory and practical work.

Assessment: A set of exercises; a major assignment (70

per cent); and a minor assignment (30 per cent).

772-386 STUDIES OF EQUAL OPPORTUNITY IN

EDUCATION

Credit points: 8.3

Prerequisite: Completion of Year 2 Studies.

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: in the light of quality of opportunity in both

education and the broader community, students should be

alerted to the possibilities of discriminatory behaviours and

practices as they affect all types of groups and individuals.

Core subjects provide students with basic knowledge of anti-

discrimination legislation and the opportunity to assess their

values regarding social justice issues. An elective such as

this in equal opportunity in education is essential to meet

the needs of students who are concerned to broaden the

scope of their understanding in the area and to acquire

experience in a research project aimed at devising effective

and equitable programs for the range of students they will

meet or are already working with in their professional roles.

Content: Action-research to investigate and analyse Equal

Opportunity issues and practices in education; individual

students or small group will develop, implement and

evaluate a project.

Assessment: A 3000-word negotiated project (100 per

cent).

772-387 MATHEMATICS IN VOCATIONAL EDUCATION

Credit points: 8.3

Prerequisite: Completion of Year 2 Studies.

Contact: Twelve 3-hour lecture/workshops. (Second

semester.)

Objectives: On completion of this subject students should

be able to:

• understand basic mathematic skills needed for

teaching;

• demonstrate competency in using a hand calculator;

• demonstrate applications and methods of teaching

mathematics in particular vocational areas; and

• appreciate the scope and use of mathematics in the

general context of human endeavour.

Content: The teaching of Mathematics within vocational

courses by non-specialised teachers; how people learn

mathematics; teaching resources.

Assessment: A set of exercises; a major assignment (60

per cent); and several minor assignments (40 per cent).

772-388 TEACHING TECHNOLOGY STUDIES

Credit points: 8.3

Prerequisite: Completion of Year 2 studies.

Contact: Twelve 3-hour lecture/workshops. Some sessions

will involve field experience. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

• analyse the directions in which their specialised industry

is heading and to address implementation of curriculum

appropriate for these directions.

Content: Past and current technologies; likely future

technological developments, educational and work

implications.

Assessment: A number of reports equivalent to 3000 words

(100 per cent).

772-389 TRAINING AND LEARNING IN THE WORK PLACE

Credit points: 8.3

Prerequisite: Year 2 studies.

Contact: Twelve 3-hour lecture/workshops. Some sessions

will involve field experience. (First or second semester.)

Objectives: On completion of this subject students with a

wide range of backgrounds should be able to:

• acquire an understanding of training and learning

approaches within the work place. This includes an

awareness of the social, political and economic

influence of each group comprising the industrial and

commercial working environment; and industry's

relationship with educational sectors such as TAFE

colleges.

Content: Training and learning in apprenticeships,

traineeships, on-site and in-house training and skill centres.

Assessment: A number of reports equivalent to 3000 words

(100 per cent).

772-390 PRACTICUM IN TEACHING AND LEARNING

Credit points: 8.3

Prerequisite: Year 2 Studies.

Contact: Twelve 3-hour lecture/workshops. Some sessions

will involve field experience. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate various approaches to teaching and

learning;

• negotiate learning tasks and accept responsibility for

student learning;

• reflect on learning activities; and

• demonstrate the skills of research or investigation with

an action orientation.

Content: A teaching/learning experience in a different

setting or context from that familiar to the student is

negotiated as a learning contract.

Assessment: The fulfilment of a learning contract;

presentation of a report equivalent to 3000 words (100 per

cent).

772-395 INTRODUCTION TO COMPUTERS

Credit points: 4.0

Contact: Twelve 2-hour lectures. A self-paced mastery

mode, using a computer managed instructional program.

(First semester.)

Objectives: This subject assumes that students have no

prior knowledge of computers. Students should acquire a

range of basic computing concepts, as well as gaining a

broad introduction to the use of a personal computer.

Content: Uses of the computer; development of computer

skills; word processing.

Assessment A series of practical tests (100 per cent).

772-396 INITIAL TEACHING SKILLS

This subject is not offered in 1994.

Credit points: 4.0

Contact: 20 contact hours, normally conducted over 3 1/2

days full-time or six evenings part-time.

Objectives: On completion of this subject students should

have:

• acquired a foundation for the subject 772-397 Teaching,

Learning and Curriculum, by developing a range of basic

teaching competencies.

Content: Basic skills of teaching, planning and conduct of

teaching.

Assessment: Satisfactory completion of all set exercises

and practical tasks (100 per cent).

772-397 TEACHING, LEARNING AND CURRICULUM 1

This subject is not offered in 1994.

Credit points: 8.6

Prerequisite: Initial Teaching Skills.

Contact: Nine 4-hour lecture/workshops.

Objectives: On the completion of this subject students

should be able to:

• build and expand on the knowledge gained in the Initial

Teaching Skills subject work. Students should further

develop the ability to analyse the knowledge, skills and

attitudes of learners.

Content: Teaching; principles of adult teaching and learning;

motivation; individual differences; task and skill analysis;

instructional media.

Assessment: Set exercises; a major assignment (70 per

cent); and a minor assignment or 3 minor assignments (30

per cent).

772-398 TEACHING EXPERIENCE

Credit points: 33.4

Special requirements: In the full-time course, trainees are

located in their teaching context for 3 days each week. In

the part-time course, trainees must be employed or placed

in their teaching context to teach a minimum of 6 hours per week.

Contact: Planning and preparation, teaching sessions, pre-

session and post-session conferences, observation and

analysis and additional involvement in the organisation of

the teaching context. (All year.)

Objectives: On completion of this subject students should

be able to:

• possess capabilities to demonstrate essential

knowledge and skills; it will further enable them to plan,

implement and evaluate effective learning experiences

for their students.

Content: All trainees are required to undertake a minimum

of 45 days of supervised teaching experience, unless

otherwise specified in the requirements of the particular

teaching context. Basic teaching competencies are included

in a Learning to Teach Agreement, whilst advanced teaching

and learning activities comprise the Phase Two Agreement.

Field supervisors are responsible for regular supervision

cycles each week.

Assessment: Satisfactory completion of the Learning to

Teach and Phase Two Agreements (100 per cent).

COURSE CO-ORDINATOR: GEOFF RODGERS, ROOM G260, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE:

(03) 810 3232.

The Diploma of Teaching (Technology) is a three year full-

time course designed to prepare non-graduates with

industrial qualifications and experience to teach technology

studies in post primary schools.

Entry Requirements A person may be a candidate for the Diploma of Teaching

(Technology) who:

• has a Certificate of Proficiency of the Victorian State

Training Board and substantial relevant work experience

such that the period of apprenticeship and work

experience totals not less than eight years; or

• has a Certificate of Technology or other approved two

year full-time post Year 11 TAFE certificate plus at least

six years of relevant work experience; or

• has other such qualifications or occupational experience

as may be deemed by the Institute of Education ('the

Institute') to be at least equivalent to one of the above.

requirements; and

• has obtained the consent of the Institute.

Course Code The course code for the Diploma of Teaching (Technology)

is 408.

Period of Candidature After being admitted, a candidate must pursue a course of

studies for at least three academic years as a full-time

student, or for at least six academic years as a part-time

student, unless a candidate has a different period of

candidature approved by the Academic Board on the

recommendation of the Institute.

Course Objectives

DIPLOMA OF TEACHING (TECHNOLOGY)

The course has as its objectives that diplomates should be

able to:

• develop a teaching competence especially related to

problem based learning and the integration of theory

and practice in technology education;

• understand basic curriculum and skills;

• participate effectively in school decision making;

• apply practical skills relevant to a variety of technical

areas;

• understand a variety of technologies, including their

personal, social and environmental effects;

• discuss their informed and defensible views on

technology, education and society and their

relationships;

• demonstrate an awareness of the implications of social

justice policies, including anti-discrimination legislation,

for their teaching; and

• demonstrate personal qualities and skills relevant to a

career in teaching.

Credit A candidate who has completed part or all of a previous

course of study at tertiary level or has achieved previous

professional experience relevant to the course may be given

credit for this previous study or experience providing the

Institute Board approves such credit. Where there is no

equivalent subject or subjects the candidate may be

credited with an appropriate points score to be determined

by the Institute Board.

A candidate may include in his/her course of study subjects

offered in another course of the University of Melboume or

of another institution provided that the Institute Board

considers such subjects to be of an appropriate standard

and relevance to the course.

The total number of points which may be credited to a

candidate for previous studies and experience and subjects

of other courses must not exceed 200 points.

Course Structure and Progress A candidate's progress in the course is expressed in terms

of points credited for subjects passed.

To satisfy the requirements for the Diploma of Teaching

(Technology) award a candidate must:

• gain a cumulative score of at least 300 points; and

• complete the compulsory subjects or approved

equivalent studies.

The course has two major components. The first component

is a two year core program. The fourth and final semester of

the core program is an Integrated Studies Program in which

students undertake projects designed to integrate, extend

and apply knowledge and skills acquired during the previous

three semesters.

The course is based on the internship model of teacher

training and teaching experience is the central focus.

Program studies at the School are designed to complement

the students developing competence and experience in their

teaching context.

Students attend program studies at the school two days

each week and undertake supervised teaching experience in

a post primary school for the remaining three days each

week.

The second component of the course is the Complementary

Studies which constitutes the third year and consists of two

parts.

The first pa rt comprises Advanced Specialist Studies in

which students pursue studies designed to increase the

depth of knowledge and skills in their base specialist field.

Students may apply for credits for such studies completed

prior to enrolment. The second pa rt consists of the

Technology Education Program in which students pursue

studies designed to extend and broaden their understanding

and skills in various aspects of technology education.

Students undertake third year studies on a part-time basis

with classes conducted late afternoon, weekends and during

school vacations.

First Year

Compulsory Subjects

Points

771-126 Teaching, Learning and Curriculum 1A 11.1

771-127 Technology Studies 1A 5.6

771-128 Educational Psychology 1 5.6

771-129 Language and Communication 1A 11.2

771-131 Teaching, Learning and Curriculum 1B 11.1

771-132 Technology Studies 1B 5.6

771.133 Education, Technology and Society 1 8.3

771-134 Language and Communication 1B 8.3

771.156 Teaching Experience 33.2

Total 100.0

Second Year

Compulsory Subjects 771-136 Teaching. Learning and Curriculum 2

771-137 Technology Studies 2

Points

11.1 5.6

771-138 Educational Psychology 2 5.6

771-139 Language and Communication 2 5.6

771-140 Education. Technology and Society 2 5.6

771-142 Integrated Studies Program 33.3

774-149 Teaching Experience 33.2

Total 100.0

Third Year Points

Compulsory Subjects 771-144 Advanced Specialist Studies Program

771-145 Advanced Specialist Studies Program Advanced Specialist Studies Program Advanced Specialist Studies Program Advanced Specialist Studies Program Technology Education Program

Subject Descriptions

771-126 TEACHING, LEARNING AND CURRICULUM IA

Credit points: 11.1

Contact Twelve 4-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

• plan learning experiences;

• define learning aims and objectives;

• conduct a successful learning experience; and

• use effective techniques for questioning, motivation,

classroom organisation and safe working practices.

Content: An introduction to teaching and learning;

preparation for teaching; lesson planning; aims and

objectives; sequential lessons; the pacing of lessons;

questioning techniques; safe working practices in workshops

and other learning contexts; discipline; classroom

organisation; student motivation; effective use of teaching

aids; methods of assessing student performance.

Assessment: A class presentation and a 1000-word written report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 2000 words (50 per cent).

771-127 TECHNOLOGY STUDIES IA

Credit points: 5.6

Contact: Twelve 2-hour lectures. (First semester.)

Objectives: On completion of this subject students should be able to:

• demonstrate basic competency in simple fabrication

processes of wood, ferrous and non ferrous metals and plastics; and

• demonstrate an awareness of basic processes used in

mechanical and electronics projects.

Content: Industrial skills appropriate in teaching at post

primary level; the knowledge and skills of students will be

broadened through appropriate practical studies using

materials such as wood, metal and plastics and process

activities such as electronics and mechanics.

Assessment: A class presentation and a 500-word written

report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 1000 words (50 per cent).

771-128 EDUCATIONAL PSYCHOLOGY 1

Credit points: 5.6

Contact: Twelve 2-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

• be aware of individual differences among both students

and teachers which affect the learning climate and

students' approaches to learning;

• understand the effect of the group on students'

behaviour and learning; and

• devise strategies for assisting students more effectively

in their learning and actions.

Content: Areas of study are selected according to the needs

and concerns of the students as these needs emerge in

teaching experience, e.g., values clarification, self

management skills, occupational health, stress

management, classroom management, theories of

development, theories of personality, classroom interaction,

problems of childhood, adolescent and youth, theories of

learning and cognition.

Assessment: A class presentation and a 500-word written

report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 1000 words (50 per cent).

771-129 LANGUAGE AND COMMUNICATION 1A

Credit points: 11.2

Contact: Twelve 4-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

• speak and write competently for personal and

professional development; and

• understand the language process involved in moving

from experience to thought, to speech, to writing and

the implications this has for teaching and learning.

Content: Language for personal use and development;

personal history of language experience; drafting an

autobiography; reflective writing; construct of self; scripted

role play; analyses of role plays; discussion and textual

analysis of public issues; visual thinking and graphic

communication; generating visual images; developing

thinking abilities through the production of concept diagrams

and visual analogies; graphic ideation; freehand and

instrumental drawing principles, techniques and processes.

771-146 771-147 771-148 771-149 Total

10.0 10.0 10.0 10.0 10.0 50.0

100.0

Assessment: A class presentation, exercises and set

assignments of 1500 words relating to the language

component (50 per cent); and a class presentation,

exercises and a non-written set assignment equivalent to

1500 words in time and effort relating to the visual

communication component (50 per cent).

771-131 TEACHING, LEARNING AND CURRICULUM 18

Credit points: 11.1

Prerequisites: Satisfactory completion of Teaching, Learning

and Curriculum 1A.

Contact: Twelve 4-hour lectures. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate a knowledge of current curriculum

processes in technology studies;

• understand a range of teaching and learning situations

beyond those studied in semester one; and

• recognise the individual skills and attitudes of learners

and develop a range of learning experiences to

capitalise on these differences for the learners benefit.

Content: Teaching and Learning in post-primary schools;

characteristics of learners; the learning process; individual

differences; development implementation and assessment

of problem based learning activities; planning technology

studies activities; technology education in relation to school

based responsibilities; the VCE and Curriculum Frameworks;

recent policy initiatives, e.g., Integration and Equal

Opportunity programs.

Assessment: A class presentation and 1000-word written

report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 2000 words (50 per cent).

771-132 TECHNOLOGY STUDIES 18

Credit points: 5.6

Contact: Twelve 2-hour lectures. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• apply the computer skills of word processing, DOS

commands and basic graphics; and

• appreciate CML approaches to learning.

Content: Introduction to computers, computing and

computer applications; the use of a computer managed

instruction package; word processing; spreadsheets;

computer graphics.

Assessment: Completion of set computer package (40 per

cent); and set assignments of approximately 1500 words

(60 per cent).

771-133 EDUCATION, TECHNOLOGY AND SOCIETY 1

Credit points: 8.3

Contact: Twelve 3-hour lectures. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• understand key terms used in education, technology and

society;

• provide an overview of the Victorian education system;

• describe the relationship of the family, socialisation and

adolescents; and

• promote the concept of the classroom as a work place.

Content: Technology and technological change; the

development of artefacts; education and work through case

studies; history and ideology of work; philosophy and

sociology of work; social class.

Assessment: Class presentation and a 750-word report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 1500 words (50 per cent).

771-134 LANGUAGE AND COMMUNICATION IB

Credit points: 8.3

Prerequisites: Satisfactory completion of Language and

Communication 1A.

Contact: 24 contact hours in three-hour weekly sessions for

the language component and 12 contact hours for the

computer graphics component. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• think visually and appreciate the contribution visual

thinking can make to their personal learning processes;

• understand graphic communication as a means of

conceiving, clarifying and communicating ideas and

information; and

• demonstrate the skills and processes appropriate to the

development of teaching and learning materials.

Content: Language for public use and professional

development; features of information writing, preparation of

technical and instructional material, preparation and

presentation of a paper on a controversial public issue;

research data gathering and reporting; professional issues;

computer aided graphics; an introduction to computer

graphics software packages; the computer as a tool for

solving of visual and graphic communication problems.

Assessment: Class presentations, exercises and set

assignments of 1500 words relating to the language

component (65 per cent); and class presentations,

exercises and non-written set assignment equivalent to 750-

words in time and effort relating to the computer graphic

component (35 per cent).

771-136 TEACHING, LEARNING AND CURRICULUM 2

Credit points: 11.1

Prerequisites: Satisfactory completion of Teaching, Learning and Curriculum 1B.

Contact: Twelve 4-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

• participate in curriculum development for enquiry based

learning, both for technology studies and the school

generally:

• understand basic curriculum evaluation processes; and

• understand developments in teaching and learning.

Content: Alternative teaching strategies; inquiry based

learning in technology education; curriculum development

and evaluation orientations: models of curriculum; school

curriculum, governance and responsibilities; sequencing

learning activities; negotiated curriculum; computers in

technology education.

Assessment: A class presentation and 1000-word written

report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 2000 words (50 per cent).

771-137 TECHNOLOGY STUDIES 2

Credit points: 5.6

Prerequisites: Satisfactory completion of Technology

Studies lA and SB.

Contact Twelve 2-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

• use mathematical skills in solving technology problems;

• understand aspects of applied science, chemistry,

physics and electricity relevant to the needs of

technology teachers; and

• design and construct simple machines to perform

designated functions.

Content Definition and analysis of principles and elements in a variety of machines and devices; Pythagorean

principles, trigonometry, measuration, graphs, costing

techniques as applied to technology projects; scientific

method, chemical and physical properties of materials,

forces and motion, electricity and magnetism. Students will

be required to invent machines to perform specified functions.

Assessment: A class presentation and 500-word written report (30 percent); class exercises (20 per cent); and set

assignments of approximately 1000 words (50 per cent).

771-138 EDUCATIONAL PSYCHOLOGY 2

Credit points: 5.6

Prerequisites: Satisfactory completion of Educational Psychology 1.

Contact: Twelve 2-hour lectures. (First semester.) Objectives: On completion of this subject students should be able to:

• demonstrate an understanding of a range of personal skills;

• demonstrate an understanding of barriers to learning

and ways of overcoming them; • demonstrate an understanding of adolescence and

factors affecting development;

• demonstrate an understanding of group dynamics;

• demonstrate an understanding of major perspectives on

learning; and

• demonstrate an understanding of helping people with

disabilities.

Content: Counselling and conflict management in the

classroom; stress management; personality and behaviour;

adolescent and youth studies; understanding personality

and behaviour; individual development; learning; psychology

of learning; learning difficulties in the classroom; psychology

of individual learning; study skills; memory training; problem

solving and creativity thinking style.

Assessment: A class presentation and 500-word written

report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 1000 words (50 per cent),

771-139 LANGUAGE AND COMMUNICATION 2

Credit points: 5.6

Prerequisites: Satisfactory completion of Language and

Communication lA and SB.

Contact: Twelve 2-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

• understand reading acquisition;

• read and derive meanings from texts;

• understand the relationship between language and

learning;

• assess students' reading behaviour and use this

knowledge in classroom organisation; and

• select texts and create readable texts.

Content: Close technique as a learning-how-to-learn tool;

cueing systems; comprehension strategies; reader-friendly

materials; analysis of classroom texts; writing technology

briefs; the reading process; classroom interaction; co-

operative learning and exploratory talk; problem solving and

language.

Assessment: A class presentation and 500-word written

report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 1000 words (50 per cent).

771-140 EDUCATION, TECHNOLOGY AND SOCIETY 2

Credit points: 5.6

Prerequisites: Satisfactory completion of Education,

Technology and Society 1.

Contact: Twelve 2-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

• describe gender division of labour;

• describe changing social relations at work, leisure, in

the family and the classroom;

• describe ideologies that frame conceptions of work and

the interests they serve;

• describe the social function of work; and

• describe the educational function of technology studies.

Content: Change in society and in education; identification

and exploration of change in the student's educational

setting, identification of educational pathways and

experiences of school students; skills involved in the

observation of educational practice; identification and

investigation of concerns.

Assessment: A class presentation and 500-word written

report (30 per cent); class exercises (20 per cent); and set

assignments of approximately 1000 words (50 per cent).

771-142 INTEGRATED STUDIES PROGRAM

Credit points: 33.3

Prerequisites: Satisfactory completion of core subjects.

Contact: Twelve hours weekly in the form of lectures,

tutorials and workshops. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate a knowledge of the problem solving cycle;

• carry out the necessary skills and thought processes to

complete a project; and

• clearly and correctly present a project at a wider

audience.

Content: In phase one students are introduced to the

problem solving cycle of planning, action, observation and

reflection and evaluation. In phase two students identify

technology education projects relevant to their needs,

interests, knowledge, skills and teaching contexts. The

action research cycle is phase three, students present their

project to the class, identifying their own learning and

evaluating the projects for use in schools.

Assessment: Class presentations and written report of

2000 words associated with Phase 1 task (30 per cent);

class presentation, research and written report of 7000

words associated with phase 2 task (70 per cent).

771-144/145/146/147/148 ADVANCED SPECIALIST

STUDIES PROGRAM

Credit points: 10.0 each subject

Contact: Candidates will complete five specialist studies

programs, each consisting of 45 class contact hours. (All

year.)

Objectives: On completion of this subject students should

be able to:

• demonstrate an increased knowledge and skills in both

their base area and associated technology areas;

• demonstrate enhanced skills in utilisation and

investigation of information resources; and

• demonstrate an increased understanding of new

technological developments and their relationship to

school curriculum, specifically technology education.

Content: The School will offer a range of 45 hour programs

dependent on student interest and staff availability. Specialist

programs offered may include joining materials, safe use of

portable power tools, automotive technology, materials

technology, Computer Aided Graphics, CAD/CAM; robotics in

technology studies, electronics for technology teachers.

Assessment: For each 45 hour subject: a class presentation

and a 1000-word written report (30 per cent); class exercises (20 per cent); and set assignments of

approximately 2000 words or equivalent (50 per cent).

771-149 TECHNOLOGY EDUCATION PROGRAM

Credit points: 50.0

Prerequisites: Satisfactory completion of two year core

studies.

Contact: 108 contact hours undertaken in a combination of

lectures, tutorials and workshops. Classes will be conducted

on selected weekends and during school vacations. The

Field Experience component will be undertaken out of

normal class time. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

• use technology to solve problems and provide for the

needs of society;

• develop teaching and learning programs for

technological design and development appropriate to

the school communities in which the students teach;

• understand the areas of systems, control technology

and materials technology;

• understand the principles and practices of technological

design and development; and

• understand the social impact of technology, changes

that are occurring and the future trends and implications

for society as a result of technological development.

Content: Technological design, materials and technology;

systems and technology; the development of curriculum

appropriate to technology education at post primary level;

trialling and evaluating a variety of teaching approaches;

potential linkages between school and industry;

investigation of selected industrial organisations.

Assessment: Class presentations and a 2500-word written

report (40 per cent); set assignments of approximately

5000 words or equivalent (60 per cent). Students must also

complete the Field Experience component.

771-156 TEACHING EXPERIENCE

Credit points: 33.2

Contact: 140 contact hours of classroom teaching. (All year.)

Objectives: On completion of this subject students should

be able to:

• demonstrate the knowledge and skills necessary to

successfully plan, implement and evaluate an effective

learning experience for their students.

Content: Students are required to be functioning in a

teaching situation under the guidance of a school based

supervisor. At least one supervision cycle is required each

week for the duration of the Learning to Teach Agreement. If

the Agreement is satisfactorily completed prior to the end of

the first year a Phase 2 Agreement will be formulated.

Assessment: Satisfactory participation in the teaching

experience program. Satisfactory completion of the Learning

to Teach Agreement and satisfactory progression through a

Phase 2 Agreement

774-149 TEACHING EXPERIENCE 2

Credit points: 33.2

Prerequisites: It is expected that students will have

completed the Learning to Teach Agreement prior to

enrolment in this subject.

Contact: 140 contact hours of classroom teaching each

semester. (All year.)

Objectives: On completion of this subject students should

be able to:

• plan, implement and evaluate a satisfactory learning

experience for all the students in his/her care.

Content: A Phase 2 Agreement which reflects the wider

responsibilities of teaching in addition to advanced

classroom skills, and which takes cognisance of the

student's teaching context, is formulated following

consultation between the Hawthorn supervisor, the school-

based supervisor and the student.

Assessment: Satisfactory participation in the teaching

experience program. Satisfactory completion of the Phase 2

Agreement.

PROVISIONAL COURSE COORDINATOR: JOHN DAVID,

ROOM 1311, SCHOOL OF TECHNOLOGY EDUCATION

AND DEVELOPMENT, HAWTHORN CAMPUS,

TELEPHONE (03) 810 3241.

General: In 1994, the School of Technology Education and

Development proposes to offer a Bachelor of Adult and

Vocational Teaching. The course will prepare participants for

careers as adult and vocational teachers within the settings

of TAFE, adult and community education and private industry.

The aim of the Bachelor of Adult and Vocational Teaching is

to provide learning experiences so that participants may: achieve a level of understanding of specialist knowledge,

skills, practices and processes appropriate to teach a

particular field of professional expertise; achieve

professional competence in the theory and practice of adult

and vocational teaching and learning; develop their

understanding of social, philosophical and psychological

perspectives related to adult and vocational education;

develop a professional identity appropriate to a specialist

teaching in vocational of education.

Course Objectives The course has as its objectives that graduates should be

able to:

• demonstrate an understanding of the structure and

function of the industrial sector of a particular field of

professional expertise;

• demonstrate an appropriate level of skill and knowledge

in a particular field of professional expertise;

• effectively teach and organise all aspects of a particular

field of professional expertise;

• demonstrate the competencies expected of professional

teachers in this field;

• design, implement and evaluate teaching/learning

strategies based on accepted theories, principles and

relationships associated with how adults learn;

• develop a commitment to continuing professional

learning and practice;

• apply critical reflection to practice and its associated

social, political, industrial and historical contexts.

Entry Requirements Admission to the Bachelor of Adult and Vocational Teaching

will generally require the Victorian Certificate of Education

(VCE) or equivalent. Admission may also be available for

applicants who have completed part or all of another

relevant higher education course.

Because this Degree is for teachers of specialist vocational

courses, places will be offered to applicants who have not

completed an approved secondary school program but who

are able to show that they have completed specialist

studies and experience deemed to be the equivalent of VCE.

It is anticipated that many applicants will have considerable

specialist knowledge and qualifications post Year 12 or

equivalent, in addition to industrial experience.

Special Entry The Special Entry Principles of Selection to the Bachelor of

Adult and Vocational Teaching shall be read together with

and shall be subject to the principle for Credit Transfer and

in the event of any inconsistency, the General Principles of

Selection for Entry to Year One Undergraduate Courses shall

prevail.

Applicants who do not satisfy the requirements for the Year

One specialist qualifications, but can validate considerable

expertise and experience in their specialist field, in special

circumstances may be considered for selection if they:

■ are employed in an approved teaching or training

position;

■ can demonstrate they have the aptitude for the course

of study.

Period of Candidature The Bachelor of Adult and Vocational Teaching is of three

years of full time study which may be taken in either full

time or part time mode.

Attendance Attendance of at least 80 per cent of class contact hours is

required for all students in each subject of the course.

Credit Many students applying for entry into the Bachelor of Adult

and Vocational Teaching will have gained previous

qualifications. The following is a guide for credit transfer in

Recognition of Prior Learning (RPL). The process for

reviewing and granting such credit is set out below.

Participants who have not attained VCE but who are able to

show that they have a specialist credential and work

experience, may apply for a place in the course and credit

for Specialist Studies 1., Specialist Studies 2., Industrial

Context 1., Industrial Context 2. and Professional Practice in

the Workplace. In order to obtain a credit for all these

subjects, applicants will be required to show evidence of

having obtained the equivalent of at least one year of post

Year 12 qualifications. Applicants for such credit must be

employed or employable in TAFE or other vocational, adult

community education providers, as adult, vocational

teachers or trainers.

Some typical examples are listed here.

• Associate Diploma in Applied Science (Food Technology)

plus 3 years of post qualifications industrial experience.

• Advanced Certificate (Electronics) plus 4 years post

qualification industrial experience.

• Certificate of Business Studies (this credential is now

superseded by an Associate Diploma) plus 4 years of

industrial experience.

• Certificate of Technology (Aircraft) plus 4 years of

industrial experience.

Credit Transfer for other Subjects Participants may also gain a credit for the subject

Introduction to Adult Teaching and Learning, if they are able

to provide evidence of having achieved a passing grade or

better in an equivalent course form another recognised

institution. Credit for Years Two and Three subjects will be

considered only in special circumstances.

Process for Reviewing and Granting Credit Transfer The following process indicates how RPL will be conducted

at the Hawthorn Campus to identify and assess relevant

learning and experience of course applicants, in relation to

credit for subjects within the Bachelor of Adult and

Vocational Teaching. However, in no circumstances will

credit for RPL exceed the course maximum credit of 150

points.

A course applicant's application for RPL, preparation of the

applicant's profile, credit interview and possible bridging

work towards the gaining of credit constitutes the following:

• The course applicant submits an application indicating

interest in applying for RPL.

• The applicant is advised about the necessary

'preparation requirements' (eg. Curriculum Vitae,

employer statements and testimony, evidence of

previous studies) for an RPL application.

• The applicant prepares and submits a profile on their

RPL before the credit interview. The profile includes a

curriculum vitae and employer statements or testimony

and evidence of previous studies.

• For the applicant, the outcome of the Credit Interview

determines whether further steps are necessary.

If partial credit is granted the applicant's next steps are:

• to enrol in an individual study subject;.

• to discuss terms of the individual study subject with the

appropriate lecturer.

• to complete the requirements of the individual study

subject.

The credit interview is conducted by approved academic

staff. If evidence of competence is accepted, then the

application for credit is approved.

If partial credit is obtained by the applicant, then bridging

work is discussed in detail. Bridging programs may be

offered at a special Summer School Program conducted at

the School of Technology Education and Development.

Course Structure and Progress The Bachelor of Adult and Vocational Teaching is organised

as a three year full time degree based on the principle that

each full time year has a minimum of 1260 hours

involvement time and a designated value of 100 points. The

course is designed to enable full or part time participation.

Year One is devoted to teacher specialist qualifications,

Year Two to teacher preparation studies and Year Three to

teacher development.

The Degree is organised around a major study strand, The

Foundations of Adult and Vocational Education. Year One

aims to establishes the specialist in their field, Year Two the

competent, specialist teacher and Year Three the

professional specialist adult and vocational teacher.

The content throughout the major strand is designed to be

developmental. It begins with a focus upon the participant's

chosen field of professional expertise, Specialist Studies 1.

and 2. It then proceeds to a study of the teacher and

learner, The Teacher and Models of Learning, and

progressively abstracts from this to the immediate adult and

vocational educational context, The Sociology of the

Organisation, through the broader adult and vocational

educational context, Technology and Culture, to the final

subject, Praxis in Education, where participants will be

expected to develop a defensible perspective on adult and

vocational education.

Year One is devoted to specialist studies and studies of the

industrial context, supported by studies in initial teaching

skills. Also, as the course has been designed for a diverse

group of professional vocational teachers, the actual

content of the Year One specialist studies is dependent

upon the specialist field in which the course participant is

seeking qualifications.

Prior to entering Year Two, participants will be required to

obtain employment as teachers so that they may

concurrently undertake a teacher training program within

their specialist teaching field.

Years Two and Three, while also being centred around the

major study strand, are also designed to provide maximum

flexibility. There are only six compulsory Year Two subjects

and two compulsory Year Three Subjects. The remaining

requirement must be selected from a range of elective

options.

While flexibility is a desirable characteristic of the course, it

is also structured to maintain consistency and progressive

development through each participants chosen study

pathway. There are eleven elective options offered in Year

Two and Three and many may be linked to enable individual

study strands appropriate to specialist studies and

teaching/leaming contexts.

Year One: Specialist Studies and Initial Teaching

Subject Points

Foundations of Adult and Vocational Education:

777-101. Specialist studies 1.

777-102 Specialist Studies 2.

Other Year One Subjects

777-103 Industrial Context 1.

777-104 Industrial Context 2.

777-105 Professional Practice in the Workplace

777-106 Introduction to Adult Teaching and

Learning Total

Year Two: Teacher Preparation Studies

Subject

Points

Foundations of Adult and Vocational Education:

777-201 Teacher and Models of Learning

12 777-202 The Sociology of the Organisation

12

Other Year Two Subjects

777-203 Professional Practice in Education 14.6

777-204 Principles and Practices of Teaching Adults 14

777-205 Communication and Learning 14

777-206 Competency Based Training 16.7

Elective One 16.7 Total

100

Year Three: Teacher Development Studies

Subject

Points

Foundations of Adult and Vocational Education:

777-301 Technology and Culture

16.7

777-302 Praxis in Education

16.7

Other Year Three Subjects

Elective Two

16.7

Elective Three

16.7

Elective Four

16.7

Elective Five

16.7 Total

100

Elective Options

Subject

Points

777-207 Curriculum Devel. and Evaluation in

Vocational Education

16.7

777-208 Computers and Visual Learning

16.7

777-209 Information and Communication

Technologies in Education

16.7

777-210 Computer Based Learning

16.7

777-211 Open Learning

16.7

777-212 Teaching Literacy to Adults

16.7

777-213 Management and Administration of Adult

and Vocational Education

16.7

777-214 Consultancy and Marketing

16.7

777-215 Advanced Specialist Studies

16.7

777-216 Aspects of Culture in Adult and

Vocational Education 16.7

777-217 Community Based Education and Training 16.7

Participants undertaking the Bachelor of Adult and

Vocational Teaching will be required to complete all the

major strand and the compulsory subjects, along with a

selection of five subjects from the list of elective options.

Course Code The course code for the Bachelor of Adult and Vocational

Teaching is 418.

Assessment Participants within the Bachelor of Adult and Vocational

Teaching are required to demonstrate success in each

subject area through the satisfactory completion of graded

assessment tasks. They will be required to complete tasks,

such as, an essay, a seminar paper or report. Non-written

tasks may cover a range of activities such as audio-visual

and graphic presentations to illustrate structures, principles

and processes.

Assessment is based upon the equivalent of 5000 words for

subjects of 16.7 points.

A minor assignment (1000 - 1500 words or equivalent)

would aim to test the participant's understanding of key

concepts and theories. A minor assignment may be a

16.7

16.7

16.7

16.7

16.7

16.7

100

seminar paper, a short literature review or a demonstration

that raise questions for consideration by peers.

A major assignment (3000 - 3500 words or equivalent)

would aim to test the participant's ability to synthesize

major theories and practices studied in the subject.

In all subjects, there is a clear linking of objectives, content,

assessment tasks and methods.

MAJOR STUDY STRAND 777-101SPECIALIST STUDIES 1.

Credit Points: 16.7

Contact: Twelve three hour lectures over one semester

Objectives: On completion of this subject, part icipants

should be able to:

• demonstrate an understanding of the specialist terms

and concepts used within the trade/craft/profession;

• demonstrate an ability to perform the key competencies

necessary for employment within the trade/craft/

profession;

• analyse the function of the key competencies necessary

for employment in the trade/craft/profession;

• understand the relationship between the various key

competencies;

• evaluate the function and relations of the various

technologies and systems used in the immediate

workplace;

• demonstrate and evaluate the effective operation of the

tools and machines necessary for production/service in

the trade/craft/profession;

• demonstrate an understanding of the principles of safe

practice within the workplace.

Content: Industrial language and technical terminology; key

competencies; industrial and commercial function of

competencies; relationship between key competencies;

function of technologies and systems; methods of tools and

machines usage; principles of safe practice; workplace

applications of key competencies.

Assessment: Practical examination which aims to test

competence in the application of the skills (four hours) (100

per cent).

777-102 SPECIALIST STUDIES 2.

Credit Points: 16.7

Contact: Twelve three hour lectures over one semester

Prerequisite: Completion of subject Specialist Studies 1.

Objectives: On completion of this subject, pa rticipants

should be able to:

• describe common practices for the design and

evaluation of production/service;

• describe systems for management of materials and

resources;

• critically evaluate models for management of human

resources at the enterprise level;

• demonstrate an ability to plan and manage stages of

production/service;

• critically review existing training mechanisms;

Content: Design and management of industrial systems;

management of materials and resources; human resources

management; planning for production/service; training for

effective production/service; workplace application of

management of materials and resources.

Assessment: Description and critique of the training

mechanisms employed in the specialist field (1,500 words)

(30 per cent). Examination designed to test the participants' general knowledge and skills and ability to apply these in a

simulated work situation appropriate to the specialist field

(three hour) (70 per cent).

777-201 THE TEACHER AND MODELS OF LEARNING

Credit Points: 12

Contact: Twelve two hour lectures over one semester

Prerequisite: Completion of subject Specialist Studies 2.

Objectives: On completion of the subject, participants

should be able to:

• evaluate perspectives on occupational socialisation

• apply selected, relevant models;

• evaluate selected models of learning;

• analyse selected models of personal change;

• review group communication styles and practices.

Content: Theories of socialisation applied to occupational

identity; theories of learning; theories of group functioning in

educational; characteristics of adult learning.

Assessment: Essay reflecting on the transition from an

industrial worker to vocational teacher; impact upon identity

and relationships with others (2,000 words) (50 per cent).

One of the following: Case-study based on interviews with

students which critically explores ways in which learning,

development and personal change might have occurred;

case-study accounting the participant's mode of operation

within a group, which critically examines ways in which

learning is encouraged and communication enhanced;

journal, accounting of experiences in the learning group

itself or in the participant's teaching context (2,000 words)

(50 per cent).

777-202 THE SOCIOLOGY OF THE ORGANISATION

Credit Points: 12

Contact: Twelve two hour lectures over one semester

Prerequisite: Completion of subject The Teacher and Models

of Learning

Objectives: Upon completion of this subject, participants

should be able to:

• employ various sociological theories and associated

concepts to demonstrate an understanding of the

teaching context;

sfri

• critically analyse cultural mores, communication

channels and power structure of an organisation;

• understand historical and current function of adult and

vocational education in relation to working life;

• analyse concepts such as skilling, division of labour,

restructuring and articulation;

• demonstrate an ability to critically review organisational

structures in regard to power, gender and vested

interests.

Content: Introduction to organisational theory; various

sociological perspectives on organisations; adult and

vocational education and the relationship with economic

policy, industrial change and working life generally; concepts

of skilling, industrial restructuring and articulation, as

aspects of adult and vocational education; changing

structures of educational organisations in regard to power

and gender relations.

Assessment: Essay describing the cultural mores,

communication channels and power structure of the

participant's workplace (3,000 words) (75 per cent). Paper

describing the historical development and future trends in

education/training for the participant's field of professional

expertise (1.000 words) (25 per cent).

777-301 TECHNOLOGY AND CULTURE

Credit Points: 16.7

Contact Twelve three hour lectures over one semester

Prerequisite: Completion of subject The Sociology of the

Organisation

Objectives: Upon completion of this subject, participants

should be able to:

• evaluate selected frameworks for technology and

cultural analysis;

• demonstrate an understanding of recent historical

contexts for technological and industrial change;

• make use of alternative theories of post-industrial

society in the critical analysis of industrial and social change;

• assess the implications of various approaches to

technology and industrial change for the teaching roles.

Content Interpretive framework for analysing socioeconomic

change; historical relationship between technology, industry

and culture; perspectives on the post-industrial society;

comparative study of forms of production organisation;

transition from manual forms of work culture to intellectual forms.

Assessment Paper examining a selected form of industrial

practice and discussing appropriate teaching/learning

strategies (2.000 words) (40 per cent). Essay accounting for

perspectives on technological change while exploring the

social and political relations of the workplace (3,000 words) (60 per cent).

777-302 PRAXIS IN EDUCATION

Credit Points: 16.7

Contact: Twelve three hour lectures over one semester

Prerequisite: Completion of subject Technology and Culture

Objectives: Upon completion of this subject, participants

should be able to:

• demonstrate an ability to integrate the subjects of the

major strand;

• apply action research circumstances of the workplace;

• compare national and international practices in adult

and vocational education;

• exhibit a critical understanding of selected philosophical

approaches to adult education;

• evaluate their personal practice as professionals.

Content: Methods of integrating knowledge of the self,

other, teaching context and associated technological and

industrial contexts; method of applying action research;

international initiatives and developments in relation to the

Australian context; theories of adult education.

Assessment: Paper accounting for a personal theory of adult

learning and demonstrating how it informs professional

practice (1,000 words) (20 per cent). Report based upon the

application of action research and exploring the influence of

certain philosophical perspectives upon teaching practices

(4,000 words) (80 per cent).

CORE UNITS 777-105 PROFESSIONAL PRACTICE IN THE

WORKPLACE

Credit Points: 16.7

Contact: Twelve three hour lectures over one semester

Prerequisite: This subject is to be taken concurrently with

the Specialist Studies subjects.

Objectives: Upon completion of this subject, participants

should be able to:

• equate practical experiences with the perspectives

presented in Specialist Studies;

• critically analyse work practices observed and relations,

interests and industrial imperatives that drive them;

• identify gaps in their own skills that are to be addressed

in Specialist Studies subjects;

• evaluate the culture of the workplace and reflect upon

their identity as professionals;

Content: The content for this subject will depend upon the

form of the workplace to which each participant has access

and the experiences made available by the industry.

However the subject content should include: experiences in

a specialist field; industrial work practices; implementation

of the competences learned in Specialist Studies; values,

mores and acceptable behaviors of the workplace.

Assessment: A journal recording and reflecting upon the

experiences of the subject is edited, the content critically

analysed, and presented for assessment (5,000 words)

(100 per cent).

777-103 INDUSTRIAL CONTEXT 1.

Credit Points: 16.7

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• evaluate historical developments in the craft/

trade/profession;

• describe the division of labour within the workplace and

the commercial/industrial functions fulfilled;

• critically analyse the organisation of work procedures

and processes;

• describe the practice of industrial relations;

• demonstrate an ability to deal with clients.

Content: Australian industry since the Second World War;

the division of labour and characteristics of production;

forms of industrial process and practice; industrial relations

within a particular workplace; presentation of self and

communication skills for effective client relations.

Assessment: Report critically reviewing the structure and

function of the workplace outlining the interrelationship

between personnel, materials and technologies (2,500

words) (60 per cent). Essay outlining the history of an

industry and its relationship with other industries (1,500

words) (40 per cent).

777-104 INDUSTRIAL CONTEXT 2.

Credit Points: 16.7

Prerequisites: Industrial Context 1.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• demonstrate an understanding of the dependent

relations between industrial sectors;

• analyse function of relevant trades/crafts/professions;

• understand process of production/service from design

to consumption;

• compare various training requirements/vocational

certification/academic credentials for work in the

industry;

• demonstrate an understanding of the function of

national, state and/or local government by-laws

controlling work;

• describe the principles, the structure and the function of

occupational health, safety and welfare.

Content: Organisation of the industrial sector;

interrelationship between the various elements; structure,

function and interrelationship between the trades/

crafts/professions; production/service process from the raw

material to consumption; function of qualifications;

government by-laws and regulations controlling work;

occupational health, safety and welfare.

Assessment: Report on the particular industrial sector

describing the industry and the network of relationships within the sector while, critically analysing its economic

viability and its impact upon the physical and social

environments (4,000 words) (100 per cent).

777-106 INTRODUCTION TO ADULT TEACHING AND LEARNING

Credit Points: 16.7

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, pa rticipants should be able to:

• plan teaching learning sessions using appropriate

procedures;

• demonstrate basic skills and competencies of

classroom management and presentation;

• utilise questioning and feedback;

• effectively use teaching/leaming resources;

• implement basic forms of assessment;

• gather and utilise data to judge performance.

Content: General principles of adult learning; teaching

sessions from course documents, curriculum guideline and

client needs; basic methods for task and topic analysis;

stating intended learning outcomes and competencies;

development of plans and materials for teaching; basic

teaching methods; presentation skills; the use of

questioning and feedback; teaching and learning resources,

materials and facilities; management of teaching

environment; individual and group work; basic assessment

principles and methods; types of tests; evaluating personal

teaching performance; the basics of the action research

cycle.

Assessment: Five short assignments where the participant

will develop materials and demonstrate compe tencies

appropriate to their teaching/learning context (1,000 words

each) (20 per cent each).

777-203 PROFESSIONAL PRACTICE IN EDUCATION

Credit Points: 14.6

Contact: a minimum of 45 days, 4 hours per day, or

equivalent, supervised teaching.

Objectives: Upon completion of this subject, participants

should be able to:

• demonstrate competence as teachers in their specialist

teaching context;

• apply the outcomes from their Year Two studies with

assistance from the field supervisor and the Nawthom

Institute of Education triad manager;

• develop into autonomous teachers who take

responsibility for extending and evaluating tnerr own

teaching activities to professional 'best practice'

standards.

Content: The content for Professional Practice is clearly

defined within an individualised, formal learning agreement

which is prepared, negotiated and developed by a "triad"

consisting of the course participant, a field supervisor and a

Hawthorn Institute of Education manager. Each "Learning

Agreement" includes the competencies related to the

functions of planning. implementation and evaluating

teaching experiences within a specialist field. It may also

include other developmental activities which are identified

as important elements of their teaching role.

Assessment: Successful completion of the learning

agreement as specified in the prescribed text. (100 per

cent)

777-204 PRINCIPLES AND PRACTICES OF TEACHING ADULTS

Credit Points: 14

Contact Twelve two hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• demonstrate an understanding of the principles of adult

learning;

• plan and implement learning material for a range of

learning environments and diverse learners needs;

• evaluate various learning processes for adult students;

• analyse models for validating teaching and learning

content and process.

Content: Role of learning objectives, session plans and

course materials; strategies for various teaching and

learning styles; learning processes and their relevance to

adult and vocational education; skills in self and material

management; models and Processes for validating courses;

assessment processes and procedures in relation to

learning: concepts of validity, reliability and fairness; legal,

health and safety responsibilities of adult and vocational teachers.

Assessment A paper analysing various teaching processes for a variety of teaching/leaming contexts (1,500 words) (30

per cent). Essay, or an equivalent assignment, demon-

strating an understanding of appropriate principles of leaming/teaching for a particular context (2,000 words) (40

per cent). Case study evaluating methods of classroom

organisation (1,500 words) (30 per cent).

777-205 COMMUNICATION AND LEARNING

Credit Points: 14

Contact Twelve two hour lectures over one semester Objectives: Upon completion of this subject, participants should be able to:

• comprehend the complex nature of the communication

process and the effect of values, attitudes and beliefs

upon interpersonal communication;

• understand the central role of language processes in

learning and the various ways in which language, both

verbal and non-verbal, is used by teachers and learners

for communicating meanings;

• produce and evaluate writing in a variety of forms for a

range of personal and professional purposes;

• explore, reflect upon and express feelings and ideas by

representing them in a variety of symbolic forms;

• understand the dynamics of group communication

networks so that they can operate appropriately and

effectively.

Content: Communication process and the interactive nature

of human communication; communication skills and an

associated repertoire for teaching/learning; message and

meaning-making: language for personal, public and

professional use; verbal and visual literacy and the analysis

and creation of texts for professional purposes; roles,

relationships and leadership in group settings; channels and

networks of communication within groups.

Assessment: Journal where the participant explores the

development of their writing skills through the semester

(2,000 words) (50 per cent). Report describing the

development of the participant's specialist subject in

vocational education (1,000 words) (25 per cent).

Descriptive essay on a subject of the participant's own

choosing (1,000 words) (25 per cent).

777-206 COMPETENCY BASED TRAINING

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• evaluate concepts of competence;

• analyse the components and functions of competency

based curriculum;

• understand the role of external bodies shaping

educational policy and processes;

• conduct basic training needs analysis and develop

program objectives;

• identify competency standards for a specific program in

their subject area, develop curriculum and determine

appropriate assessment methods for the achievement

of these competencies, including processes to

accommodate recognition of prior learning;

• critically evaluate the competency based training

curriculum.

Content: Concepts of competency; role of the national and

other agencies in establishing frameworks for a national

competency-based training system; components of

Competency Based Training systems: competency

standards; curriculum development; accreditation

procedures; modes of delivery; modes of assessment and

reporting; validation of curriculum processes; methods of

analysing competency based standards for a particular

learning context; implications for adult and vocational

teachers: impact of competency-based curriculum; future

conceptions of roles; interpreting, implementing and

assessing standards; opportunities for flexibility and

creativity.

Assessment: Design a curriculum project, using the

competency based curriculum, appropriate to a particular

specialist learning context (3,000 words) (60 per cent).

Essay critically analysing the Competency Based Training

curriculum with regard to a particular specialist learning

context (2,000 words) (40 per cent).

ELECTIVE OPTIONS 777-207 CURRICULUM DEVELOPMENT

AND EVALUATION IN EDUCATION

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• analyse various concepts of evaluation;

• evaluate influences on the development and

implementation of curriculum;

• demonstrate some practical strategies for curriculum

planning in a particular specialist field;

• analyse the of evaluation;

• review approaches to evaluating curriculum in a

particular field of adult and vocational education.

Content: Curriculum planning approaches; the role of

evaluation in relation to course goals, design

implementation and outcomes; curriculum context,

processes and content; criteria for the selection of the most

appropriate forms of evaluation for various circumstances;

functions of curriculum evaluation; common evaluation

metaphors; alternative evaluation designs: data gathering

procedures; forms of reporting evaluations; basic ethics of

evaluation.

Assesment: Participants will complete an essay where they

analyse a selected curriculum orientation (3,000 words) (60

per cent). Participants will conduct a case study and present

a paper on a relevant evaluation topic (2,000 words) (40 per

cent).

777-208 COMPUTERS AND VISUAL LEARNING

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• analyse theories of visual thinking;

• evaluate graphic communication as a means of

conceiving, clarifying and communicating ideas and

information;

• use computer software to produce educational graphic

material;

• exhibit the appropriate skills in the use of the computer

as a visual tool for adult learning;

• demonstrate an ability to update their knowledge and

skills as new technologies emerge.

Content: Graphic modes and devices, principles of layout

and design, drawing systems and techniques; development

of educational visual material; technique and media,

computer graphics, and other visual media; theories of

visual thinking; computer uses in education, the function of

software and emerging technologies.

Assessment: Negotiated project which includes concept and

visualisation back-up material and associated research

(1,000 words) (20 per cent). Project, involving drawing and

design exercises (includes a folio of selected resources)

showing evidence of problem solving and the ability to

evaluate the effectiveness of design elements in

communication (1,000 words) (20 per cent). Project

involving interaction with a software package to perform

specific tasks related to teaching (1,000 words) (20 per

cent). Project involving research on appropriate computer

systems (hardware and software) that can be implemented

in a personal teaching environment which takes into account

the teaching/learning context, existing technologies and

design factors involved in developing such systems (2,000

words) (40 per cent).

777-209 INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• compare and evaluate information and communications

hardware and software in relation to their educational

value;

• develop educational multimedia leaming packages;

• demonstrate an ability to make effective use of selected

perspectives on information and communications;

• apply a range of information and commu nications

technologies to educational settings and determining

their effectiveness;

• integrate communications and information technologies

effectively into teaching.

Content: Theories of information, communication and

perception; procedures for the development and validation

of multimedia education material; selection and evaluation

of information and communications technologies for

education; surveying the use and effectiveness of media in

education.

Assessment Report describing an application of information

and communications technology to an educational setting

(2.000 word) (40 per cent). Practical assignment involving

the development of an educational use of communications

and information technology (3,000 words) (60 per cent).

777-210 COMPUTER BASED LEARNING

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• evaluate various learning systems managed or

conducted using computers;

• demonstrate an understanding of existing applications

of computer based leaming in vocational education;

• analyse the use of instructional design techniques to

plan, produce and evaluate a computer based learning

package;

• critically analyse the use of computer based learning

products in vocational education.

Content Application of computer mediated learning; place

of computer based learning in an educational context;

processes and procedures in designing computer based

learning material; evaluation of a computer based learning

authoring package to produce a computer mediated lesson; using a computer based learning authoring package to produce a computer based lesson.

Assessment: Minor paper that evaluates an existing

computer based learning product both technically and

educationally (1,500 words) (30 per cent). Production of a

computer based learning product using the skills and

understandings acquired through this subject; a maximum

length of 30 minutes of learning material; the product must

be documented (3,500 words) (70 per cent).

777-211 OPEN LEARNING

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two subjects.

Contact Twelve three hour lectures over one semester Objectives: Upon completion of this subject, participants should be able to:

• critically analyse models of open learning in order to

develop a concept and strategies which can be applied in a particular context;

• evaluate social and contextual factors which affect the

demand and provision of open learning; • understand the impact on academic and administrative

systems of the introduction of open learning approaches;

• analyse the connection between modes of

communication and open learning;

• critically analyse case studies in which alternative

decisions on communication strategies were taken, and

apply the conclusions of this analysis to their own

teaching situations.

Content: Various open learning models, including: student

choice and/or control; unrestricted access; non-traditional

learning; technology-based learning and eclectic

approaches; Social, economic, political, cultural, industrial

and technological factors which create the demand,

opportunities and constraints for open learning; impact of

open learning on curriculum development: course ware

design and accreditation; assessment program delivery;

student administration; organisational management;

funding; the formal recognition of skills and knowledge;

performance measures; staff development; connection

between open learning and communication modes. Modes

to be examined include: face to face; correspondence;

audio; computer; video; audio-graphic. Their relevance to

open learning will be considered in the light of the following

features: level of student choice and control; level of

interaction; limits on student location; practical work; reach;

security; front end and recurrent costs; case studies in open

learning, including international best-practice examples as

well as approaches which are seriously flawed.

Assessment: Written work where the participant will critically

analyse one or more of the case studies presented in the

course (2,000 words) (40 per cent). Report in which the

participant develops and argues a strategy plan for the

delivery of a teaching program in their own context, based

on open learning principles and using appropriate

communication strategies (3,000 words) (60 per cent).

777-212 TEACHING LITERACY TO ADULTS

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• exhibit constructs of 'literacy' and 'learning' which are

applicable to the workplace;

• analyse frameworks for understanding literacy and

learning for adult students;

• understand reading and writing as productive processes;

• evaluate materials and programs for teaching adult

literacy;

Content: Constructs of literacy; literacy and the adult

learner; literacy and learning: the transition from

personal/concrete thought to abstract thought; comparative

literacies; the path to critical thinking; literacy in the

workplace: requirements, opportunities and materials for literacy development.

Assessment: Essay on a topic appropriate to the course

(2,000 words) (40 per cent). Case study of an individual

adult learner with literacy difficulties (1,500 words) (30 per

cent). Case study related to literacy in the workplace (1,500

words) (30 per cent).

777-213 MANAGEMENT AND ADMINISTRATION OF ADULT AND VOCATIONAL EDUCATION

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• describe various management theories for the

administration of an organisation;

• critically analyse approaches to career planning and

development in an organisation;

• demonstrate an understanding of theories of project

management;

• critically examine several approaches to budgeting for

adult and vocational education activities;

• demonstrate an understanding of cost benefit analysis.

Content: Management theories and their implications for

the management and administration of a department in an

adult and vocational educational setting; career planning

and staff development; project management; budget

preparation and analysis for adult and vocational education

activities; cost-benefit analysis in relation to adult and

vocational training activities.

Assessment: Essay which provides a critical analysis of

various management theories for the management and

administration of a department in an organisation

conducting a range of adult and vocational education

activities (2,500 words) (50 per cent). Seminar paper

addressing aspects of skills auditing, planning of staffing

and the professional development of staff members in an

organisation (1,500 words) (30 per cent). Detailed budget

analysis for a nominated adult and vocational education

activity identifying the benefits to the clients (1,000 words)

(20 per cent).

777-214 CONSULTANCY AND MARKETING

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• describe the nature of marketing and consultancy

activities in adult and vocational education;

• evaluate the role of a consultant;

• review marketing processes for an organisation;

• demonstrate the processes of market research and

design;

• design a submission for a consultancy project.

Content: Concepts of marketing and consultancy; role of the consultant: external and internal relationships with the

organisation; marketing process and its relationship to other

functions within the organisation, including market research

and design and marketing presentation; design and

management of a consultancy: assessing context and

feasibility; submissions and negotiations.

Assessment: Essay on a topic appropriate to course themes

(2,000 words) (40 per cent). Design of a market research

exercise (1,500 words) (30 per cent). Participation in the preparation of a submission for a consultancy project (1,500

words) (30 per cent).

777-215 ADVANCED SPECIALIST STUDIES

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• review their role and its related responsibilities;

• investigate current and new technologies and

methodologies in their specialist field;

• understanding perspectives of skill and knowledge

development;

• design and implement learning strategies to update

specialist skills and knowledge.

Content: Professional role of the specialist; responsibilities

and support networks; identification and utilisation of

information technology systems for seeking information

about specialist fields; models of self development and their

evaluation; strategies for negotiating, developing and

implementing a contract within the participant's specialist

field.

Assessment: Seminar paper on the rational planning and

upgrading of their specialist/professional skills (2,000

words) (40 per cent). Learning contract specifying the area

of specialist skills to be acquired, the learning strategies

and assessment methods to be employed (1,000 words)

(20 per cent). Report, analysing the implementation of the

learning contract, including evaluation of all the processes

and outcomes (2,000 words) (40 per cent).

777-216 ASPECTS OF CULTURE IN ADULT AND VOCATIONAL EDUCATION

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact: Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, Participants

should be able to:

• demonstrate understanding of historical and emerging

perspectives of gender, sexuality, class and ethnicity;

• evaluate theories of modernity and post-modernity as

perspectives of gender, sexuality, class and ethnicity;

• examine the role of language in the construction and

maintenance of culture;

• analyse the role of the media in the management of

cultural images.

Content: Perspectives on the social relations of gender,

sexuality, class and ethnicity and implications for adult and

vocational education; social relations of production;

language and the constitution of sexuality and gender;

knowledge construction and the maintenance of existing

power relations.

Assessment: Paper describing either gender, sex, class or

ethnic social relations in a setting of the participant's choice

(2,000 words) (40 per cent). Essay, analysing the outcome

of the above paper, setting out in detail the circumstances

and conclusions reached (3,000 words) (60 per cent).

777-217 COMMUNITY BASED EDUCATION AND TRAINING

Credit Points: 16.7

Prerequisites: Completion of all Semester One, Year Two

subjects.

Contact Twelve three hour lectures over one semester

Objectives: Upon completion of this subject, participants

should be able to:

• discuss definitions of community based education and

training:

• examine teaching/learning strategies appropriate to the

community context;

• utilise community networks and support structures in

developing teaching/learning programs;

• design, implement and evaluate educational programs

for the community context.

Content: Definitions and characteristics of community

based education and training; processes of teaching and

learning in a community context; national and international

perspectives; issues in community based education and

training; project planning: community involvement and

consultation; submission writing; project programming; time

allocation; budgeting; resource development: community

resources and their utilisation; developing structures and

processes; involving local groups.

Assessment: Development of a proposal outlining a

program, or project, based in the community (1,000 words)

(20 per cent). Report based upon a journal recording a

community program or project (1,000 words) (20 per cent).

Documentation of a project which could take the form of a written report, a photographic record with accompanying

text, a video or a film (3,000 words) (60 per cent).

Bachelor of Education COURSE CO-ORDINATOR: JOHN O'SULLIVAN, ROOM 2325, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3234.

The Bachelor of Education course is for students proceeding

from the Diploma of Teaching (Technical and Further

Education) or the Diploma of Teaching (Technology). The

course involves one year of full-time study, or equivalent

part-time study, for students who have completed a Diploma

of Teaching or equivalent, and who teach in post-primary

schools or TAFE colleges.

Entry Requirements A person may be a candidate for the degree of Bachelor of

Education who:

• has qualified for either the award of the Diploma of

Teaching (Technical and Further Education) or the

Diploma of Teaching (Technology) or equivalent; and

• has obtained the consent of the Institute.

Course Code The course code for the Bachelor of Education is 134.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one and not more than two

academic years as a full-time student, or for at least two

and not more than four academic years as a part-time

student, unless a candidate has a different period of

candidature approved by the Academic Board on the

recommendation of the Institute.

COURSE OBJECTIVES

BACHELOR OF EDUCATION

The aim of the course is to provide a synthesis of practical

experience and theoretical studies which extends students'

knowledge and understanding of education, and which

increases their ability to contribute effectively and flexibly in

the processes of post-primary and technical and further

education.

This course has as its objectives that graduates should be

able to:

• function creatively and competently as teachers;

• understand education in general and technology

education in particular at the post-primary and further

education levels;

• operate reflexively on their professional practice;

• synthesise practice and appropriate educational,

psychological, sociological and philosophical theory;

• draw on theory and apply it in the understanding and

solution of educational problems;

■ understand the relationship between change in society

and the role of educational institutions;

■ understand the key concepts of curriculum policy

formation and curriculum development; and

■ understand issues of social justice and equity, equal

opportunity and access and equity in post-primary and

further education

Course Structure and Progress To qualify for the award of the Bachelor of Education the

candidate must:

■ gain a cumulative score of at least 100 points;

I complete the compulsory subjects; and

■ complete at least 62.8 points of elective subjects

A candidate who does not pass in a subject may be credited

with points to be scored for that subject by the Institute

Board, having regard to his/her performance in all subjects

taken by him/her (whether taken in one year or more), in

accordance with principles determined by the Institute Board.

Compulsory Subjects Points

773-101 Teaching and Learning 1 16.5 773-102 Teaching and Learning 2 16.7 Sub-Total 33.2

Elective Subjects Points

Choice of 4 of the following: 773-001 Gender Studies in Education and Training 16.7 773-002 Competency Based Training 16.7 773-103 Curriculum Development 16.7 773-104 Curriculum Innovation 16.7 773-105 Instructional Design in Educational Media 16.7

773-106 Instructional Design in Educational Media: Pilot Study 16.7

773-107 Learning and Teaching in Adult Education 16.7

773-108 Adult Education: A Comparative View 16.7 773-109 Organisational Behaviour 16.7 773-110 Personnel Management 16.7

773-111 Methods of Educational Research 16.7

773-112 Research Project 16.7

773-113 Education in a Multicultural Australia 16.7

773-114 Movement and Acquisition of Motor Skills 16.7

773-115 Industrial Relations 16.7

773-116 Work, Technology and Education 16.7

773-117 A History of Technology Education in Victoria 16.7

773-118 Learning Difficulties 16.7

773-119 Interpersonal Relationships 16.7

773-120 Technology and Values 16.7

773-121 Participation, Access and Equity 16.7

Sub-Total 62.8

Total 100.0

Credit A candidate's progress in the course is expressed in terms

of points credited for subjects passed. A candidate who has

completed part or all of a previous course of study at tertiary

level or has achieved previous professional experience

relevant to the course may be given credit for this previous

study or experience providing the Institute Board approves

such credit. Where there is no equivalent subject or subjects

the student may be credited with an appropriate points

score to be determined by the Institute Board.

A candidate may include in his/her course of study subjects

offered in another course of the University of Melbourne or of another institution provided that the Institute Board

considers such subjects to be of an appropriate standard

and relevance to the course.

The total number of points which may be credited to a candidate for previous study and/or studying other courses

must not exceed 50 points.

Involvement Time and Teaching Methods It is recognised that the aims of the course are realised

through teaching and learning processes which take account

of the developmental needs and concerns of students and

which provide opportunities for them to reflect on previous

and current experiences, to conceptualise and to integrate

theory and practice. A variety of teaching strategies such as

lectures, workshops and presentation of seminar papers is

used in all subjects.

Assessment Students in the Bachelor of Education are required to

demonstrate satisfactory performance in two formal, written

assignments in each subject of the course. This requirement

is varied in compulsory subjects and in subjects which

properly lend themselves to non-written, practical projects.

This is especially the case in the Instructional Design

subjects.

A minor assignment of 1500 words is intended to provide

for early, detailed engagement with course concepts,

resulting, for example, in seminar papers, case studies, or

literature reviews. Students are required to demonstrate

that they have reviewed the relevant materials and/or

teaching situations and are able to raise appropriate

questions for consideration by their colleagues on the

course.

A major assignment of 3000 words provides for the

formulation of substantial positions on the fundamental

concepts dealt within each subject or for the development of

substantial initiatives in teaching, programming or

management. Students are encouraged to negotiate topics

which reflect their personal interests and to synthesise

theory and practice informed by reading, discussion and

teaching experience.

Assignments which are not satisfactory may be resubmitted.

If resubmitted assignments reach a satisfactory level they

are graded as P (Pass).

Subject Descriptions Compulsory Subjects

773-101 TEACHING AND LEARNING 1773-102 TEACHING AND LEARNING 2

Credit points: 16.5 and 16.7 respectively.

Contact: Twelve 3-hour lecture/seminars. Teaching and

Learning 1 (First semester). Teaching and Learning 2

(Second semester).

Objectives: On completion of this subject students should

be able to:

■ describe and evaluate their own teaching practice;

■ apply analytical frameworks for the interpretation,

explanation and understanding of education and

teaching processes;

• understand and critique current practices in post-

primary, technical and further education;

• understand cognitive learning styles and their

implications for teaching practice;

■ understand mainstream learning theories, the

relationship between theory and practice, and the

contribution of leaming theory to an understanding of

post-primary, technical and further education;

■ appreciate major changes in contemporary Australian

society, including equal education and employment

opportunity legislation, philosophy, policy and practice;

■ discuss the implications of change for the aims

structure and practices of education with particular

emphasis on post-primary, technical and further

education;

• understand the effect of change on individuals and of

personal reaction to change;

■ understand the dynamic nature of curriculum

development in education;

• understand and appreciate the differences between

basic curriculum orientations, or models relevant to

post-primary, technical and further education; and

• understand the historical, political and sociological

developments which have had an influence upon

curriculum development in post-primary, technical and

further education.

Content: Teaching practice; student observation and

interaction analysis; major learning theories; change

process and changes affecting contemporary education;

major curriculum models and approaches. Assessment: Four 1500-word assignments (30 per cent);

and two 3000-word assignments (70 per cent); or

assignments of 12 000 words (100 per cent).

Elective Subjects

773-001 GENDER STUDIES IN EDUCATION AND TRAINING

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate a basic understanding of the interaction of

gender with a wide range of cultural and social factors;

• explain the concepts associated with gender and sex

role stereotyping;

• apply analytical frameworks for the interpretation,

explanation, and understanding of the relationships

between gender and education, gender and training and

gender and work; and

• critically examine the implications for learning of the

gendered nature of educational institutions and

workplaces and their own professional practice.

Content: Sex role development, physiological and

psychological differences between the sexes, sex roles and

gender roles.

Social conceptions of gender role, 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 and the curriculum; gender relations and the

workplace, concepts of work, domestic, formal and informal

work, work as employment, gender differences in work

experience; case studies illustrating gender differences in

educational and professional practice.

Assessment: Prepare and present a seminar paper

equivalent to 1500 words (30 per cent); and complete a

paper of 3000 words on gender in education and/or

workplace (70 per cent).

773-002 COMPETENCY BASED TRAINING

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate a basic understanding of the philosophical

origins of competency based training;

• analyse the claims for efficiency and effectiveness

arising from the adoption of competency based training;

■ analyse views of training that compete with the

competency based view and critically review competency

based training in the light of these views;

■ demonstrate an understanding of the role of external

bodies and the influence they exert on the shaping of

vocational educational policy; and

• demonstrate a clear understanding of desired outcomes

on the part of learners and instructors and show skills in

writing competency based curricula.

Content: Key concepts in competency based training;

behaviourist and cognitivist views on learning, constructs of

skill and competency; competency based training as a

means of improving labour market efficiency, international

comparisons: Germany, Japan, and Sweden; competing

views of training and professional development; human

capital and systems theory perspectives; humanist

perspectives; role of government, industry training boards,

peak organizations and unions in competency based

training; modes of delivery compatible with competency

based training; assessment matters appropriate to

competencies to be measured.

Assessment: Prepare and present a seminar paper

equivalent to 1500 words which makes a critical analysis of

an aspect of competency based training covered in the

course material (30 per cent); and complete a paper of

3000 words which will include evidence of analysis and

design of a competency based training program related to

the student's professional role (70 per cent).

773-103 CURRICULUM DEVELOPMENT

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ share their knowledge and understanding of curriculum

development;

■ understand and evaluate curriculum processes in their

specialist teaching area; and

■ contribute to curriculum development activities.

Content: Curriculum orientations and models; models of

curriculum decision making; the effects of organisational

structure on curriculum; curriculum evaluation models.

Assessment: An assignment of 1500 words (30 per cent);

and a project requiring students to develop an area of

curriculum in their specialist area (70 per cent).

773-104 CURRICULUM INNOVATION

Credit points: 16.7

Prerequisites: Curriculum Development or equivalent.

Contact: Twelve 3-hour lecture/seminars. (Second

semester.)

Objectives: On completion of this subject students should

be able to:

■ understand and contribute to curriculum and planning

development; and

■ understand a range of curriculum issues which go

beyond or transcend their own subject specialities.

Content: Social trends in relation to work, leisure,

interpersonal relationships and appropriate curricula

responses; decision-making processes in curriculum;

curriculum innovations.

Assessment: An assignment of 1500 words (30 per cent);

and a project involving some form of relevant curriculum

innovation (70 per cent).

773-105 INSTRUCTIONAL DESIGN AND EDUCATIONAL

MEDIA

This subject is not offered in 1994.

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars.

Objectives: On completion of this subject students should

be able to:

■ investigate current research on instructional design

techniques;

■ specify the advantages to both students and teachers of

specifying desired learning outcomes;

■ understand the different types of learning and

instructional strategies;

■ describe the major modes of human communication and

their personal strengths and limitations in a teaching

and learning situation;

■ describe a systematic framework for designing effective

instruction;

■ select media appropriate to specific instructional

purposes; and

■ use television studio production and computer-assisted

instructional techniques or other media production

techniques.

Content: Instructional design; instructional design systems

including mastery learning and programmed learning; media

in instruction; computers in teaching and learning situations.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-106 INSTRUCTIONAL DESIGN IN EDUCATIONAL

MEDIA: PILOT STUDY

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Instructional Design and Educational Media.

Contact: Class contact time will be conducted mainly out of

class on students' prepared projects.

Objectives: On completion of this subject students should

be able to:

I understand the development of educational television,

computers and other media;

■ understand television studio production techniques and

other media production techniques;

I apply practical skills in television studio production and

computer-assisted instruction or other media production

techniques; and

■ demonstrate a critical attitude to television, computers

and other media as instructional media in education.

Content: A pilot study involving the selection of an

appropriate instructional medium research on the

effectiveness of that medium and the production, trialling

and evaluation of an instructional program.

Assessment: An assignment of 1500 words (50 per cent);

and a project (50 per cent).

773-107 LEARNING AND TEACHING IN ADULT

EDUCATION

Credit points: 16.7

Special requirements: This subject is available only to

students who have access to adult classes.

Contact: Twelve 3-hour lecture/seminars. (First semester.)

Objectives: On completion of this subject students should

be able to:

• describe the Victorian Technical and Further Education

system and the concepts and issues important to the

education of adults within it;

■ describe the characteristics of the adult population

catered for by the Technical and Further Education

system for both formal and informal learning outcomes

and environments;

• understand the principles and practices of adult

education and compare these with practices within the

Technical and Further Education system;

■ analyse critically their own learning patterns as adult

learners, and examine the implications for their own

teaching; and

• experiment with, analyse and evaluate, a variety of

teaching approaches with respect to learning outcomes.

Content: The role of TAFE in post-secondary education;

characteristics. needs and motivations of the adult learner;

adult learning patterns; principles and practices in adult

education.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-108 ADULT EDUCATION: COMPARATIVE VIEW

Credit points: 16.7

Special requirements: This subject is available only to

students who have access to adult classes.

Contact: Twelve 3-hour lecture/seminars. (Second semester.)

Objectives: On completion of this subject students should be able to:

• understand adult education in a national and international framework;

■ evaluate adult education issues addressed in the literature;

• synthesise from their reading and experience an

Australian perspective on adult education; and • make analytical comparisons of adult education in.

Australia with that in other countries. Content: National approaches to adult education and

lifelong education; adult education in national development;

educational agencies; institutional and non-institutional

types of Programs; the training of adult educators.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-109 ORGANISATIONAL BEHAVIOUR

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First semester.)

Objectives: On completion of this subject students should

be able to:

• describe a number of theories of organisations and

organisational behaviour including Classical

Organisation theory, Human Relations theories, Systems

theory, Contingency theories, and Behavioural

Organisation theories;

• relate the theories of organisations to their own practice

as educators and administrators in TAFE and post-

primary organisations;

• use skills of critical analysis in their study of recent

research and apply them to behaviour in their

organisations; and

• understand structures, functions and behaviours in

organisations.

Content: Individuals and organisations; organisational

structures and functions; groups; leadership;

communication; decision-making; organisational change.

Assessment: A field assignment of 1500 words (30 per

cent); and an assignment of 3000 words (70 per cent).

773-110 PERSONNEL MANAGEMENT

Credit points: 16.7

Prerequisite: Organisational Behaviour.

Contact: Twelve 3-hour lecture/seminars. (Second

semester.)

Objectives: On completion of this subject students should

be able to:

• understand concepts associated with personnel

management;

• apply basic skills associated with sound practice in

personnel management; and

• compare educational institutions with other types of

organisations.

Content: History and development of personnel

management; policy development; staff selection and

induction; staff development; performance appraisal.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-111 METHODS OF EDUCATIONAL RESEARCH

Credit points: 16.7

Special requirements: This subject is not available as a

single subject but must be taken with a Research Project.

Contact: Twelve 3-hour lecture/seminars. (First semester.)

Objectives: On completion of this subject students should

be able to:

3

■ understand the nature, scope, strengths and limitations

of educational research;

■ apply some educational research strategies and

techniques;

I use relevant resources for education research purposes;

■ review and appraise critically the outcome of previous

educational research; and

I carry out a small-scale educational research project of

their own and report the findings effectively.

Content: Action research; educational research; practical

problems confronting teachers; literature review; data

gathering techniques; project reporting and presentation.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-112 RESEARCH PROJECT

Credit points: 16.7

Prerequisite: Methods of Educational Research.

Contact: No class contact. All work will be completed under

the direction of a research co-ordinator. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• apply action research strategies;

• demonstrate ability to identify, organise, interpret and

present information relevant to their research projects;

and

• complete a detailed report of their project activities and

findings.

Content: Application of action research strategies and the

demonstration of abilities or organisation, interpretation and

presentation in a research project.

Assessment: An assignment of 5000-6000 words (100 per

cent).

773-113 EDUCATION IN A MULTICULTURAL AUSTRALIA

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the historical, cultural and political

antecedents to the range of norms and values held

within a multicultural society;

■ understand the importance of cultural identity to self

esteem;

■ demonstrate awareness of the difference between

spoken and written English and of their own use of

language when teaching non-fluent English speakers;

■ demonstrate awareness of the suitability of curriculum

and teaching materials used for students of diverse

cultural origin; and

■ apply techniques which create an atmosphere of

tolerance within the classroom and the educational

institution.

Content: Ethnic origin and educational achievement; the role

of the teacher in developing English language skills;

curriculum and teaching materials and resources for

teachers in multicultural settings; the development of

attitudes and prejudices.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-114 MOVEMENT AND ACQUISITION OF MOTOR SKILLS

This subject is not offered in 1994.

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars.

Objectives: On completion of this subject students should

be able to:

■ demonstrate an awareness of the relationship between

movement and learning;

■ understand a model of learning which emphasises

psycho-motor principles, and contemporary movement

theories and practices;

■ appreciate existing movement-based programs and their

relationship to psycho-motor learning; and

■ understand the relationship between movement theory

and the development of psycho-motor skills in their

specialist areas.

Content: Movement, psychological and bio-mechanical

factors; psychological factors; human performance;

information processing; movement-related learning

difficulties.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-115 INDUSTRIAL RELATIONS

This subject is not offered in 1994.

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ understand a general framework for industrial relations

through the identification of key organisations,

structures and concepts;

■ interpret the legislation, awards, regulations and

agreements related to their work situations;

■ understand the principles of negotiation, collective

bargaining, conciliation and arbitration;

■ apply the skills of negotiation and the management of

conflict; and

■ identify key industrial relations issues in education.

Content: Industrial relations history and systems; employee

and employer roles; common law and industrial law;

processes of determination of terms and conditions;

industrial conflict; economic and political issues.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words 70 per cent).

773-116 WORK, TECHNOLOGY AND EDUCATION

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

■ understand structural and technological changes in the

labour market;

■ understand the interlocking relationship between

technology and employment structure and the effects of

that relationship on technical and further education;

■ understand the impact of changes in the work force on

the lives of individuals and the ramifications at personal

and institutional levels;

• demonstrate an awareness of the socio-economic

factors contributing to youth unemployment, the

attitudinal changes which have accompanied the growth

of youth unemployment; and

I demonstrate an awareness of the factors creating

barriers to women's and girls' involvement in

technology.

Content: Changes in the labour market since the 1960's;

the changing nature of work; educational responses to

increased retention rates in schools and increased

enrolments in tertiary institutions.

Assessment A minor assignment of 1500 words (30 per

cent); and a major assignment of 3000 words (70 per cent).

773-117 A HISTORY OF TECHNICAL EDUCATION IN

VICTORIA

This subject is not offered in 1994.

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars.

Objectives: On completion of this subject students should

be able to:

■ appreciate and conduct research into the history of

education;

■ reflect on and learn from experiences of change and

continuity in their own teaching;

■ understand the history of conflict in the education of

aborigines, working-class people, women and migrants;

■ analyse the origins, power and influence of major

pressure groups in the history of Victorian technical education;

• describe the influence of employers' organisations and

trade unions in providing apprentice trade training; and • indicate the relationships between technical education

and industry in the history of industry in Victoria. Content: Origins of technical education in Victoria; the junior

technical schools; apprentice training in Victoria; post-war re-

training; Post-war social and economic changes; the theory

and practice of writing history.

Assessment: A minor assignment of 1500 words (30 per cent); and a major assignment of 3000 words (70 per cent).

773-118 LEARNING DIFFICULTIES

This subject is not offered in 1994.

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars.

Objectives: On completion of this subject students should

be able to:

• indicate a wide range of learning difficulties currently

encountered in post-primary schools and TAFE colleges;

• apply simple techniques for identifying learning

difficulties;

• apply strategies to help in a practical way those

students who experience learning difficulties; and

• evaluate the effectiveness, of agencies both inside and

outside schools and technical and further education

institutions which assist students with learning

difficulties, including current government policy, both

State and Federal, on the integration of disabled

students into the school and TAFE systems.

Content: Intellectual handicaps; specific learning difficulties;

emotional disturbance; identification of learning difficulties

and appropriate forms of remedial assistance.

Assessment: A paper of 1500 words on special education

and the delivery of student welfare services (30 per cent); a

case study of 3000 words on an individual with a learning

problem (70 per cent).

773-119 INTERPERSONAL RELATIONSHIPS

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• understand a number of theories of personality,

motivation and behaviour, leadership and group

process;

• describe their own interpersonal skills and develop new

skills where appropriate; and

• relate theories and their own interpersonal skills to roles

and relationships in post-primary and TAFE

organisations.

Content: Theories of personality, motivation and behaviour;

educational leadership; strategies for effective group

leadership; career management and planning; a study of

self and others in interpersonal relationships.

Assessment: A journal of 1500 words (30 per cent); and an

assignment of 3000 words (70 per cent).

773-120 TECHNOLOGY AND VALUES

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• clarify the concept of technology;

■ understand values and how they fit within traditional

ethical frameworks;

• apply philosophic methodology by means of rational

argument and conceptual analysis;

• discuss how ethics might be applied to technology and

to education; and

■ understand how technology infl uences our environment

and impinges on our political ideals.

Content: Definitions of technology; cost risk and cost

benefit analysis; ethics and ethical theory; technology and

the environment; technology and politics; technology and the

human condition; implications for education.

Assessment: A presentation of a class assignment of 1500

words (30 per cent); and an essay of 3000 words on any

topic covered during the course (70 per cent).

773-121 PARTICIPATION, ACCESS AND EQUITY

Credit points: 16.7

Contact: Twelve 3-hour lecture/seminars. (First semester.)

Objectives: On completion of this subject students should

be able to:

I understand equal education and employment

opportunity legislation, philosophy, policy and practice;

■ demonstrate an appropriate stance in relation to

inequality of participation, access and outcomes in

education; and

■ understand the psychological, historical, cultural and

structural barriers to participation, access and outcomes

in education of selected groups.

Content: Federal and Victorian anti-discrimination

legislation; theoretical perspectives on educational

inequality; minority responses to mainstream society; study

of selected individuals and groups encountering barriers to

education and employment; examination of value systems;

theories of prejudice.

Assessment: A case study of 1500 words (30 per cent); and

an assignment of 3000 words (70 per cent).

COURSE CO-ORDINATOR: ROSALIND KING, ROOM 1319, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE:

(03) 810 3295,

The Bachelor of Training and Development is a three year

full-time undergraduate degree course designed for students

who normally are employed in the field of training and

development and who will complete their studies in a part-

time mode over nine semesters. The course has been

designed to prepare graduates competent of fulfiling the

diverse and increasingly complex roles expected of training

and development professionals in organisations.

Course Code The course code for the Bachelor of Training and

Development is 358.

Entry Requirements A person may be a candidate for the Bachelor of Training

and Development who:

■ has satisfactorily completed a year 12 course of study

approved by the Institute of Education; or

■ has submitted evidence of attainments and experience

which, in the opinion of the Institute, is equivalent to the

standard represented by clause 1;

■ is employed in the field of training and development or

has approved access to work in training and

development; and

• has obtained the consent of the Institute.

Course Objectives

BACHELOR OF TRAINING AND DEVELOPMENT

The course has as its objectives that graduates should be

able to:

■ demonstrate understanding of key concepts, theories

and practices underpinning the field of training and

development;

• evaluate the effects of work place policies and

practices, and other external environmental influences

on work in organisations and consequential changes to

training and development initiatives;

■ assume full responsibility for the planning, design,

conduct, implementation and evaluation of learning

within organisational contexts;

• demonstrate critical thinking, creativity and strategic

adaptability relative to the issues and tasks central to

training and development in organisations;

■ apply theories of management, organisational

change\development and human resource management

central to professional practice in the field of training

and development;

■ demonstrate the competency-based standards

requirements set by Federal and State statutory

authorities, and be eligible for membership of

appropriate professional bodies;

■ demonstrate effective and reflective practice in their

organisations, and critically read the literature pertinent

to the field of training and development;

■ provide delivery strategies that demonstrate appropriate

teaching and learning strategies; and

• contribute effectively to the field.

Special Entry Applicants who have not satisfied the requirements for the

award of the Victorian Certificate of Education, Higher

School Certificate, or equivalent, but who are at least 21

years of age, may be considered for selection, if employed

in an approved training and development position.

All special entry applicants will be required to attend an

interview.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least three academic years as a full-

time student, or for at least four and a half academic years

as a part-time student, unless a candidate has had a

different period of candidature approved by the Academic

Board on the recommendation of the Institute. Students

should complete the course within six years of commencing

the course.

Credit A candidate who has completed part or all of a previous

course of study at tertiary level or has completed part or all

of a previous professional experience relevant to the course

may be given credit for this previous study or professional

experience providing the Institute Board approves such

credit. Where there is no equivalent subject or subjects the

candidate may be credited with an appropriate points score

to be determined by the Institute Board.

A candidate may include in his/her course of study subjects

offered in another course of The University of Melbourne or

of another institution provided that the Institute Board

considers such subjects to be of an appropriate standard

and relevance to the course.

The total number of points which may be credited to a

candidate must not exceed 200 points.

Recognition for Prior Learning Credit Programs The School of Technology Education and Development has a

policy of recognising prior learning. Students who are granted partial exemption for a subject will be required to

complete one or more of the following recognition for prior leaming programs.

Subject Points

776-101 Individual Study Program 1 8 776-102 Individual Study Program 2 8 776-103 Individual Study Program 3 9 776-104 Individual Study Program 4 9

The level of credit granted will be determined via a

recognition for prior leaming interview in the initial stage of course commencement.

Course Structure and Progress A candidate's progress in the course is expressed in terms

of points credited for subjects passed. To satisfy the

requirements for the award of Bachelor Degree in Training and Development, a candidate must gain credit for at least

300 points in the subjects of the course.

First Year

Compulsory Subjects

Points

776-105 Learning Theory 16.7

776-106 Principles and Practices of Training 16.7

776-107 Communication Studies 16.7

776-108 The Psychology of the Learning Climate 16.7 776-109 Sociology of Work 16.7

776-110 The Training and Development Profession 16.7

Sub-Total 100.2

Second Year Points

Compulsory Subjects 776-201 Models of Program Design 16.7 776-202 Understanding Organisational Contexts 16.7

776-203 Labour Market Economic Issues 16.7

776-204 Work Organisation and Technology 16.7

Sub-Total 66.8 Electives (Two Only) 776-205 Human Resource Management Issues 16.7 776-206 Training and Development Consultancy 16.7 776-207 Human Resource Management

Systems and Issues 16.7 776-208 Marketing in Organisations 16.7 Sub-Total 33,4

Third Year Points

Compulsory Subjects 776-301 Models of Evaluation 16.7

776-302 Praxis in Training and Development 16.7

776-303 Policy and Management 16.7

776-304 Organisational Change and Development 16.7

Total 66.8

Electives (Two Only) 776-305 Gender Relations and the Workplace 16.7

776-306 Human Performance Technology 16.7

776-307 Management Training and 16.7 Development in Organisations

Total 33.4

Although the methods used to teach the subjects vary, the

Bachelor of Training and Development at all times utilises

adult learning principles. Students are expected to use their

experiences and to participate in syndicate exercises, role

plays, simulations and seminar presentations.

Conversion from the Associate Diploma in Training and Development to the Bachelor of Training and Development Graduates of the existing Associate Diploma in Training and

Development who enroll in the Bachelor of Training and

Development are required to gain a further 116.9 points

from studies in the Bachelor of Training and Development to

qualify for that award.

Second Year

Points

776-207 Human Resource Management

16.7 Systems and Issues

776-204 Work Organisation and Technology

16.7 Sub-Total 33.4

Third Year Points

776-301 Models of Evaluation 16.7 776-302 Praxis in Training and Development 16.7 776-304 Organisational Change and Development 16.7 Sub-Total 50.1 Electives Subjects (Two Only) 776-305 Gender Relations and the Workplace 16.7 776-306 Human Performance Technology 16.7 776-307 Management Training and 16.7

Development in Organisations or other approved elective

Sub-Total 33.4

Subject Descriptions

776-105 LEARNING THEORY

Credit points: 16.7

Contact: Fourteen 1-hour lectures and 2-hour

seminar/workshops/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

• demonstrate an understanding of the characteristics of

the adult learner and selected theories of learning;

■ identify the advantages and limitations of major learning

theories;

• discuss theoretical frameworks to assist in

understanding how learning occurs; and

■ demonstrate an understanding of links between adult

learning processes and the application of learning

theory.

Content: The adult learner: characteristics, current

developments and frameworks for analysis; the analysis of

learning theories such as Adult Learning - Knowles, Classical

and operant conditioning - Pavlov, Skinner, Social learning

theory - Bandura, Walters, Cognitivism - Bruner, Ausubel,

Piaget and Humanism - Rogers; the critical review of the

application of learning theories to the work place using case

studies; the relevance of learning theory to practice.

Assessment: A seminar paper of 1000 words critically

examining the theoretical bases and applications of learning

theory to a small group and an individual learning situation

(20 per cent); an essay of 4000 words which analyses two

selected learning theories from trainee and trainer

perspectives (80 per cent).

776-106 PRINCIPLES AND PRACTICES OF TRAINING

Credit points: 16.7

Prerequisites: Learning Theory or the concurrent study of

Learning Theory.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/workshops/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of the constructs of

training, development and education as interpreted in

the work place;

■ define and write program aims and objectives;

■ plan and assess learning experiences for small groups

and individuals;

■ use effective training methods and develop resources to

facilitate learning for individuals and small groups; and

■ critically examine methods of work place learning.

Content: The constructs of training, development and

education as interpreted in the work place; training

principles and practices; designing training interventions aims, objectives, content and assessment strategies, session planning, motivation techniques; training methods

and resources development for small groups and individual

learning; work place learning strategies; the implications for

the learner and trainer when using approaches such as self-

directed, competency-based, on-the-job and contract learning

approaches.

Assessment: Two case studies of 2500 words which require

students to critically analyse session planning and selected

training methods used with small groups and individual

learning activities (50 per cent); and a comparative analysis

of 2500 words of two work place approaches to learning

which detail theoretical implications for learning practice for

the trainee and the trainer (50 per cent).

776-107 COMMUNICATION STUDIES

Credit points: 16.7

Contact: Fourteen 1-hour lectures and 2-hour

seminar/workshops/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

• understand those theoretical aspects of communication

which have implications for training and development in

an organisational setting;

I prepare written documentation, such as job performance

appraisals, reports and correspondence, that

communicate effectively to a range of different

audiences;

• prepare and conduct formal one-to-one interviews

including the basic steps in counselling individuals to

recognise and understand personal values, needs and

problems, goals and alternatives;

■ understand the principles of group dynamics as they

apply to the training environment and develop their skills

as team members, group leaders and facilitators;

■ perform the basic steps needed to appraise an

individual's interests, abilities, job performance, career

aspirations and training needs so as to develop training

strategies appropriate to the individual and compatible

with the work needs of the organisation; and

Ildemonstrate an appreciation of the great variety of

strategies and techniques which may be employed in

interacting with people in differing training and

development situations.

Content: Communication models and their implications for

training and development; personal development needs of

individuals, interpersonal skills and communication styles

and their impact on group dynamics in training and

development situations in the work place; effective

communication as a critical element of leadership in training

and development activities; development of personal

creative approaches to problem-solving through experience

of a range of strategies and techniques appropriate to staff

development and training, including appraisal and feedback,

interviewing and counselling, mediation and negotiation,

conflict resolution and discipline procedures; the

relationship between group process and learning outcomes

in training and development contexts within organisations;

reconciling individual and organisational needs in training

and development activities.

Assessment: The satisfactory completion of various. class

exercises, emphasising theory and the practical applications

of a range of communication strategies in the work place;

two 1000-word minor assignments, each with an applied

research focus (40 per cent); a major assignment of 3000 •

words requiring a literature review and an analysis of

aspects of research into the theoretical elements of

communication (60 per cent).

776-108 THE PSYCHOLOGY OF THE LEARNING CLIMATE

Credit points: 16.7

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussion/workshops (First or second semester.)

Objectives: On completion of the subject students should

be able to:

■ demonstrate an understanding of selected theoretical

perspectives on adult leaming, particularly experiential

learning, and on personal change throughout life; and

• demonstrate an understanding of the development of

learning cultures conducive or antithetical to learning in

groups and how groups function.

Content: A critical study of selected humanistic and critical

psychological models of adult learning applicable to training

contexts, for example, those of Rogers, Kelly, Kolb, Schon,

Brookfield and Mezirow; learning styles, life-stage

perspectives and personality and developmental differences

of adult learners relevant to the training context; selected

theories concerned with the functioning of small groups in

areas relevant to learning, for example, socio-dynamic and

leadership theories and models of cultural reproduction and

change as they apply to learning groups.

Assessment: A research essay of 1500 words on a topic

appropriate to the course (30 per cent); a case study of

1500 words, giving an account of the student's mode of

operation within a group, critically examining ways in which

learning is encouraged and communication enhanced. The

implications of these practices for the group's development

and individual learning would need to be addressed

particularly. The effect of introducing new practices might

also be explored (30 per cent); a case study or studies of

2000 words based on interviews with members of the

student's training group and exploring ways in which. learning, development and personal change might have

occurred for the people concerned (40 per cent).

776-109 SOCIOLOGY OF WORK

Credit points: 16.7

Contact: Fourteen 1-hour lectures and 2-hour seminars

(First or second semester).

Objectives: On completion of this subject students should

be able to:

• use various sociological perspectives that provide

alternative views of work as a social institution;

• demonstrate an understanding of the division of labour

and its underlying social, economic and cultural

function;

• critically review existing and former arrangements for

work and training and develop a defensible personal

perspective that accounts for future political,

technological and employment trends;

• exhibit an ability to analyse ideologies that legitimate

social, educational and industrial practice; and

• • make judgements about alternative social arrangements

for training in the work place.

Content: Sociological theory of the structure, function and

relations of work and the work place; the history of the

social and industrial division of labour; the variety of

discourses that seek to describe and legitimate social and

economic relations, particularly in regard to: work and

training; employment and unemployment; gender and work;

head work and hand work; the relationship between work the

economy and technology; forms of work and employment,

levels of ownership and control of production processes;

alternative configurations of the social relations of

education, training and learning.

Assessment: A minor paper of 2000 words where students

explore the social relations of training within their own work

place, will be presented to the class (40 per cent); an essay

of 3000 words that accounts for sociological perspectives

on work and explores the social and political relations of

industrial training (60 per cent).

776-110 THE TRAINING AND DEVELOPMENT PROFESSION

Credit points: 16.7

Contact: Fourteen 1-hour lectures and 2-hour seminars

(First or second semester).

Objectives: On completion of this subject students should

be able to:

• understand the concepts of training and development

and an historical overview of the development of this

field;

• understand the major fields of learning, contributing to

the emerging profession of training and development;

communications, theories of instruction, systems

theory, organisation theory, economics and education;

■ demonstrate an understanding of research traditions,

methodological and content considerations;

■ demonstrate an understanding of ethical issues and

their implications for professional practice; and

■ demonstrate a sense of inquiry by engaging in

observation and written reflection.

Content: The nature of the profession. An analysis of

current literature and ethical issues; history of the field of

training and development; the major foundation studies of

training and development such as economics, education,

sociology and psychology; research traditions:

methodological and content aspects.

Assessment: A paper of 1500 words that outlines the

research traditions associated with the field (30 per cent);

an essay of 3500 words which critically examines the major

theoretical foundations that have contributed to the notion

of training and development as a profession; students will

be expected to draw upon the literature as a basis for

argument (70 per cent).

776-201 MODELS OF PROGRAM DESIGN

Credit points: 16.7

Prerequisites: Completion of all Year 1 subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/workshops/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of how program models

affect the practices of training and development, training

needs analysis and program design;

■ analyse program design and facilitation processes,

using given frameworks;

■ conduct a comparative analysis and derive possible

implications for program design, using product, content,

processes and research models of program design; and

■ demonstrate understanding of needs analysis models

and their relationship to the derivation of training and

development strategies.

Content: Program design and the implications for training

and development practice; factors impinging upon program

design and the resultant training and development

influences that may impact upon the organisation; program.

design models including the following product-based,

content-based, process-based, research-based; training

needs analysis models such as communicative and

technical and their links with program design.

Assessment: A minor assignment of 2000 words which

demonstrates an understanding of a training needs analysis

model and the issues affecting program design practices

(40 per cent); an essay of 3000 words which compares and

contrasts four models of program design and which.

demonstrates an understanding of the implications arising

for contextually framed training and development practice

(60 per cent).

776-202 UNDERSTANDING ORGANISATIONAL

CONTEXTS

Credit points: 16.7

Prerequisites: Completion of Year 1 subjects and Models of

Program Design or concurrently studying Models of Program

Design.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of selected

organisational concepts and theories;

• demonstrate an understanding of selected management

concepts and theories;

• analyse organisations through the application of

theoretical perspectives;

■ analyse incidents using the Harvard case method; and

• examine the influences of organisational characteristics

on the training and development function.

Content: Strategies for understanding organisations such as

mapping, critical incidents, metaphors and journal writing;

organisational theories, for example, classical theory,

human relations, systems theory and contingency theory;

theories of leadership, strategic planning, forecasting and

human resource management processes; organisational

case study analysis using the Harvard method.

Assessment: An essay of 2000 words on a topic

appropriate to course themes associated with organisations

and management theories (40 per cent); a case study of

3000 words of students' work places examining the

relationship between organisation and management

characteristics and the training and development function.

The linking of concepts and theories studied with observed

organisational features is the focus of this case study (60

per cent).

776-203 LABOUR MARKET ECONOMIC ISSUES

Credit points: 16.7

Prerequisites: Completion of Year 1 subjects and major

studies in Program Design and Understanding

Organisational Contexts or concurrent study of same.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of selected economic

theories and labour market concepts;

■ use the given economic theories to explore labour

market issues relevant to training and development; and

IN critically examine the implications of selected aspects of

labour market policy and practice to their industry

context.

Content: Introduction to basic economic concepts including

supply, demand, markets, price, equilibrium, efficiency; an

interpretive framework for analysing labour market policies

and practices: neo-classical, post-Keynesian, institutional

and radical Marxist labour economic perspectives; concepts

in labour market economics such as supply and demand for

labour, labour markets, segmentation and discrimination;

relevant issues of labour market policy or practice.

Assessment: An exercise equivalent to 3000 words which

requires students to use primary and secondary sources of

information to support analyses of relevant labour economic

issues (60 per cent); a 2-hour examination (40 per cent).

776-204 WORK ORGANISATION AND TECHNOLOGY

Credit points: 16.7

Prerequisites: Completion of Year 1 subjects and major

studies in Program Design and Understanding

Organisational Contexts or concurrent study of same.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate understanding of selected frameworks for

construing work organisation and technology;

• use the given theoretical perspectives to explore the

relationship between technologies and forms of work

organisation, including the social relations embedded in

them, e.g., gender, class relations; and

• critically examine the implications of approaches to work

organisation and technology for their own work places

and training and development roles.

Content: An interpretive framework for analysing work

organisation and technology change determinist,

interpretivist, technocratic and critical approaches to

organisational theory and sociology of technology; review

theories of work organisation such as Taylorism and

Scientific Management, Human Relations, Contingency

Theory, Organisational Cultures, Critical Theory, Actor

Networks and Organisational Power; two key traditions of

technology analysis: technological determinism versus

social determinism; actor networks and contingent

technology; models of the production process where

technology and ways of organising work converge Fordism,

Neo-Fordism, Post-Fordism or flexible specialisation; how

modes of work and technologies serve the interests of some

over others and lend themselves to particular political

agendas; implications of work place restructuring for work

roles and role relationships, knowledge and skills and

training and development roles; case studies of work place

organisation and/or associated technology where

approaches are demonstrated and applications to own work places made.

Assessment: An essay of 2000 words on a topic

appropriate to course themes (40 per cent); a case study of

3000 words of students' work places examining aspects of

work organisation or the use of a technology in the

organisation, a comparative or historical study may be

made, the student observation approach is encouraged (60

per cent).

776-205 HUMAN RESOURCE MANAGEMENT ISSUES

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 2

compulsory subjects.

Contact: Fourteen 1-hour lectures and 2-hour seminars

(First or second semester).

Objectives: On completion of this subject students should

be able to:

■ analyse critically the role and functions of human

resources management in a range of organisational

settings;

• demonstrate an understanding of the challenges,

complexities and current issues facing the area of

human resource management;

■ understand human resource management as a means

of providing strategies for an integrated approach to

people management in the work place; and

• understand the link between integrated human

resources management policies and practices and

effective organisation management.

Content: Human resource planning, including organisation

structure, job evaluation and design, recruitment planning

and succession planning, statistical work place analysis and

Human Resource Management systems; staffing practices

and staff relations, recruitment and selection, equal

employment opportunity, placement, termination,

communication with staff; performance management,

appraisal, incentives, discipline, supervision and

management, ethical boundaries; human resource

development, orientation programs, entry level training,

management development, further education, secondment

exchanges and rotations, competencies and vocation

training; working conditions, occupational health and safety,

industrial relations, participative management, work

environment, remuneration; issues in Human Resource

Management including restructuring, downsizing and

organisational change, challenges of integrating Human

Resource Management policies and practices in the face of

continual change and ambiguity.

Assessment: An assignment of 2500 words which requires

students to integrate the human resource development

policies and activities into a comprehensive human resource

management strategy within their own work place (50 per

cent); an assignment of 2500 words which requires

students to examine and discuss future challenges and

issues in human resource management in light of their own

experience and reading in the area (50 per cent).

776-206 TRAINING AND DEVELOPMENT CONSULTANCY

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 2

compulsory subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussion/workshops (First or second semester).

Objectives: On completion of this subject students should

be able to:

• describe the nature, characteristic purposes and

features of consultancy;

• demonstrate an understanding of the models currently

used in consultancy work;

■ undertake a job analysis of a consultant's role; and

• participate in the design and management of a

consultancy project.

Content: Concepts, rationale, characteristic purposes and

features of consultancy; theories and models of

organisational change, including: structural change by edict,

by adaptation to technology, by improving human relations;

the Organisational Development model, the sociotechnical

model and the Industrial Democracy model of change; the

consultant as change agent; the development of the

consultant's role: the relationship of consultant to the

organisation: internal and extemal models; purposes, types

and frameworks for consultancy; prerequisites for the

effective consultant; communication, organisational, social,

political and industrial dynamics approaches and theories to

work place training and development; professional

development for the consultant: best practices, leadership

in the field; balancing organisational goals with the

consultant's roles and personal values; professional

associations, career development for consultants.

Assessment: An essay of 2000 words on a topic

appropriate to course themes (40 per cent); a job analysis

and assessment design exercise of 3000 words (60 per

cent). The aforementioned are based on team work;

participation in the design and management of a project and

appropriate documentation.

776-207 HUMAN RESOURCE MANAGEMENT SYSTEMS

AND ISSUES

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 2

compulsory subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ evaluate the role of human resource management

systems and issues in the context of human resource

management;

I demonstrate a sound knowledge and understanding of

appropriate criteria for the evaluation of human resource

management systems;

■ critically analyse and evaluate human resource

management systems used in a variety of organisational

contexts;

I through research, acquire detailed knowledge of the

performance of a human resource management system

in a selected work place; and

■ demonstrate an understanding of the complex

processes and procedures involved in the

implementation of a new human resource management

system in an organisational context.

Content: Information needs of the training and development

function in organisational contexts; human resource

management systems in organisations; analysis and

evaluation of human resource management systems and

issues in students' work places; case studies of the

implementation of a new human resource management

system in an organisational context.

Assessment: An essay of 2500 words which provides a

critical appraisal of appropriate criteria for the evaluation of

human resource management systems (50 per cent); a case

study equivalent to 2000 words which provides an analysis

and evaluation of the implementation and subsequent

performance of a human resource management system in a

selected organisational context (40 per cent); a seminar

paper of 500 words presenting a synopsis of the findings of

the analysis and evaluation completed (10 per cent).

776-208 MARKETING IN ORGANISATIONS

Credit points: 16.7

Prerequisites: Completion of Year 1 and Year 2 compulsory

subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate a knowledge and understanding of

fundamental concepts of marketing;

■ understand and apply strategic market planning

processes;

■ understand the elements of market strategy; and

■ market training and development activities.

Content: The marketing concept, definition of marketing,

becoming a market oriented organisation, the difference

between service marketing and product marketing;

marketing plans, strategic planning process, market

research, data gathering, identifying marketing objectives,

marketing strategies; components of market strategy,

market segmentation, marketing opportunities, competitor

strategy, positioning, target marketing, and the marketing

mix; marketing the training and development function and

activities within and outside the organisation.

Assessment: The completion of three 1000-word case

studies in which students will be expected to identify,

analyse critically and provide solutions to marketing

problems presented in the three cases (60 per cent); the

analysis of 2000 words of the marketing orientation in

student's own organisation (40 per cent).

776-301 MODELS OF EVALUATION

Credit points: 16.7

Prerequisites: Completion of all Year 1 and Year 2 subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

• demonstrate an understanding of selected theories and

models of evaluation;

■ compare evaluation frameworks and consider their

application to the training and development function;

and

■ critically review and apply evaluation models.

Content: Analysis of pseudo, quasi and true evaluation

approaches including: rational evaluation Tyler, self-study

evaluation - Stake, C.I.P.P. model of evaluation -

Stufflebeam. goal free evaluation - Scriven, responsive

evaluation - Stake, illuminative evaluation - Parlett and

Hamilton and Pa rticipative evaluation Kemmis; case

studies of evaluation issues; the design and implementation

of evaluation studies; ideologies in evaluation and their

impact upon training and development practice.

Assessment: Describe and analyse an approach to the

design and implementation of a evaluative study of 1000

words (20 per cent); the comparative analysis of four

evaluation models drawing upon their constructs, criteria for

judgement and their impact upon evaluation of training and

development practice of 4000 words (80 per cent).

776-302 PRAXIS IN TRAINING AND DEVELOPMENT

Credit points: 16.7

Prerequisites: Completion of all Year i and Year 2 subjects,

Models of Evaluation or the concurrent study of Models of

Evaluation.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ use theories studied and current research findings to critically review training and development in general;

• demonstrate reflective learning processes; and

• reflect on organisational practice drawing upon given

course frameworks to enhance students' ability to think strategically.

Content: The nature of theory, practice and praxis; the

reflective learning processes (Schon); the double-loop

learner (Argyric 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 reviewing literature to raise questions for

future research; implications of current research for future

practice within the field.

Assessment: A seminar paper and presentation of 1500

words that critically reviews aspects of current literature (30

per cent); a paper of 3500 words which uses the literature

to assist in the identification, definition and critical analysis

of a contentious training and development issue (70 per

cent).

776-303 POLICY AND MANAGEMENT

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 3

major subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

• demonstrate an understanding of the application of

various management theories for the management and

administration of the training and development function

in an organisation;

• Analyse the processes and roles involved in managing

and administering a training and development function

in an organisational context;

I examine the training and development function's role in

an organisation's strategic planning process and its

relationship with other work groups, for example career

planning;

• demonstrate theoretical understandings in the areas of

policy development, project management and strategic

planning;

• critically examine several approaches to budgeting for

training and development activities in organisations; and

• demonstrate an understanding of cost-benefit analysis

of training and development in an organisational

context.

Content: Review management theories and their

implications for the management and administration of the

training and development function in an organisational

context; strategic policy development and planning in an

organisation; career planning and development in an

organisational context; project management in an

organisational context; budget preparation and analysis in

relation to training and development activities; cost-benefit

analysis in training and development in an organisation.

Assessment: An essay of 2500 words which provides a

critical analysis of the implications of various management

theories for the management and administration of the

training and development function in an organisational

context (50 per cent); the presentation of a seminar paper

equivalent to 1500 words addressing aspects of skills

auditing and planning of staffing and development of training

and development personnel in an organisational context (30

per cent); the completion of a detailed budget analysis

equivalent to 1000 words for a nominated training and

development activity and identification of benefits to the

organisation for whom the activity is conducted (20 per

cent).

776-304 ORGANISATIONAL CHANGE AND

DEVELOPMENT

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 3

major subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

I research and analyse their own work situations and

change processes within them;

■ demonstrate skills in diagnosis and strategic design,

implementation and evaluation relevant to planned

change; and

■ identify the political, economic and social constraints on

the change agent's role.

Content: Definitions of planned change and innovation,

rational empirical, normative re-educative and power

coercive approaches, major elements in the process of

innovation; the changing nature of work and relationships in

work context; the evolution of work and the concept of work;

transformational and Organisational Development

approaches to planned change; implementation and

evaluation processes associated with change; the role of

the change agent, building a culture; barriers to change in

organisations and work practices; political, economic and

social pressures on organisations.

Assessment: An essay of 2500 words which requires

application of theory to the student's work place (50 per

cent); an essay of 1500 words describing and analysing a

change occurring in the work place (50 per cent).

776-305 GENDER RELATIONS AND THE WORKPLACE

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 3

compulsory subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of a framework for the

construction of relations of production through the

divisions of gender, class, race, age and skill;

■ demonstrate an awareness of selected concepts that

seek to explain the gender hierarchical relations of the

work place from the various discourses of feminism,

critical social theory including sociology of work and

postmodern sociology; and

■ critically examine the implications of the gendered

nature of work places for work place learning and their

own training and development practice.

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 segregation between

men and women; an analytic framework for understanding

the reproduction of gender inequality in the work place: the

network approach where gender, class and ethnic origin,

plus home/work relations intersect; gender relations and

work place reform, the meaning of skill in the gendered work

place - skill as a direct correlate of sexual power and

implications for training practice e.g. making skills analyses;

a critical appraisal of concepts of competence in

competency-standards and competency-based training as a

contemporary methodology; case studies of different

industries illustrating the gender-active nature of work

practices and the historical relationship between gender

division and organisation of work - i.e. how notions of what

constitutes proper work for men and women changes

continuously with new work processes.

Assessment: An essay of 2000 words on a topic

appropriate to course themes (40 per cent); a case study of

3000 words of a work place practice where a gender

analysis is made (60 per cent).

776-306 HUMAN PERFORMANCE TECHNOLOGY

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 3

compulsory subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of the concept of human

performance technology, and the influences on its

development;

■ describe the five major technologies of training:

selection, job aids, feedback, performance and

ergonomics, designed to improve human performance;

■ demonstrate an understanding of theories of learning

transfer and other implementation considerations in

relation to human performance technology;

■ analyse human performance problems in organisations

and develop appropriate solutions; and

■ examine the implications of human performance

technology approaches to work place problem solving.

Content: The concept of human performance technology and

the contributing fields of study and their influences on its

development; human performance technologies of training:

selection, job aids, feedback, performance and ergonomics;

implementation of human performance technology solutions

including theories of learning transfer; models of problem

solving including open, closed and holistic approaches

employed in human performance technology; case studies

of organisation performance issues and application of

human performance technology in their resolution.

Assessment: A seminar paper of 1000 words critically

examining the literature relating to a nominated class of

solutions employed in human performance technology (20

per cent); an essay of 4000 words which demonstrates a

critical understanding of the application of human

performance technology, its theoretical bases and major

technologies in addressing a specific work place

performance issue (80 per cent).

776-307 MANAGEMENT TRAINING AND DEVELOPMENT IN ORGANISATIONS

Credit points: 16.7

Prerequisites: Completion of or concurrent study of Year 3

compulsory subjects.

Contact: Fourteen 1-hour lectures and 2-hour

seminar/discussions (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of the nature and role of

management training and development programs in

organisations and of the policies which underpin them;

■ distinguish between leadership and management and

the roles and professional development needs of

managers and leaders;

■ examine variables which influence processes of

management training and development; and

• design a management training and development

program for an organisation and devise strategies for

the evaluation of its effectiveness.

Content: The distinction between education, training and

development; models of training and development;

identification of the characteristics of successful

management training and/or development programs in

organisations; management training and development

policies in organisations; leadership and management;

characteristics of effective managers and leaders in

'organisations; the roles of leaders and managers; the

training and professional development needs of managers

and leaders; management competencies; the characteristics

individual managers bring to training and/or development

programs; the leaming and training environment; the roles of

trainers and human resource developers in programs for

managers; the transfer of leaming to work; the identification

of management training and/or development policies and

needs of organisations; the design of programs consistent

with organisational policies and needs; the examination of alternative approaches to the evaluation of the effectiveness of training and/or development programs. Assessment: A major assignment of 5000 words in which

students will critically examine the training and/or

development needs of managers in their organisations and

the existing provision of programs. In the light of learning

theory and models of training and development, they will

design, trial and evaluate a management training and/or

development program for their organisations (100 per cent).

Graduate Certificate Clinical Instruction

COURSE CO-ORDINATOR: BOB CROSTHWAITE, ROOM 2535, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3247.

The Graduate Certificate in Clinical Instruction is part of an

articulated sequence of studies which can lead to the

Graduate Diploma in Education.

The Graduate Certificate in Clinical Instruction is a one-year

part-time course on the Register of Australian Tertiary

Education. The course has been specially designed for

people involved in an instructional role in clinical contexts.

The course is designed to develop the instructional skills of

tutors, preceptors and others who are involved in tutoring

students, in developing and supervising the internship

programs of junior colleagues and assisting with the

instructional aspects of introducing new equipment and

practices into the work place.

Course Code The course code for the Graduate Certificate in Clinical

Instruction is 318.

Entry Requirements A person may be a candidate for the Graduate Certificate in

Clinical Instruction who:

• has qualified for a degree or diploma from this or

another university or tertiary educational institution

which is recognised by the Institute of Education; or

• has qualifications and experience which accord eligibility

for membership of the Australian Institute of

Radiography: or of an approved professional

association; and

■ is employed in an approved instructional role comprising. a minimum of four hours per week throughout the

course; and

• has obtained the consent of the Institute.

Period of Candidature After being admitted, a candidate must pursue the course

for at least one half academic year and not more than one

academic year as a full-time student or, unless a candidate

has had a different period of candidature approved by the

Academic Board on the recommendation of the Institute, for

at least one academic year and not more than two academic

years as a part-time student.

Credit A participant who, having completed other studies at a

tertiary level, enrolls in the course for the Graduate

Certificate in Clinical Instruction may, with approval, be given

credit for subjects the equivalent of which have been passed

in the other tertiary studies provided that the amount of

credit shall not exceed 50 per cent of the requirements of

the course.

Course Structure and Progress The Graduate Certificate in Clinical Instruction may be

granted to a participant who has complied with the

prescribed conditions and has gained a cumulative score of

50 points by having passed or been given credit for the

required subjects.

The course comprises an initial short course, two major

subjects and a clinical instruction experience program

structured over one part-time year. The initial short course

will be conducted as an introductory phase to the major

subjects of the course. The Graduate Certificate in Clinical

Instruction is articulated within the structure of the Graduate

Diploma in Education.

Subject

Points

772-167

Introduction to Learning and

5.0 Instructional Processes

772-168

Design, Management and

11.7

Evaluation of Learning 1 772-169

Psychological Principles and

16.7 Processes in Adult Learning

772-175

Practicum - Clinical Instruction

16.7

Total

50.1

These subjects will only be offered to continuing students.

Subject

773-126 Learning and Instructional Processes 773-127 Design, Management and

Evaluation of Learning 773-128 Psychological Principles and

Processes in Clinical Instruction

773-129 Clinical Instruction Experience Program Total

Course Availability Initial short course intakes are available throughout the

year. Commencement dates are published in appropriate

professional journals. Other subjects commence on normal

School of Technology Education and Development academic

calendar dates. Applicants for the program are required to

produce evidence of employment in an instructional context.

Offers of entry will be conditional on the candidate

maintaining an acceptable instructional role during the

Clinical Instruction Experience phase of the program.

Subject Descriptions 772-167 INTRODUCTION TO LEARNING AND INSTRUCTIONAL PROCESSES

Credit points: 5.0

Prerequisites: Location in an appropriate teaching or

training situation.

Contact: 24 contact hours or equivalent in open learning

modes. (First or second semester.)

Objectives: On completion of this subject students should:

• understand the nature and scope of the learning

process at an introductory level;

■ be able to design a range of basic strategies for

facilitating the learning process; and

I understand basic principles of interaction, including

feedback, needs identification and conflict resolution.

Content: The Learning Process: Planning and Design of

Learning Experiences: Micro-Teaching Workshop:

Assessment: Completion of a Learning Agreement,

negotiated within the subject, to develop a vocationally

specific learning design/experience. (1500 words or

equivalent) (100 per cent)

772-168 DESIGN, MANAGEMENT AND EVALUATION OF LEARNING 1

Credit points: 11.7

Prerequisites: Successful completion of Introduction to

Learning and Instructional Processes.

Contact: 30 contact hours or equivalent in open learning

modes. (First semester.)

Objectives: On completion of this subject students should

be able to:

• perceive communication as a process whereby

meanings are shared and active participation and

expressions are encouraged;

■ express the importance of communication in fostering

and facilitating change and innovation;

■ identify basic features of their own approach to

designing learning experiences;

I state objectives for learning experiences, after

considering types of learning outcomes which are

appropriate;

• select subject content appropriate to learning outcomes;

• determine the most appropriate and efficient

combination of teaching methods, after identifYing the

features and uses of a range of teaching methods;

■ determine the most effective use of media for their

teaching;

72.

Points

5.0 10.0

10.0

30.0 55.0

IN select assessment techniques most appropriate for

their students and subjects; and

■ evaluate progressively their performance as teachers.

Content: The communication process; approaches to

designing learning experiences; selecting and organising

teaching materials, models of curriculum; identifying and

catering for individual needs; processes for creating learning

environments; evaluation and assessment; an introduction

to the practicum.

Assessment: Two assignments (1500 words) (40 per cent);

and (2000 words) (60 per cent.)

772-169 PSYCHOLOGICAL PRINCIPLES AND

PROCESSES IN ADULT LEARNING

Credit points: 16.7

Prerequisites: Completion or concurrent enrolment in

Introduction to Learning and Instructional Processes and

Design, Management and Evaluation of Learning 1.

Contact: 36-hours of class contact or equivalent in open

learning modes. (Second semester.)

Objectives: On completion of the subject students should

be able to demonstrate a critical understanding of

themselves and others, as practitioners, communicators

and learners. More specifically, students should be able to:

■ assist students to become critically reflective

practitioners, able to understand their own thinking,

feeling and action and that of others;

■ identify different communication styles and practices in

teaching and describe the implications for student-

teacher relationships;

■ describe selected learning theories applicable to

students' contexts, which elucidate how learning may be

enhanced and difficulties in learning overcome;

• describe selected developmental theories, which provide

insight into the actions of adults and adolescents in

learning environments;

• describe selected individual differences in learning,

thinking and aspects of personality, which influence

both teaching and learning behaviour and need to be

addressed in devising learning experiences for students;

• describe selected theoretical models of group functioning; and

■ describe sources and symptoms of stress in teachers

and learners and ways of managing it appropriately. Content: Communication styles, their origins and

consequences in working with students; communication

skills and practices which facilitate groups and enable

productive relationships to be developed between students

and teachers; behaviouristic, cognitive, humanistic and

critical models of learning, with particular reference to

experiential and reflective modes relevant to participant's

own learning; characteristics of adult and adolescent

learners, including selected cognitive, emotional-social

developmental perspectives and models of identity change

and resistance to change; individual differences which affect

ways in which people perceive and process the information

with which to make decisions and solve problems; socio-

dynamic and leadership theories of group functioning;

sources and symptoms of stress, particularly as they apply

in teaching, and a range of stress management strategies;

ways of identifying stress and other psychological barriers to

learning in students and methods of assistance.

Assessment: An essay requiring reflection upon the ways in

which the understanding gained through reading can be

incorporated into one's own practice (3000 words) (60 per

cent); plus one of the following; a case-study, or studies,

based on interviews with members of the participant's

classes which critically explores ways in which learning,

development and personal change might have occurred for

the people concerned (2000 words) (40 per cent); or a case-

study giving an account of the participant's mode of

operation within a group, critically examining ways in which

learning is enabled and communication enhanced (2000

words) (40 per cent); or a journal or learning log giving an

account of experiences either in the learning group itself or

in the participant's teaching context. Critical reflection on

the participant's thinking, feeling and actions in the light of

events should be the basis of this report (2000 words) (40

per cent).

772-175 PRACTICUM (CLINICAL INSTRUCTION)

Credit points: 16.7

Prerequisites: Location in an approved teaching or training

context and completion or current enrolment in Introduction

to Learning and Instructional Processes and Design,

Management and Evaluation of Learning 1.

Contact: Students are required to engage in regular clinical

instruction supervised by a field based mentor and managed

by a Hawthorn Institute staff member. (All year.)

Objectives: On completion of this subject students should

be able to:

• demonstrate competence in their specialist instructional

context;

• apply the outcomes from their studies with assistance

from their mentor and Hawthorn Institute of Education

staff; and

• develop into autonomous instructors who take

responsibility for extending and evaluating their own

professional activities.

Content: The content of the practicum is clearly defined

within an individualised, formal Learning Agreement which is

prepared, negotiated and developed by a triad consisting of

the course participant, a mentor and a Hawthorn Institute of

Education manager. Each Learning Agreement includes the

competencies related to the functions of planning,

implementing and evaluating teaching/leaming experiences

within the student's specialist field. It may also include

other developmental activities which are identified as.

important elements of the instructional role, especially as

these relate to the particular professional, institutional and

system context.

Assessment: Successful completion of all competencies

and other listed activities indicated in the Learning

Agreement. (100 per cent)

The following subjects are available to continuing students

only.

773-126 LEARNING AND INSTRUCTIONAL PROCESSES

Credit points: 5.0

Contact: Class sessions and organised activities equivalent

to two hours each week. (First and second semester.)

Objectives: On completion of this subject students should

be able to:

• understand the nature and the scope of the learning

process;

■ promote adult learning strategies in the design and

implementation of learning experiences;

• select appropriate content and learning strategies in

teaching technical skills and instructing patients, clients

and professional colleagues; and

■ display a range of strategies for giving and receiving

constructive feedback.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

773-127 DESIGN, MANAGEMENT AND EVALUATION OF LEARNING

Credit points: 10.0

Special requirements: Successful completion of Introduction

to Learning and Instructional Processes.

Contact: Class sessions and organised activities equivalent

to four hours each week. (First semester.)

Objectives: On completion of this subject students should

be able to:

• effectively communicate with their students, patients,

clients and colleagues particularly in fostering and

facilitating change and innovation;

I state objectives for learning experiences after

considering the learning outcome;

• select subject content appropriate to learning outcomes;

■ determine appropriate and efficient combinations of

teaching methods;

• select and effectively use a range of media which is

appropriate to their teaching context; and

■ evaluate progressively their performance as

teachers/instructors.

Content: Communication processes; teaching strategies

and methods; curriculum models; educational technologies;

assessment; evaluation.

Assessment: An assignment equivalent to 1500 words (100

per cent).

773-128 PSYCHOLOGICAL PRINCIPLES AND PROCESSES IN CLINICAL INSTRUCTION

Credit points: 10.0

Special requirements: Students must be enrolled in the

Graduate Certificate in Clinical Instruction.

Contact: Class sessions and organised activities equivalent

to four hours each week. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ identify individual differences in both students and

colleagues which influence students' approaches to

learning, the learning environment and the clinical

instruction style;

■ understand their own behaviour and that of others and

the effect of the group on individual performance and. attitudes; and

■ devise strategies designed to improve the learning

environment, interpersonal relationships and students

learning.

Content: Skills for working with individuals; personal and

cognitive factors in learning; group learning; counselling and

interviewing skills.

Assessment: Research and group presentation of a

selected topic (500 words) (10 per cent); an essay on a

topic of relevance to the psychology of teaching and learning,

in a specific context (1500 words) (45 per cent); and a

reflective journal (1500 words) (45 per cent).

773-129 CLINICAL INSTRUCTION EXPERIENCE PROGRAM

Credit points: 30.0

Special requirements: Students must be employed or

placed in their teaching instructional context to teach a

minimum of four hours per week.

Contact: Students are required to engage in regular clinical

instruction supervised by a field based mentor and managed

by a Hawthorn Institute staff member. (All year.)

Objectives: On completion of this subject students should

be able to:

I apply the outcomes from the course with assistance and

advice from their mentor and the Institute manager;

■ develop competence as instructors operating in a

clinical context; and

■ develop into autonomous teachers and instructors who

take responsibility for extending and evaluating their

own role in a clinical context.

Content: Students are required to undertake a minimum of

45 days of supervised teaching experience, unless

otherwise specified in the requirements of the particular

teaching context

Assessment: Completion of the Clinical Instruction

Development Agreement (100 per cent).

Graduate Certifi ate in Educational Studies (TESOL)

COURSE CO-ORDINATOR: JAMES BROWN, ROOM 2311, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS. TELEPHONE: (03) 810 3209.

Enquiries concerning the TESOL course offered at the

Parkville campus should be directed to:

Program Coordinator. Chris Davison, Room H248, 1888

Building, Institute of Education, Parkville Campus.

Telephone: (03) 344 8377.

The Graduate Certificate in Educational Studies (TESOL) is a

part-time course offered over one-year designed for trained

and experienced teachers with little or no experience in

second language teaching and without pre-service TESOL

qualifications, who wish to obtain an initial formal

qualification in the specialisation of Teaching English to

Speakers of Other Languages.

The Graduate Certificate in Educational Studies (TESOL) is

recognised as an approved course of study for appointment

and promotion to tagged 'TESOL' positions within the

Directorate of School Education, Victoria.

The course is offered at both the Hawthorn and Parkville

campuses. Qualifying for the certificate will fulfil the first half

of the requirements of the Postgraduate Diploma in

Educational Studies (TESOL) offered at the Parkville campus.

Preference will be given to applicants from the Adult

Education and TAFE sectors undertaking the course offered at the Hawthorn campus.

Course Objectives

GRADUATE CERTIFICATE IN EDUCATIONAL STUDIES (TESOL)

The course aims to upgrade and/or retrain graduate

teachers in the Teaching of English to Speakers of Other

Languages in the primary, secondary and adult sectors.

The course has as its objectives that diplomates should be able to:

■ identify the principles and approaches to teaching and

leaming English as a second language;

■ understand and apply current English as a Second

Language (ESL) methodologies;

■ apply strategies for recognising students requiring

English as a Second Language (ESL) tuition and

analysing their learning needs;

• understand the nature and form of the English language;

and

• demonstrate competence in the management of English

as a Second Language (ESL) programs and resources

which are culturally and linguistically appropriate.

Entry Requirements A person may be a candidate for the Graduate Certificate in

Educational Studies (TESOL) who:

■ has qualified in the University for admission to a degree

approved for the purposes of this standing resolution by

the Institute of Education; or

• has qualified for a degree of another university or

tertiary educational institution which is recognised by

the Institute, or

• has an equivalent qualification which is recognised by

the Institute as evidence of adequate training for the

purposes of this standing resolution; and

• has completed one year of teacher training studies

approved by the Institute;

• has completed to the satisfaction of the Institute at

least one-year of full time teaching experience; and

• has obtained the consent of the Institute to the

candidature.

Period of Candidature After being admitted, a candidate must pursue a course of

study for the equivalent of 0.5 of an academic year over at

least one and not more than two academic years as a part-

time student from a commencing date to be fixed by the

Institute.

Course Structure and Progress The course is comprised of three subjects structured over

one part-time year.

Subjects Points

Language and Language Acquisition TESOL Methodology and Curriculum Design TESOL Professional Practice

Course Code The course code for the Graduate Certificate in Educational

Studies (TESOL) is 488.

773-122 773-123 773-124 Total

16.7

16.7 16.7

50.1

Subject Descriptions

773122 LANGUAGE AND LANGUAGE ACQUISITION

Credit points: 16.7

Contact: Fourteen 3-hour lecture/workshops and one 8-hour

workshop, or its equivalent during the semester. (First

semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate an understanding of how first and

subsequent languages are acquired, maintained and

used in bilingual and multilingual settings;

■ identify and describe the linguistic competencies and

language learning needs of groups and individuals in the

second language classroom, with specific reference to

Non English Speaking Background (NESB) students in

various age groups; and

■ prepare, implement and evaluate appropriate curriculum

materials and demonstrate how to adapt and modify

existing resources.

Content: A study of the nature of the second language

learning task, including an analysis of spoken and written

language, its acquisition and use in bilingual and

multilingual settings, together with an introduction to second

language teaching methodology and lesson-planning.

Assessment: A short literature review of a particular aspect

of language and/or second language acquisition (2000

words) (40 per cent); and a case study of a second

language learner including a detailed analysis of his/her

stage of language development, together with suggestions

for teaching priorities (3000 words) (60 per cent).

773-123 TESOL METHODOLOGY AND CURRICULUM

DESIGN

Credit points: 16.7

Prerequisite: Language and Language Acquisition.

Contact: Fourteen 3-hour lecture/workshops and one 8-hour

workshop, or its equivalent, during the semester. (Second

semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate an understanding of the knowledge and

processes involved in communication in both the mother

tongue and other languages;

■ identify, describe and evaluate the skills and strategies

employed by the second language learner in the

production and comprehension of spoken and written

discourse;

• plan, implement and evaluate suitable second language

teaching programs, incorporating appropriate content,

classroom organisation, methodology and resources;

and

■ demonstrate an awareness of, and sensitivity to, the

socio-cultural context of second language teaching,

including educational, cultural, historical and intergroup

issues.

Content: A study of the nature of the second language

learning/teaching situation, including an overview of the

processes involved in communication and the implications

of this for the evaluation and teaching of the macro skills,

together with an introduction to the development,

implementation and evaluation of second language

programs, including bilingual programs, within a multicultural

context.

Assessment: A practical a rticle describing or evaluating a

particular approach or set of resources appropriate to

second language teaching (2500 words) (50 per cent); and

a practical exercise on curriculum design (2500 words) (50

per cent).

773124 TESOL PROFESSIONAL PRACTICE

Credit points: 16.7

Prerequisite: Students must be enrolled in, or have

completed, Language and Language Acquisition, and, TESOL

methodology and Curriculum Design, or, an approved

equivalent.

Contact: 30 days supervised teaching practice and

observation (All year).

Objectives: On completion of this subject students should

be able to:

■ provide a reliable model of the target language, both

spoken and written, and use this in ways appropriate to

the classroom and the students' level of proficiency;

I plan, implement and evaluate appropriate lessons and

units of work with little or no guidance;

• adapt existing materials and develop original work to

meet student needs and interests;

■ teach students at a variety of language levels;

■ evaluate and assist in the development of appropriate

second language programs, including needs analysis,

syllabus design, program organisation and evaluation;

■ monitor, document and report on students' language

development;

■ monitor, describe and critically evaluate their own

teaching; and

• interact with colleagues and act as a specialist resource

person within the wider school community.

Content: Students will undertake 30 days supervised

teaching practice and observation in the sectors in which

they wish to qualify, together with peer observations and

school based field work.

Assessment: Successful classroom performance and the

ability to operate independently both within the classroom

and within the wider school community as judged by

Institute staff in conjunction with school supervisors, along

with satisfactory completion of lesson plan log books,

including a record of observation and classes taught, self

evaluations and a substantially original unit of work

consisting of at least five lesson plans together with

detailed introductory notes (3500 words or equivalent) (80

per cent); and a written report on a designated segment of

the teaching experience (1500 words) (20 per cent).

COURSE CO-ORDINATOR: DR RICHARD COTTER,

ROOM 2260, SCHOOL OF TECHNOLOGY EDUCATION

AND DEVELOPMENT, HAWTHORN CAMPUS,

TELEPHONE: (03) 810 3124.

The Graduate Diploma in Curriculum is a one-year full-time,

or equivalent part-time, course in curriculum which is

designed for educators in schools, colleges and private

educational and training settings.

Entry Requirements A person may be a candidate for the Graduate Diploma in

Curriculum who:

■ has qualified for a degree or diploma of this or another

university or tertiary educational institution recognised

by the Institute of Education; or

• has an equivalent qualification which is recognised by

the Institute as evidence of adequate training for the

purposes of this standing resolution; and

• has completed one-year of teacher training approved by

the Institute; and

■ has obtained the consent of the Institute.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one, and not more than two

academic years, as a full-time student, or for at least two,

and not more than four, academic years as a part-time

student, unless a candidate has had a different period of

candidature approved by the Academic Board on the

recommendation of the Institute.

Credit A student who, having completed other studies at a tertiary

level, enrolls in the course for the Graduate Diploma in

Curriculum may, with approval, be given credit for subjects

the equivalent of which have been passed in the other

tertiary studies provided that the amount of credit shall not

exceed 50 Per cent of the requirements of the course.

Exemptions from some of the requirements of a subject may

be granted to students who submit evidence of having

completed related studies and/or experience in those areas.

Course Objectives

GRADUATE DIPLOMA IN CURRICULUM

The course has as its objectives that diplomates should be

able to:

■ demonstrate a knowledge and understanding of a variety

of curriculum perspectives and their implications for

practice;

■ develop, implement and evaluate curriculum in their own

specialist areas;

■ demonstrate a general understanding of curriculum

theory and practice transcending their subject areas,

which may open up a broader range of possible career

paths; and

• appreciate the broad social, philosophical and

educational significance of different curriculum policies.

Course Structure and Progress The Graduate Diploma in Curriculum may be granted to a

student who has complied with the prescribed conditions

and has gained a cumulative score of 100 points by having

passed or been given credit for six subjects including three

compulsory subjects and three elective subjects.

Core Subjects

Subjects Points

774-112

Orientations to Curriculum

16.7 774-113

Curriculum Design and Implementation

16.7 774-114

Managing Curriculum Evaluation

16.7

Sub-Total

50.0

Elective Subjects

The three elective subjects may be taken from a group of

five subjects within the Graduate Diploma in Curriculum:

Subjects Points

Curriculum Context, Policy and Goals Assessment and Reporting Applied Project Advanced Teaching Practice Research Methods

Students may also choose their three elective subjects from

subjects within the Graduate Diploma in Educational

Administration and the Graduate Diploma in Student

Welfare, The accredited units focus on issues that bear on

some major aspect of curriculum theory and practice.

773-137

Subjects

Understanding Organisations

Points

16.7 773-144 Use of Computers 16.7 773-147 Management of Human Resources 1 16.7 773-151 Management of Human Resources 2 16.7 773-153 Marketing in Se rvice Organisations 16.7 773-154 Administration of Curriculum 1 16.7 773-156 Leadership in Small Groups 16.7

774-115 774-116 774-117 774-118 773-199 Sub-Total Total

16.7 16.7 16.7 16.7 16.7 50.1

100.1

773-158 Planned Change in Organisations 16.7 773-164 Participation, Access and Equity in Education 16.7

773-165 Professional Development and Training 16.7

For those with an interest in the pastoral curriculum the

following electives may be available in the Graduate Diploma

in Student Welfare:

Subjects Points

775-111 Helping Interventions 1 20 775-114 Student Welfare: The Social Context 10 775-115 Student Welfare: Community Resources 10

Cross Credits Students wishing to complete the Graduate Diploma in

Curriculum and the Graduate Diploma in Educational

Administration may do so by completing ten subjects rather

than twelve; the three core subjects of each Graduate

Diploma, two of the elective subjects acceptable to both

Graduate Diplomas, and two further elective subjects from

these courses.

Teaching Methods The course is conducted in a way that combines theory and

practice, using students' on-going experience in curriculum

to illuminate theoretical constructs. Sessions have a varied

format featuring formal lectures, discussions, problem-

solving exercises, video, workshops, presentations by

students, guest speakers and simulation exercises. As

various course components are conducted by a number of

staff, students can expect considerable variety in the style,

presentation and approach to studies.

Course Code The course code for the Graduate Diploma in Curriculum is

228.

Subject Descriptions

774-112 ORIENTATIONS TO CURRICULUM

Credit points: 16.7

Contact: Twelve 3-hour lecture/workshops. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ analyse different approaches to curriculum and assess

their appropriateness to different learning contexts;

• understand the impact of the social context on

curriculum;

• appreciate the philosophical influences on curriculum; and

■ reflect on curriculum practice within their own contexts

and their own role in that practice.

Content: Different approaches to curriculum and their

appropriateness to different learning contexts; philosophies,

learning styles and social orientations in curriculum;

perspectives of different stakeholders in curriculum; basic

elements of curriculum design, evaluation and assessment.

Assessment: A short paper describing a curriculum issue

from the participant's own experience for class presentation

(1500 words) (30 per cent); and a critical essay analysing a

curriculum in which the participant was in some way involved

e.g., as a teacher, student, evaluator, administrator, parent

or observer (3500 words) (70 per cent).

774-113 CURRICULUM DESIGN AND

IMPLEMENTATION

Credit points: 16.7

Prerequisites: Orientations to Curriculum.

Contact: Twelve 3 lecture/workshops. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• understand the elements of curriculum design and

implementation and the dynamic relationship between

these elements;

■ apply principles of curriculum change to their own

situations; and

IN appreciate the impact of contextual factors on the

implementation of curriculum.

Content: Students will examine and analyse the social,

organisational and epistemological elements of curriculum

design and implementation and how they relate to each

other; different models of curriculum development will be

studied; production of practical proposals that relate to the

current work situation of students; how to manage

curriculum change is a central focus.

Assessment: A short paper describing a critical incident in

designing and/or implementing curriculum (1500 words) (30

per cent); and a written exercise consisting of a curriculum

proposal outlining major elements of design and

implementation and a supporting critical argument from

principles of curriculum development (3500 words) (70 per

cent).

774-114 MANAGING CURRICULUM EVALUATION

Credit points: 16.7

Prerequisites: Orientations to Curriculum.

Contact: Twelve 3-hour lecture/workshops. (Second

semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the different approaches to evaluation and

their practical implications for the curriculum process;

• apply the principles of curriculum evaluation to at least

one situation; and

• appreciate the socio-political dimensions of evaluation.

Content: This subject will focus on the theory and practice

of evaluation, its different methodologies and practical field

strategies, political, organisational and epistemological

aspects of evaluation.

Assessment: A class paper describing an evaluation issue

that relates to the students' professional experience (1500

words) (30 per cent); and a written exercise consisting of a

curriculum evaluation proposal focused on some aspect of

the students' professional experience and a conceptual

framework that allows a critical evaluation of the proposal

(3500 words) (70 per cent).

774-115 CURRICULUM CONTEXT, POLICY AND GOALS

Credit points: 16-7

Prerequisites: Orientations to Curriculum.

Contact: Twelve 3-hour lecture/workshops. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the circumstances which generate

educational issues, concerns, problems, ideologies and

interest groups:

• understand the social structures and dynamics within

which educational policy is developed in Australia, and

particularly in Victoria;

• evaluate models, strategies and methods for generating

a policy agenda and for developing, implementing and

evaluating curriculum policies; and

■ identify the underlying assumptions, values and

methods of reasoning which are contained in curriculum

policy statements.

Content: This subject examines the nature of policy, policy

processes and settings; ways of developing curriculum

goals; students explore major changes and trends in society

and the consequent pressures for curriculum change;

students are also assisted in analysing a number of

methods in the conduct of context evaluations.

Assessment: A class paper (1500 words) (30 per cent); and

an essay on one of the topics indicated above (3500 words)

(70 per cent).

774-116 ASSESSMENT AND REPORTING

Credit points: 16.7

Prerequisites: Orientations to Curriculum.

Contact: Twelve 3-hour lecture/workshops. (First semester.)

Objectives: On completion of this subject students should be able to:

• understand the basic concepts and language of

assessment and reporting;

• determine and apply the most appropriate assessment

and reporting method(s) in a given situation; and

• understand common assessment and reporting issues

and the relevant findings of research. Content: This subject examines concepts of assessment,

focusing especially on subjects of relevance, accuracy and fairness; a variety of methods of assessment will be

examined as well as assessment functions such as

selection, guidance, information, and motivation and discipline; issues of competitive and non-competitive

approaches, criteria and standards will be considered;

different reporting procedures and the different audiences

involved are also considered.

Assessment: A class paper (1500 words) (30 per cent); and

an essay on one of the topics indicated above (3500 words)

(70 per cent).

774-117 APPLIED PROJECT

Credit points: 16.7

Prerequisites: Orientations to Curriculum, Curriculum Design

and Implementation and Managing Curriculum Evaluation.

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

■ formulate a curriculum problem within a particular

context;

• bring together relevant curriculum theory and apply it to

a particular situation; and

• focus their descriptive and critical abilities on a

particular setting.

Content: This subject consists of a research project which

draws together the experience of the students and the

theoretical frameworks studied in the course. Students will

describe and critique a past or current initiative from their

professional work, or plan a curriculum development that

illustrates some of the theoretical frameworks from the

course.

Assessment: Students will submit a written project focusing

on a particular curriculum initiative which is described and

analysed from a coherent theoretical perspective (8000

words) (100 per cent).

774-118 ADVANCED TEACHING PRACTICE

Credit points: 16.7

Prerequisites: Orientations to Curriculum.

Contact: Twelve 3-hour lecture/workshops. (Second

semester.)

Objectives: On completion of this subject students should

be able to:

■' demonstrate an understanding of a range of teaching

styles and methods;

• plan and implement classroom work with a major focus

on one or more methodologies; and

IN analyse feedback from a mentor or critical friend and

reflect on their own personal style and its impact on

learners and other teachers.

Content: Major issues may include the practical implications

of Frameworks and the VCE, self-understanding in

approaching teaching and learning, social interactionist

teaching models, control theory, motivation, team teaching,

team leadership, coaching and mentoring and professional

development using action research.

Assessment: A record of experience (1500 words) (30 per

cent); and a critical reflection on this experience drawing on

the frameworks studied in this subject (3500 words) (70 per

cent).

773-199 RESEARCH METHODS

Entry Requirements A person who has qualified for a degree in the University or

has qualified in some other university or institution for a

degree or a diploma may be admitted to the course for the

Graduate Diploma of Education. Note: Students intending to undertake higher degree modes

are advised that Research Methods 773-199 is a required

subject.

Credit points: 16.7

Contact: Twelve 3-hour lecture/workshops. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

■ conduct library research; and

■ understand altemative approaches to research.

Content: Library research skills; content of research;

qualitative research; quantitative research.

Assessment: A minor assignment (1500 words) (30 per

cent); and a major assignment (3500 words) (70 per cent).

COURSE CO-ORDINATOR: PETA HEYWOOD, ROOM 2419, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3139, FAX: (03) 810 3170.

The Graduate Diploma of Education is a one-year full-time or

equivalent part-time course for persons holding an approved

degree or diploma.

Course graduates may prepare for or extend their careers in

the following employment contexts in education or training:

■ TAFE;

■ tertiary;

■ clinical;

■ community;

■ industry;

I secondary.

While the course is designed to develop skills applicable to

a wide range of occupations and retraining opportunities

(such as leadership, organisation, communication), specific

programs enable specialisation in a particular employment

or professional context.

For 1994 a revised program is offered for those wishing to

specialise in the TAFE, tertiary or clinical contexts.

Continuing students from previous years will follow their

existing program and the programs for secondary teaching

remain unchanged.

Course Objectives

GRADUATE DIPLOMA IN EDUCATION

This course has as its objectives that diplomates should be

able to:

■ plan, organise and deliver learning experiences

appropriate to their students' academic, intellectual,

psychological and social needs and to the context of the

learning situation;

■ engage in ongoing reflection on their practice as a

means of continuing their professional growth;

■ appreciate that educational practice occurs in a context

influenced by policy, structure and other environmental

factors;

■ develop and maintain professional relationships with

colleagues and students;

■ articulate a coherent theory of learning and teaching

which is reflected in their practice; and

I evaluate and monitor their students' progress, assess

their achievements and report appropriately on these.

Period of Candidature After being admitted, a candidate must pursue for at least

one-year the course of study prescribed and shall, except

where otherwise permitted by the Institute, complete the

course within three years of commencing the course.

Where a candidate who is undertaking a full-time course of

study fails to complete the course in one-year, the Institute

shall prescribe what further work must be completed by the

candidate to qualify for the course.

Course Structure and Progress Throughout the course year, students in the full-time course

for the Graduate Diploma of Education spend three days a

week undertaking professional and academic studies, and

two days a week in the training school, college or

organisation to which they have been appointed, or in which

they are employed. Students in the part-time course attend

day, evening or weekend classes and teach in their

particular context as appropriate.

The practicum component of the course will comprise a

minimum of 45 days supervised practicum in an approved

setting.

Program One

(TAFE, Tertiary and Clinical instruction Students)

This program comprises a set of common subjects for

students from a wide range of education and training

contexts, including TAFE, industry, hospitals, universities,

community organisations and adult education providers. As. appropriate, specialist groups are formed from each of the

major contexts enabling the subjects of the program to have

a specific focus on the current issues and special

requirements of each context.

The program may be undertaken either full-time or part-time.

Candidates must arrange their own placement in an

approved institution, with an approved supervisor or mentor

to undertake the subject 'Practicum'.

The program does not prepare candidates for teaching in

secondary schools.

Candidates who have completed the Graduate Certificate in

Clinical Instruction are eligible to enter the course with

advanced standing and on successful completion of the final

three subjects of the program, as set out below, will be

awarded the Graduate Diploma of Education.

Subject Points

772-167 Introduction to Learning and 5.0 Instructional Processes

772-168 Design, Management and Evaluation of Learning 1 11.7

772-169 Psychological Principles and Processes 16.7 in Adult Learning

772-170 Design Management and Evaluation of 16.7 Learning 2

772-171 Contextual Studies in Adult and Vocational Education

772-172 Investigative Project plus one of the following (as appropriate) 772-173 Practicum (Technical and Further Education)

16.7

772.174 Practicum (Tertiary Teaching)

16.7 772-175 Practicum (Clinical Instruction)

16.7

Total

100.0

Program Two

(Full-time Secondary)

This is an integrated program of course work and concurrent

supervised practice teaching experience.

Students are required to undertake a minimum of 45 days

of supervised practice teaching experience in an allocated school.

Students must undertake the equivalent of two single

methods in the Methods of Teaching.

The integrated program is designed to integrate all aspects

of course work and teaching experience utilising groups

formed on a mixed methods basis.

Subject

Methods of Teaching Integrated Program Teaching Experience

Program Three (Part-time Secondary)

This program comprises subject-based course work and

concurrent supervised practice teaching experience.

Students are required to undertake a minimum of 45 days

of supervised practice teaching experience in an approved

teaching setting.

Students undertake Principles and Methods of Teaching

from which method studies are developed in relation to each

individual's current teaching area of study. It is

supplemented in the second year of the course with a

specific method of teaching research project.

First Year Points

771-173 Principles and Methods of Teaching 1 12.5 771-174 Communication Studies 1 5.0 771-175 Teaching Experience 30.0 771-176 Principles and Methods of Teaching 2 12.5 771-177 Educational Psychology 1 5.0 Sub-Total 65.0

Second Year

771-179 Education and Society i 5.0 771-180 Communication Studies 2 5.0 771-181 Special Method Teaching Project 15.0 771-182 Education and Society 2 5.0 771-183 Educational Psychology 2 5.0 Sub-Total 35.0 Total 100.0

Subjects Points

771-157 Principles and Methods of Teaching 1 20.0 771-158 Educational Psychology 1 5.0 771-159 Communication Studies 1 5.0 771-160 Education and Society 1 5.0 771-161 Teaching Experience 30.0 771-162 Principles and Methods of Teaching 2 20.0 771-163 Educational Psychology 2 5.0 771-164 Communication Studies 2 5.0 771-165 Education and Society 2 5.0 Total 100.0

Part-time TAFE

These subjects will be offered to continuing students only.

They are as listed above under the heading Program Three

Part-time Secondary but they will be taught with a TAFE

orientation.

Tertiary

These subjects will be offered to continuing students only.

First Year Points

771-185 Design, Management & Evaluation of Learning 1 10.0

771-186 Advisory Teaching Experience Program 30.0 772-188 Psychological Principles and Processes 10.0 771-195 Learning and Instructional Processes 5.0 Sub-Total 55.0

771-167 771-168 771-169 Total

Points

30.0 40.0 30.0

100.0

Pre-1994 Program

16.7 (Full-time TAFE, Part-time TAFE, Tertiary, Clinical Instruction)

Full-time TAFE

16.7 These subjects will be offered to continuing students only.

Points desirable for all prospective teachers. Consequently,

applicants are advised that they may be required to take

oral and/or written tests in English as part of the selection process.

Course Code The course code for the Graduate Diploma of Education is

338.

771-191

771-192 771-193 Sub-Total Total

Second Year

Design, Management & Evaluation of Learning 2 Tertiary Context Research Project Tertiary Context Contextual Issues Tertiary Context

10.0 25.0 10.0 45.0

100.0

Clinical Instruction

These subjects will be offered to continuing students only.

Candidates who have completed the Graduate Certificate in

Clinical Instruction are eligible to enter the second year of

the course and on successful completion will be awarded

the Graduate Diploma of Education.

Second Year

Points

771-142

Design, Management & Evaluation of

10.0 Learning 2 Clinical Instruction Context

771-243

Research Project Clinical Instruction

25.0 Context

771-244

Contextual Issues Clinical Instruction

10.0 Context

Sub-Total Total

Teaching Methods Available A wide range of teaching method areas are available in the

programs, subject to the specialities of candidates.

Applicants are required to have an appropriate background

in the discipline(s) for which they are making application.

In addition, candidates in all programs except the full-time

secondary program must have available an acceptable

teaching role. The Course Co-ordinator will determine

whether or not the teaching role is acceptable and meets

course requirements.

Course Requirements Course intakes are available in February of each year.

Applicants must have an approved degree, or equivalent,

from an approved institution. Preference may be given to

degree holders who have, in addition, completed at least

two years' of work experience in the field of their basic

qualification.

It is policy to interview applicants whose qualifications and

work experience satisfy the eligibility criteria. The purpose of

this interview is to enable Hawthorn staff to assess

applicants in terms of their suitability for admission to

training, and to provide an opportunity for discussion about

the course, and, where appropriate, future employment

prospects.

While academic qualification(s) and performance in

undergraduate years are major considerations in selection,

relevant personal and professional experience and

competence in a language other than English are other

factors which may be taken into account. Special

consideration will be given to applicants of Aboriginal

descent and, for certain methods of teaching, to women.

A high degree of proficiency in all aspects of English is

Subject Descriptions Program One

(TAFE, Tertiary and Clinical Instruction Students)

772-167 INTRODUCTION TO LEARNING AND INSTRUCTIONAL PROCESSES

Credit points: 5.0

Prerequisites: Location in an appropriate teaching or

training situation.

Contact: 24 contact hours or equivalent in open learning

modes. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the nature and scope of the learning

process at an introductory level;

• design a range of basic strategies for facilitating the

learning process; and

• understand basic principles of interaction, including

feedback, needs identification and conflict resolution.

Content: The learning process; planning and design of

learning experiences; micro-teaching workshop.

Assessment: Completion of a Learning Agreement,

negotiated within the subject, to develop a vocationally

specific learning design/experience of 1500 words or

equivalent (100 per cent).

772-168 DESIGN, MANAGEMENT AND EVALUATION OF LEARNING 1

Credit points: 11.7

Prerequisites: Successful completion or concurrent

enrolment in Introduction to Learning and Instructional

Processes.

Contact: 30 contact hours or equivalent in open learning

modes. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ perceive communication as a process whereby

meanings are shared and active participation and

expressions are encouraged;

■ express the importance of communication in fostering

and facilitating change and innovation;

IN identify basic features of their own approach to

designing learning experiences;

■ state objectives for learning experiences, after

considering types of learning outcomes which are

appropriate;

■ select subject content appropriate to learning outcomes;

45.0 100.0

I determine the most appropriate and efficient

combination of teaching methods, after identifying the

features and uses of a range of teaching methods;

• determine the most effective use of media for their

teaching:

■ select assessment techniques most appropriate for

their students and subjects; and

■ evaluate progressively their performance as teachers.

Content: The communication process; approaches to

designing learning experiences; selecting and organising

teaching materials, models of curriculum; identifying and

catering for individual needs; processes for creating learning

environments; evaluation and assessment; an introduction

to the practicum.

Assessment: An assignment of 3500 words (100 per cent).

772-169 PSYCHOLOGICAL PRINCIPLES AND PROCESSES IN ADULT LEARNING

Credit points: 16.7

Prerequisites: Completion of or concurrent enrolment in

Introduction to Learning and Instructional Processes and

Design, Management and Evaluation of Learning 1.

Contact: 36-hours of class contact or equivalent in open

learning modes. (Second semester.)

Objectives: On completion of the subject students should

be able to:

■ demonstrate a critical understanding of themselves and

others, as practitioners, communicators and learners.

More specifically, students should be able to:

■ assist students to become critically reflective

practitioners, able to understand their own thinking,

feeling and action and that of others;

7 identify different communication styles and practices in

teaching and describe the implications for student-

teacher relationships;

• describe selected learning theories applicable to

students' contexts, which elucidate how learning may be

enhanced and difficulties in learning overcome;

■ describe selected developmental theories, which provide

insight into the actions of adults and adolescents in

learning environments;

■ describe selected individual differences in learning,

thinking and aspects of personality, which influence

both teaching and learning behaviour and need to be

addressed in devising leaming experiences for students;

■ describe selected theoretical models of group functioning; and

■ describe sources and symptoms of stress in teachers

and learners and ways of managing it appropriately. Content: Communication styles, their origins and

consequences in working with students; communication

skills and practices which facilitate groups and enable

productive relationships to be developed between students

and teachers; behaviouristic, cognitive, humanistic and

critical models of learning, with particular reference to

experiential and reflective modes relevant to student's own

learning; characteristics of adult and adolescent learners,

including selected cognitive, emotional-social developmental

perspectives and models of identity change and resistance

to change; individual differences which affect ways in which

people perceive and process the information with which to

make decisions and solve problems; socio-dynamic and

leadership theories of group functioning; sources and

symptoms of stress, particularly as they apply in teaching,

and a range of stress management strategies; ways of

identifying stress and other psychological barriers to

learning in students and methods of assistance.

Assessment: An essay of 3000 words requiring reflection

upon the ways in which the understanding gained through

reading can be incorporated into one's own practice (60 per

cent); and a case-study, or studies, of 2000 words based on

interviews with members of the student's classes which

critically explores ways in which learning, development and

personal change might have occurred for the people

concerned (40 per cent); or a case-study of 2000 words

giving an account of the student's mode of operation within

a group, critically examining ways in which learning is

enabled and communication enhanced (40 per cent); or a

journal or learning log of 2000 words giving an account of

experiences either in the learning group itself or in the

student's teaching context. Critical reflection on the

student's thinking, feeling and actions in the light of events

should be the basis of this report (40 per cent).

772-170 DESIGN MANAGEMENT AND EVALUATION OF LEARNING 2

Credit points: 16.7

Prerequisites: Successful completion of Design

Management and Evaluation of Learning 1.

Contact: 36 contact hours or equivalent in open learning

modes. (First or second semester).

Objectives: On completion of this subject students should

be able to:

■ identify key facets in the role of teacher;

IN describe ways to serve as a professional role model for

students;

■ understand curriculum development and evaluation

processes relevant to their teaching context; and

• describe a process of accreditation of courses.

Content: The professional role; curriculum and course

design; curriculum and course evaluation.

Assessment: Two assignments of 2500 words (50 per cent

each).

772-171 CONTEXTUAL STUDIES IN ADULT AND VOCATIONAL EDUCATION

Credit points: 16.7

Contact: 36 contact hours. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate understandings of various perspectives on

society, technology, work and change;

■ make use of recent historical events and trends for

social, industrial and cultural change in their personal

perspectives on adult and vocational education;

■ demonstrate a critical understanding of future socio-

industrial scenarios and their likely impact upon their

particular work context;

■ describe the implications for both vocational educational

and their teaching context of various approaches to

industrial organisation; and

• demonstrate an awareness of current policy issues in

their particular organisational and system context.

Content: Interpretive frameworks to analyse social and

industrial change; the historical relationship between

culture, society and industry; alternative future scenarios

and the implications for work and preparation for work;

comparative forms of production organisation and the

associated vocational educational orientations; cultural

perspectives on work; current issues in the field.

Assessment: An essay of 2000 words in which students

explore the gender, ethnic and social class relations of

training within their own workplace (40 per cent); and an

essay of 3000 words that accounts for perspectives on

social and industrial change while exploring the social and

political relations of the workplace (60 per cent); or an

essay of 3000 words that presents an analysis of a

particular issue located in the student's work context (60

per cent).

772-172 INVESTIGATIVE PROJECT

Credit points: 16.7

Prerequisites: Candidates should have completed or

currently be enrolled in Design, Management and Evaluation

of Learning 1 and Teaching Practicum.

Contact: 36 contact hours or equivalent in open learning

modes. (First or second semester.)

Objectives: On the completion of this subject students

should be able to:

• be capable of defining an area of investigation in terms

of personal and professional relevance, intentions,

scope, practicality and likely outcomes;

■ be capable of developing an overview of the current

state of knowledge in selected areas of investigation;

■ understand various investigative strategies and

methods;

• be able to gather relevant appropriate information,

possibilities here range from formal research data

collection to participation in structured or unstructured

individual or group learning activities; and

■ be able to draw conclusions relevant to the data and

produce a report of an investigation.

Content: Overview of investigative methods; sources of

information; obtaining and analysing data; project reporting.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words or equivalent

in the form of a report on the investigation (70 per cent).

772-173 PRACTICUM (TECHNICAL AND FURTHER EDUCATION)

Credit points: 16.7

Prerequisites: Location in an approved teaching or training

context and completion or current enrolment in Introduction

to Learning and Instructional Processes and Design

Management and Evaluation of Learning 1.

Contact: Students are required to undertake a minimum of 45 days of supervised teaching or equivalent, with

contracted levels of student/class contact according to the

context. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate competence in their specialist teaching

context;

■ apply the outcomes from their studies; and

I develop into autonomous teachers or trainers who take

responsibility for extending and evaluating their own

professional activities.

Content: The content of the practicum is clearly defined

within an individualised, formal Learning Agreement which is

prepared, negotiated and developed by a 'triad' consisting

of the student, a field supervisor/mentor and a Hawthorn

Institute of Education manager. Each Learning Agreement

includes the competencies related to the functions of

planning, implementing and evaluating teaching/learning

experiences within the student's specialist field. It may also

include other developmental activities which are identified

as important elements of the teaching role, especially as

these relate to the particular professional, institutional and

system context.

Assessment: Successful completion of all competencies

and other listed activities indicated in the Learning

Agreement (100 per cent).

772-174 PRACTICUM (TERTIARY TEACHING)

Credit points: 16.7

Prerequisites: Location in an approved teaching or training

context and completion or current enrolment in Introduction

to Learning and Instructional Processes and Design,

Management and Evaluation of Learning 1.

Contact: Students are required to undertake a minimum of

45 days of supervised teaching or equivalent, with

contracted levels of student/class contact according to the

context.

Objectives: On completion of this subject students should

be able to:

■ demonstrate competence in their specialist instructional

context;

• apply the outcomes from their studies with assistance

from their field supervisor/mentor and Hawthorn

Institute of Education staff; and

• develop into autonomous educators who take

responsibility for extending and evaluating their own

professional activities.

Content: The content of the practicum is clearly defined

within an individualised, formal Learning Agreement which is

prepared, negotiated and developed by a triad consisting of

the student, a field supervisor/mentor and a Hawthorn

Institute of Education manager. Each Learning Agreement

includes the competencies related to the functions of

planning, implementing and evaluating teaching/learning

experiences within the student's specialist field. It may also

include other developmental activities which are identified

as important elements of the teaching role, especially as

these relate to the particular professional, institutional and

system context.

Assessment: Successful completion of all competencies

and other listed activities indicated in the Learning

Agreement (100 per cent).

772-175 PRACTICUM (CLINICAL INSTRUCTION)

Credit points: 16.7

Prerequisites: Location in an approved teaching or training

context and completion or current enrolment in Introduction

to Learning and Instructional Processes and Design,

Management and Evaluation of Learning 1.

Contact: Students are required to undertake a minimum of

45 days of supervised teaching or equivalent, with

contracted levels of student/class contact according to the

context. (All year.)

Objectives: On completion of this subject students should

be able to:

• demonstrate competence in their specialist instructional

context;

• apply the outcomes from their studies with assistance

from their field supervisor/mentor and Hawthorn

Institute of Education staff; and

• develop into autonomous instructors who take

responsibility for extending and evaluating their own

professional activities.

Content: The content of the practicum is clearly defined

within an individualised, formal Learning Agreement which is

prepared, negotiated and developed by a triad consisting of

the student, a field supervisor/mentor and a Hawthorn

Institute of Education manager. Each Learning Agreement

includes the competencies related to the functions of

planning, implementing and evaluating teaching/learning

experiences within the student's specialist field. It may also

include other developmental activities which are identified

as important elements of the teaching role, especially as

these relate to the particular professional, institutional and system context.

Assessment: Successful completion of all competencies

and other listed activities indicated in the Learning

Agreement (100 per cent).

Program Two Full-time Secondary

771-167 METHODS OF TEACHING

Note: Methods of Teaching is offered in the following subject

areas: Art, Clothing and Textiles, English, Graphic

Communication, Home Economics, Humanities,

Mathematics, Media Studies, Outdoor Education, Physical

Education, Science, Social Education, Technology Studies.

Credit points: 30.0

Prerequisites: Major or minor studies in tertiary degree

appropriate to the subject area(s) or approved equivalent.

Contact: 144-hours of class sessions and organised

activities, 72-hours for each teaching method. (All year.)

Objectives: On completion of this subject students should

be able to:

• devise and implement effective lessons;

■ devise and implement a sequential context of study;

• cater for their students' language learning and assist

them in being able to listen, speak, read and write in a

manner appropriate to the subject area;

■ cater for the range of student abilities and learning

styles;

• understand and promote equality and justice in the

classroom in terms of gender, ethnicity, socio-economic

background and disability;

• develop co-operation in the classroom;

■ create a positive learning environment;

• find ways of ensuring all students experience successful

and positive learning;

• know how and when to use computers and other

technology for teaching purposes;

• evaluate, monitor, record and report on students'

progress;

• reflect on the effectiveness of their own teaching and

how this might be improved;

■ view failures and set-backs, their own and their

students', as essential learning experiences; and

• identify themselves as a member of the teaching

profession.

Content: Planning lessons; curriculum design; classroom

management and organisation; teaching and learning

strategies; communication strategies; negotiation and

discipline in the classroom; evaluation, assessment and

reporting; frameworks and the VCE.

Assessment: Essays and assignments of 4500 words or

equivalent for each method (100 per cent).

771-168 INTEGRATED PROGRAM

Note: Special arrangements apply to students engaged in

the Outdoor Education and Physical Education Contexts.

Credit points: 40.0

Contact: 168-hours of class sessions, organised activities

and project work. (All year.)

Objectives: On completion of this context students should

be able to:

■ understand the dynamics of group processes,

interpersonal relationships, group decision making,

leadership and the importance of the social context in

learning;

• know about schools, education and society, including

those factors which lead to diversity, innovation and

change;

■ appreciate the concerns and activities of teachers in

curriculum areas other than their own;

• begin to understand the historical and philosophical

context of compulsory education;

■ understand the needs of adolescent learners;

• appreciate the different teaching styles and learning

preferences;

I understand current issues impacting on education and

anticipate future developments related to teaching,

curriculum and educational change;

■ be able to articulate their values in relation to the role of

the teacher, equal opportunity and education; and

■ be independent, responsible and co-operative learners.

Content: Students are organised into mixed method groups

in this context which is designed to integrate all aspects of

course work and teaching experience. The content includes

issues and concerns derived from individuals' teaching

experience, current issues in education, elective studies and

an individual research project.

Assessment: Essays and assignments of 10 500 words or

equivalent (100 per cent).

771-169 TEACHING EXPERIENCE

Credit points: 30.0

Contact: A minimum of 45 days in the supervised practice

teaching location over two semesters. (All year.)

Objectives: On completion of this subject students should:

• be experienced in the use of critical reflection as a tool

for improving their confidence and expertise in the

design, delivery and evaluation of their lessons;

■ be sensitive to the needs of students, individually and in

groups, within the school and wider education

community, and have experience in catering positively

for these;

• have demonstrated practical classroom management

and discipline procedures;

• understand the importance of clear communication and

responsiveness in relations with members of their

school communities;

■ understand how schools are organised and how they

function; and

■ understand the diversity of the teacher's role in a school

community.

Content: The Teaching Experience Program is modelled on

the premise that individuals progress at different rates

through stages of concern about their practice. Guided by a

supervising teacher and a Hawthorn supervisor, each

student is assisted to translate these concerns into

teaching goals. The goals are documented in a Learning to

Teach Agreement which is reviewed throughout the course.

Similarly, a Phase Two Agreement is drafted to encompass

broader teaching experiences beyond the classroom setting.

Assessment: Satisfactory completion of the Learning to

Teach Agreement and Phase Two Agreement over a

minimum period of 45 days of supervised teaching practice.

(100 per cent).

Program Three

Part-Time Secondary

771-173 PRINCIPLES AND METHODS OF TEACHING 1

Credit points: 12.5

Special requirements: This subject must be undertaken

during the first year of the course and students must be

teaching in the appropriate context for at least four hours

each week.

Contact: Class sessions and organised activities for four

hours each week. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ plan, present and evaluate learning experiences which

are appropriate for the students in their particular

teaching context;

I understand the skills, knowledge and attitudes of their

learners and cater for these in their teaching;

■ monitor, record and report on their students' progress;

and

■ evaluate their own teaching context.

Content: Lesson planning; teaching and learning strategies;

classroom management and organisation; legal

responsibility; subject planning; assessment; reporting

student performance; curriculum development and

evaluation; equal opportunity in education; educational

technologies.

Assessment: Essays and assignments of 3750 words or

equivalent (100 per cent).

771-176 PRINCIPLES AND METHODS OF TEACHING 2

Credit points: 12.5

Special requirements: This subject must be undertaken

during the first year of the course and students must be

teaching in the appropriate context for at least four hours

each week.

Contact: Class sessions and organised activities for four

hours each week. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ plan, present and evaluate learning experiences which

are appropriate for the students in their particular

teaching context:

• understand the skills, knowledge and attitudes of their

learners and cater for these in their teaching;

• monitor, record and report on their students' progress;

and

■ evaluate their own teaching context.

Content Lesson planning; teaching and learning strategies;

classroom management and organisation; legal

responsibility; subject planning; assessment; reporting

student performance; curriculum development and

evaluation; equal opportunity in education; educational

technologies.

Assessment: Essays and assignments of 3750 words or

equivalent (100 per cent).

771-175 TEACHING EXPERIENCE

Credit points: 30.0

Contact: A minimum of 45 days in the supervised practice

teaching location which is normally taken over two

semesters. (All year.)

Objectives: On completion of this subject students should:

■ be experienced in the use of critical reflection as a tool

for improving their confidence and expertise in the

design, delivery and evaluation of their lessons;

■ be sensitive to the needs of students, individually and in

groups within the school and wider education community

and have experience in catering positively for these;

■ have demonstrated practical classroom management

and discipline procedures;

• understand the importance of clear communication and

responsiveness in relations with members of their

school communities;

• understand how schools are organised and how they function; and

■ understand the diversity of the teacher's role in a school community.

TAFE: On completion of this subject students should be able to: • demonstrate essential knowledge and skills to enable

them to plan, implement and evaluate effective learning

experiences for their students; • display willingness to assist less able students; ■ indicate and display a range of teaching strategies; • ensure that safety procedures and precautions are

demonstrated and observed;. • exhibit demonstrated practical competence in all

teaching situations; • develop an effective working relationship with students,

teaching colleagues and administrators; and • indicate Some knowledge of TAFE's role and function in

the community.

Content: The Teaching Experience Context is modelled on

the premise that students progress at different rates

through stages of concern about their practice. Guided by a

supervising teacher and a Hawthorn supervisor, each

student is assisted to translate these concerns into

teaching goals. The goals are documented in a Learning to

Teach Agreement which is reviewed throughout the course.

Similarly, a Phase Two Agreement is drafted to encompass

broader teaching experiences beyond the classroom setting.

Assessment: Satisfactory completion of the Learning to

Teach Agreement and Phase Two Agreements over a

minimum period of 45 days of supervised teaching practice

teaching (100 per cent).

771-174 COMMUNICATION STUDIES 1

Credit points: 5.0

Contact: 24-hours of class sessions and organised

activities for each subject. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the difference between effective and

ineffective classroom communications and how to

promote the former;

■ present information in a variety of modes so that it is

able to be absorbed by all learners;

• know how to refine their verbal and non-verbal

communications so that they achieve greatest impact;

■ set the parameters of learning behaviour constructively

and clearly;

■ give students feedback which is honest and helpful;

■ understand the principles of visual communication;

■ produce effective drawings, diagrams and other graphic

communication and use these in their teaching; and

• prepare effective and attractive visual aids and teaching

materials.

Content: The communication process; communication and

presentation skills; communication and learning;

communication media; evaluation of communication events;

specialist studies in communication such as visual

communication, mass media, drama and theatre workshops.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

771-180 COMMUNICATION STUDIES 2

Credit points: 5.0

Contact: 24-hours of class sessions and organised

activities for each subject. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the difference between effective and

ineffective classroom communications and how to

promote the former;

■ present information in a variety of modes so that it is

able to be absorbed by all learners;

■ know how to refine their verbal and non-verbal

communications so that they achieve greatest impact;

• set the parameters of learning behaviour constructively

and clearly;

• give students feedback which is honest and helpful;

■ understand the principles of visual communication;

• produce effective drawings, diagrams and other graphic

communication and use these in their teaching; and

■ prepare effective and attractive visual aids and teaching

materials.

Content: The communication process; communication and

presentation skills; communication and learning;

communication media; evaluation of communication events;

specialist studies in communication such as visual

communication, mass media, drama and theatre workshops.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

771-177 EDUCATIONAL PSYCHOLOGY 1

Credit points: 5.0

Contact: 24-hours of class sessions and organised

activities for each subject. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ articulate a coherent set of beliefs about people and

learning and demonstrate these in decision-making;

■ identify and cater for individual needs and the

developmental level of their students;

■ understand the relationship between group and

individual behaviour and learning; and

• develop a range of strategies for promoting the learning

and well-being of their students.

Content: This subject is delivered as two separate

integrated subjects. (í) Stress management; communication

skills; classroom management strategies; behavioural

analysis; adolescence and/or adulthood and group

dynamics. (ii) Exploration of topics selected from the areas

of personal skills, personality and behaviour, learning and

thinking.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

771-183 EDUCATIONAL PSYCHOLOGY 2

Credit points: 5.0

Contact: 24-hours of class sessions and organised

activities for each subject. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• articulate a coherent set of beliefs about people and

learning and demonstrate these in decision-making;

■ identify and cater for individual needs and the

developmental level of their students;

■ understand the relationship between group and

individual behaviour and learning; and

■ develop a range of strategies for promoting the learning

and well-being of their students.

Content: This subject is delivered as two separate

integrated subjects. (ì) Stress management; communication

skills; classroom management strategies; behavioural

analysis; adolescence and/or adulthood and group

dynamics. (ii) Exploration of topics selected from the areas

of personal skills, personality and behaviour, learning and

thinking.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

771-179 EDUCATION AND SOCIETY 1

Credit points: 5.0

Contact: 24-hours of class sessions and organised

activities for each subject. (First semester.)

Objectives: On completion of this subject students should

be able to:

I critically reflect upon their own beliefs as well as the

beliefs of others;

I identify ideological distortions in values and beliefs that

legitimate the interests of particular groups; and

I understand, describe and critically review the social,

historical and ideological context within which they are

located as teachers.

Content: This subject is delivered as two sequential

integrated subjects. The focus of the study is on the

particular teaching context. (i) Various philosophical,

historical and sociological aspects of education and society.

It analyses a range of associated 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.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

771-182 EDUCATION AND SOCIETY 2

Credit points: 5.0

Contact: 24-hours of class sessions and organised

activities for each subject. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ critically reflect upon their own beliefs as well as the

beliefs of others;

■ identify ideological distortions in values and beliefs that

legitimate the interests of particular groups; and

I understand, describe and critically review the social,

historical and ideological context within which they are

located as teachers.

Content: This subject is delivered as two sequential

integrated subjects. The focus of the study is on the

particular teaching context. (i) Various philosophical,

historical and sociological aspects of education and society.

It analyses a range of associated 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.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

771-181 SPECIAL METHOD TEACHING PROJECT

Credit points: 15.0

Prerequisites: Satisfactory completion of Principles and

Methods of Teaching.

Special Requirements: This subject is undertaken during the

second year of the part-time course. The project is

supervised by an appropriate staff member.

Contact: Supervised independent research project

equivalent to 72-hours of class work. (All year.)

Objectives: On completion of this subject students should

be able to:

■ devise and undertake an individual study or research

project;

■ understand how the components of the course as a

whole combine to inform the design of learning

experiences in their particular subject area; and

• apply this knowledge in their particular subject area and

teaching context.

Content Under supervision the student investigates a topic of importance to the teaching method area, synthesises the

findings and applies them to the teaching context.

Assessment: Research report of 4500 words (100 per cent).

Pre-1994 Program

Tertiary

771-185 DESIGN, MANAGEMENT AND EVALUATION OF LEARNING 1

Credit points: 10.0

Special requirements: Students must be enrolled in the

Graduate Diploma of Education tertiary context. Contact: 48-hours of class sessions and organised activities. (First semester.)

Objectives: On completion of this subject students should be able to:

IN identify, Plan, deliver and evaluate learning experiences; • select subject content appropriate to learning outcomes

and determine the most appropriate and efficient

combinations of teaching methods;

• monitor, record and report on their students' progress; and • evaluate progressively their own performance. Content: Communication processes; teaching strategies

and methods; curriculum models; educational technologies; assessment; evaluation.

Assessment: Essays and assignments of 3000 words or equivalent (100 per cent).

771-186 ADVISORY TEACHING EXPERIENCE PROGRAM

Credit points: 30.0

Contact: A minimum of 45 days in the supervised practice

teaching and lecturing location over two semesters. (All

year.)

Objectives: On completion of this subject students should

be able to:

■ apply the outcomes from the course with assistance and

advice from the mentor and the Hawthorn Institute of

Education manager;

■ develop competence as teacher/lecturer operating in a

tertiary context; and

■ demonstrate essential knowledge and skills to enable

them to plan, implement and evaluate effective learning

experiences.

Assessment: Satisfactory completion of the Advisory

Teaching Experience Agreement (100 per cent).

771-188 PSYCHOLOGICAL PRINCIPLES AND PROCESSES

Credit points: 10.0

Special requirements: Students must be enrolled in the

Graduate Diploma of Education tertiary context.

Contact: 36-hours of class sessions and organised

activities. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ identify individual differences in both students and

lecturers which influence students approaches to

learning, the learning environment and tertiary teaching

style;

IN understand the relationship between their own

behaviour and that of others and the effect of the group

on individual performance and attitudes; and

■ devise strategies designed to improve the learning

environment, interpersonal relationships for student

learning.

Content: Individual management skills; personal and

cognitive factors in learning; counselling and interviewing

skills.

Assessment: Essays and assignments of 3000 words or

equivalent (100 per cent).

771-191 DESIGN MANAGEMENT AND EVALUATION OF LEARNING 2 -TERTIARY CONTEXT

Credit points: 10.0

Special requirements: Satisfactory completion of Design,

Management and Evaluation of Learning 1, or the Graduate

Certificate in Clinical Instruction.

Contact: 36-hours of class sessions and organised

activities. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ identify key facets in their role as teacher and lecturers

and the balance they maintain between these facets;

■ identify ways to serve as a professional role model for

their students;

■ measure their knowledge and understanding of

communication development and evaluation processes

relevant to tertiary teaching;

■ identify ways in which they can share their knowledge

and understanding of curriculum processes especially

as they pertain to their own institutions; and

■ explore current and emerging issues relevant to course

design, evaluation and course improvement.

Content: The role of the lecturer; curriculum design and

development; curriculum and course evaluation; current and

emerging issues.

Assessment: Essays and assignments of 3000 words or

equivalent (100 per cent).

771-192 RESEARCH PROJECT TERTIARY CONTEXT

Credit points: 25.0

Prerequisites: Satisfactory completion of the Graduate

Certificate in Clinical Instruction or the first year of the

Graduate Diploma of Education tertiary context.

Special requirements: This subject is undertaken during the

second year of the Clinical Instruction and Tertiary Contexts

of the course.

Contact: Supervised independent research project

equivalent to 72-hours of class work. (All year.)

Objectives: On completion of this subject students should

be able to:

• identify and explore aspects of a current major issue or

problem relevant to the candidates teaching situation.

Content: Under supervision, the student investigates an

aspect of education relevant to the specific teaching

context. The study may take the form of a formal research

project and report, participation in an educational activity

and a report, a literature review, or development,

implementation and analysis of curriculum materials.

Assessment: Essays and assignments of 7500 words or

equivalent (100 per cent).

771-193 CONTEXTUAL ISSUES TERTIARY CONTEXT

Credit points: 10.0

Prerequisites: Satisfactory completion of the Graduate

Certificate in Clinical Instruction or the first year of the

Graduate Diploma of Education tertiary context.

Special requirements: This subject is undertaken during the

second year of the Tertiary Context of the course.

Contact: 36-hours of class sessions and organised

activities. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate an awareness and a critical attitude

towards current tertiary educational issues such as the

relation between traditional disciplines and modern

curricula, the role of educational institutions in times of

social and technological change; and

■ demonstrate an understanding of the development and

organisation of tertiary education.

Content: Aspects of the context in which the students

teach; the role of education; future developments;

sociological and philosophical perspectives; sociological

analysis; structural models for organisational analysis.

Assessment: Essays and assignments of 3000 words or

equivalent (100 per cent).

771-195 LEARNING AND INSTRUCTIONAL PROCESSES

Credit points: 5.0

Special requirements: This is the preliminary subject for

students in the tertiary context in the Graduate Diploma of

Education.

Contact: 24-hours of class sessions and organised

activities. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ appreciate the different learning styles and their

relationship to planning strategies;

■ effectively plan, prepare and deliver instructional

sessions which are appropriate for students in a

teaching context;

■ constructively give feedback to students regarding their

contexts; and

■ promote adult learning strategies in the design and

implementation of learning experiences.

Content: The learning process; planning and design of

learning experiences; an experiential teaching management

workshop.

Assessment: Essays and assignments of 1500 words or

equivalent (100 per cent).

Clinical Instruction

771-142 DESIGN, MANAGEMENT AND EVALUATION OF LEARNING 2 - CLINICAL INSTRUCTION CONTEXT

Credit points: 10.0

Special requirements: Students must have satisfactorily

completed the Graduate Certificate in Clinical Instruction.

Contact: 36-hours of class sessions and organised

activities. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ identify key facets in their role as teachers and

instructors and the balance they maintain between

these facets;

■ identify ways to serve as a professional role model for

their students, and fellow practitioners;

■ measure their knowledge and understanding of

communication development and evaluation processes

relevant to clinical contexts;

■ identify ways in which they can share their knowledge

and understanding of curriculum processes especially

as they pertain to their own institutions; and

■ explore current and emerging issues relevant to course

design, evaluation and course improvement.

Content: The role of the teacher and instructor; curriculum

design and development; curriculum and course evaluation;

current and emerging issues.

Assessment: Essays and assignments of 3000 words or

equivalent (100 per cent).

771-243 RESEARCH PROJECT CLINICAL INSTRUCTION CONTEXT

Credit points: 25.0

Prerequisites: Satisfactory completion of the Graduate

Certificate in Clinical Instruction.

Special requirements: This subject is undertaken during the

second year of the Clinical Instruction Context of the course.

Contact: Supervised independent research project

equivalent to 72-hours of class work. (All year.)

Objectives: On completion of this subject students should

be able to:

■ identify and explore aspects of a current major issue or

problem relevant to the candidates teaching and

instructional situation.

Content: Under supervision, the student investigates an

aspect of education relevant to the specific teaching

instructional context. The study may take the form of a formal

research project and report, participation in an educational activity and a report, a literature review, or development,

implementation and analysis of curriculum materials.

Assessment: Essays and assignments of 7500 words or

equivalent (100 per cent).

771-244 CONTEXTUAL ISSUES CLINICAL INSTRUCTION CONTEXT

Credit points: 10.0

Prerequisites: Satisfactory completion of the Graduate

Certificate in Clinical Instruction.

Contact: Class sessions and organised activities each

week. (Second semester.)

Objectives: On completion of this subject students should be able to:

■ demonstrate an awareness of issues in the field of

education and clinical instruction; and ■ analyse, clarify and reflect on ideas about the practice

of professionals in clinical and other contexts. Content: Aspects of the context in which the students

teach; the role of education and training; future

developments; sociological and philosophical perspectives;

sociological analysis; structural models for organisational analysis.

Assessment: Essays and assignments of 3000 words or equivalent (1o0 per cent).

Graduate Diploma in: Educational Administration

COURSE CO-ORDINATOR: MR LAWRIE DRYSDALE, ROOM 2303, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3375.

The Graduate Diploma in Educational Administration is a

one-year full-time or equivalent part-time course for teachers

and administrators who seek further education in the field of

administration.

Entry Requirements A person may be a candidate for the Graduate Diploma in

Educational Administration who:

• has qualified for a degree or a diploma of this or another

university or tertiary educational institution which is

recognised by the Institute of Education and has also

obtained a teaching qualification approved by the

Institute; or

■ has an equivalent qualification and/or experience which

is recognised by the Institute as evidence of adequate

training for the purposes of this standing resolution; and

• has completed at least four years teaching experience

or its equivalent; and

• has obtained the consent of the Institute.

Course Objectives

GRADUATE DIPLOMA IN EDUCATIONAL ADMINISTRATION

The course has as its objectives that diplomates should be

able to:

■ appreciate the issues and tasks central to the

administration and organisation of education;

■ understand a range of administrative - organisational

theories relevant to all aspects of management;

• develop a consistent, individual administrative modus

operandi compatible with personality and ability;

■ appreciate that administrative processes take place

within social contexts and that administrators and their

tasks are subject to a variety of both organisational and

societal influences and forces;

• understand and promote social justice principles and

act as agents of change for social justice In their own

organisations; and

• apply appropriate and specific skills, practices and

procedures involved in the management of educational

organisations and administrative processes.

Special Entry Requirements A limited number of applicants who, whilst not meeting the

above requirements, may be regarded as suitable for

admission because of particular qualifications and/or

experience and involvement in educational administration.

In establishing whether an applicant has reached an

acceptable level of preparation, the following may be taken

into account:

• qualifications held by the applicant;

■ the level and scope of the applicant's established

competence and experience in his/her field of

specialisation;

• the applicant's assessed performance in teaching; and

■ the level and scope and probable future of the

applicant's involvement in educational administration.

The minimum entry qualifications for the Graduate Diploma

in Educational Administration ensure that students will have

areas of training and experience upon which studies at the

postgraduate level can be based.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one and not more than two

academic years as a full-time student, or for at least two

and not more than four academic years as a part-time

student, unless a candidate has had a different period of

candidature approved by the Academic Board on the

recommendation of the Institute.

Credit A student who, having completed other studies at a tertiary

level, enrolls in the course for the Graduate Diploma in

Educational Administration may, with approval, be given

credit for subjects the equivalent of which have been passed

in the other tertiary studies provided that the amount of

credit shall not exceed 50 per cent of the requirements of

the course.

Exemptions from some of the requirements of a subject may

be granted to students who submit evidence of having

completed related studies and/or experience in those areas.

Course Structure and Progress The Graduate Diploma in Educational Administration may be

granted to a student who has complied with the prescribed

conditions and has gained a cumulative score of 100 points

by having passed or been given credit for six subjects

including three compulsory core subjects and three elective

subjects.

Compulsory Subjects

Points

Understanding Organisations Processes in Organisations The Leader in Action

Students wishing to complete the Graduate Diploma in

Educational Administration and the Graduate Diploma in

Curriculum may do so by completing ten subjects rather than

twelve; the three core subjects of each Graduate Diploma,

two of the elective subjects acceptable to both Graduate

Diplomas, and two further elective subjects from these

courses.

Teaching Methods Students will be required to attend up to 36-hours contact

time for each subject. It is recognised that the aims of the

course are realised through teaching and teaming processes

which take account of the developmental needs and

concerns of students and administrators and which provide

opportunities for them to reflect on previous and current

experiences, to conceptualise and to integrate theory and

practice. A variety of teaching strategies such as lectures,

workshops and presentation of seminar papers is used in all

subjects.

Assessment Students in the Graduate Diploma in Educational

Administration are required to demonstrate satisfactory

performance in the tasks set in class and in assignments.

Apart from various in-class activities, the course requirement

is two written assignments in each subject of the course.

This minimum requirement is varied in those subjects which

properly lend themselves to alternative projects.

Minor Assignment (1500 words). The broad intention of the

minor assignment is to provide for early, detailed

engagement with concepts which are central to the subject,

resulting, for example, in seminar papers, case studies or

literature reviews. Students are required not only to

demonstrate that they have reviewed the relevant materials

and/or administrative situations, but also to raise

appropriate questions for consideration by their colleagues

in the course.

Major Assignment (3500 words). The major assignment

requires a synthesis of theory and practice informed by

reading, discussion and administrative experience, and

provides for the formulation of a substantial position on the

fundamental concepts dealt with in each subject, or for the

development of substantial initiatives in administration. In

specific subjects students may negotiate topics which

reflect their personal and professional interests.

Statements of the specific requirements for assignments for

each subject are indicated in the detailed syllabuses.

Course Code The course code for the Graduate Diploma in Educational

Administration is 238.

Subject Descriptions Compulsory Subjects

773-137 UNDERSTANDING ORGANISATIONS

Credit points: 16.7 Contact: 36-hours distributed over weekly or weekend

classes. (First semester.)

Objectives: On completion of this subject students should

be able to:

773-137 773-138 773-139 Total

16,7 16.7 16.7 50.1

• understand the development of major theories of

organisations;

■ relate the theories of organisations to their own practice

as administrators and regularly and critically examine

their practice and contexts in the light of theoretical

perspectives;

■ apply skills of critical analysis to the study of current

research in organisations and relate this research to

their own practice;

■ better understand the structures, functions and

behaviours within their organisations;

• demonstrate skills and knowledge that improve their

effectiveness as administrators within their working

environments; and

■ critically examine current educational issues which

impact on organisations.

Content An introduction to organisational theory and practice

examining the relationships between theory and the roles of

administrators/managers; the interactions of people in

organisations; alternative ways of structuring organisations;

group and team leadership; organisational culture and politics.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-138 PROCESSES IN ORGANISATIONS

Credit points: 16.7

Contact: 36-hours distributed over weekly or weekend

classes. (Second semester.)

Prerequisite: Understanding Organisations.

Objectives: On completion of this subject students should

be able to:

• identify the inter-relationships between organisational

structures, functions and processes;

■ be more critically aware of the knowledge, skills and

attitudes which impact on administrative effectiveness;

■ analyse their own and others' behaviours in the

operation of administrative processes in their

organisations; and

• use alternative means of evaluating and increasing the

effectiveness of processes in their organisations.

Content: Administration and management processes in

organisations; conflict management; setting priorities;

managing change; problem solving; decision making and

delegation; communication; evaluation; motivation, morale

and job satisfaction; entrepreneurship.

Assessment: A minor assignment (1500 words) (30 per cent); and a major assignment (3500 words) (70 per cent); or a group seminar presentation of a selected administrative process.

773-139 THE LEADER IN ACTION

Credit points: 16.7

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First or second semester.)

Prerequisites: Understanding Organisations and Processes

in Organisations.

Objectives: On completion of this subject students should

be able to:

• demonstrate a knowledge of developments in leadership

research including the trait, behavioural, situational and

contingency, political and critical approaches;

■ articulate the relationships between leadership and the

context in which it is exercised;

■ demonstrate an awareness of the impact of personal

values, attitudes and abilities on leadership and modify

and extend these in the light of theories of leadership;

• critically assess the usefulness of theories of leadership

in relation to their own work situations; and

• investigate the nature of groups in organisations with

specific reference to group dynamics, group decision

making and team development and leadership, in a

systematic manner.

Content: Leadership theories; issues faced by leaders of

organisations; leadership roles and styles; leader

effectiveness; the qualities individuals, groups and

organisations in the public and private sectors seek in

leaders; selection of leaders; developing a leadership career

plan; leaders in history; the social and political contexts in

which leaders work; leaders in action.

Assessment: Two assignments (2500 words) (100 per

cent).

Elective Subjects

773-131 EDUCATION AND THE FINANCIAL MANAGEMENT PROCESS 1

Credit points: 16.7

Prerequisite: Understanding Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First semester.)

Objectives: On completion of this subject students should

be able to:

• analyse the educational goals of schools as

organisations;

• analyse some of the major influences on the strategies

for prioritising and selecting educational goals of school

organisations;

• analyse the role of financial management in the

operation of a school;

• understand the leadership role of the school business

administrator in facilitating the achievement of a

school's educational goals; and

• evaluate and implement where appropriate strategies for

evaluating the use of a school's resources.

Content: Goals of educational organisations; the role of

effective financial management in goal achievement; the

relationship between financial management and educational

goals as reflected in policy and resource decisions.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-132 EDUCATION AND THE FINANCIAL MANAGEMENT PROCESS 2

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and Education and the Financial Management

Process 1.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the role of financial management in the

planning process of a school, especially the budgetary

process;

• evaluate alternative approaches to strategic planning

and organisational development;

• analyse and implement various strategies for school

income generation as pa rt of the school's planning

process where appropriate;

■ assess various strategies for cost reduction and

increased operational efficiency and the implications of

such measures for the achievement of a school's

educational goals; and

■ implement strategies for measuring and evaluating the

planning process undertaken by an individual school

with particular reference to equity, efficiency and quality.

Content: The relationship between school financial

administration and school planning; operational efficiency;

strategic planning and organisational development; the

measurement of intended educational and actual outcomes.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-133 THE LAW IN EDUCATIONAL CONTEXTS

Credit points: 16.7

Prerequisite: Understanding Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First semester.)

Objectives: On completion of this subject students should

be able to:

• understand the legal system, including sources of law;

• understand the legal bases of the education systems in

Australia;

■ understand and appreciate the powers, rights and

obligations of school governing bodies and of the staff

and students working in the school; and

• comprehend legal terminology and concepts relating to

activities of, or affecting the school or its community

including:

— business transactions;

— liability for injury on school property or arising out of

school activities;

- rights of natural justice, access to records, equal

opportunity in employment and safe work practices;

— allegations of criminal activity;

— educational standards, discipline and attendance;

and

— parental rights.

Content: Applications of the law to school; the rights and

obligations of administrators, teachers, students, parents

and school councils or boards of management; occupational

health and safety legislation; discrimination case law and

the law of professional indemnity.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-141 INDUSTRIAL RELATIONS

Credit points: 16.7

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (Second semester.)

Prerequisite: Understanding Organisations.

Objectives: On completion of this subject students should

be able to:

■ understand the basic organisational structures and

concepts relating to industrial relations in organisations

and systems;

■ identify the key organisations, structures, mechanisms

and processes of the systems in which they work;

I understand the principles of negotiation and

conciliation;

I identify and interpret the awards, regulations and

agreements related to their work situations;

■ identify key industrial relations issues in their

organisations; and

■ develop practical industrial relations skills relevant to

the administration of organisations.

Content: General industrial relations systems; industrial

relations in students' organisations, industrial relations

issues (e.g., conditions, grievance procedures); skills

development (e.g., negotiation).

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-142 FINANCIAL ADMINISTRATION

This subject is not offered in 1994.

Credit points: 16.7

Prerequisite: Understanding Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

■ identify the costs involved, and the sources of funds

available to their organisations;

■ identify appropriate methods, procedures and systems

for the maintenance of accounting records in

educational organisations;

■ understand the techniques of resource budgeting, the

role of cash flow budgets and the theory of investment

of uncommitted cash resources;

■ analyse the need for effective internal control systems

and procedures to monitor the management and use of

resources in educational institutions:

■ apply principles, practices and procedures for insurance

risk management in educational institutions; and

■ apply the principles, practices and procedures adopted

in the preparation of various types of financial reports

for administrative decision making and in compliance

with government legislation and regulations.

Content: Roles of financial management; funding for

educational institutions; accounting systems and records for

educational institutions; budgeting in educational

institutions; cost effective management of resources;

auditing in educational institutions; insurance management

for educational institutions; financial planning; legal

constraints facing educational administrators.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-143 OFFICE ADMINISTRATION

This subject is not offered in 1994.

Credit points: 16.7

Prerequisite: Understanding Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

■ understand and relate the general principles underlying

effective office practices and procedures to their own

practice as administrators in their organisations;

■ implement strategies associated with sound office

administration in their organisations; and

• examine critically their own administration of an office.

Content: Relationships between institute and office

objectives; the staffing and training process; development of

self management; the office environment; office equipment;

office organisation.

Assessment: A minor assignment of 1500 words (30 per cent); and a major assignment of 3500 words (70 per cent).

773-144 COMPUTERS IN EDUCATION

Credit points: 16.7

Prerequisite: Understanding Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First or second semester.)

Objectives: On completion of this subject students should be able to:

■ understand the components of a microcomputer, including

hardware, software and the disk operating system;

• understand the relevant microcomputer terminology; • identify the process of microcomputer data

development, storage and retrieval; • use and become familiar with the concepts of four

software programs when applied to educational

administration tasks;

■ analyse the benefits and implications of using

computers in school administration; and

■ analyse the implications of microcomputers in schools.

Content: Introduction to computers - in particular, the IBM

compatible PC; familiarisation with 4 popular software

programs - word-processing, spreadsheet, database,

graphics; administrative uses of computers; the impact and

effect of computers on the educational organisation.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-146 DEVELOPING PERSONAL RESOURCES

Credit points: 16.7

Prerequisite: Understanding Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ improve their competence in interpersonal relations;

■ apply appropriate theory to analyse particular

interactions and situations and use this understanding

to improve outcomes; and

■ manage themselves and others more effectively in

difficult interpersonal situations. .

Content: Understanding of self and relationships with

others; communication skills; personality; values, their

origins and manifestations; dealing with conflict.

Assessment: A major assignment of 3000 words and an

extensive personal journal (100 per cent).

773-147 MANAGEMENT OF HUMAN RESOURCES 1

Credit points: 16.7

Prerequisite: Understanding Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

• understand the concepts, functions and activities of

personnel and human resource management;

■ identify and understand the challenges, complexities

and current issues facing the area;

• develop skills associated with sound personnel

practices; and

■ appreciate the importance of effective personnel and

human resource management in organisations.

Content: Management of human resources; organisation

manuals; staffing; staff development and training;

productivity and motivation; performance appraisal; career

development; personnel administration; issues and trends

in human resource management.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-148 THE COMMUNITY AND THE ADMINISTRATOR

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Understanding Organisations and Processes

in Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

• develop a critical awareness of changes in Australian

society which affect and are affected by government

policies and educational provisions;

■ understand the term community and be able to apply

that understanding in the context of educational policies

and provisions;

■ understand the functions of the family in its socio-

economic and cultural context in relation to academic

performance and attitudes of students towards

education; and

• carry out a simple survey of community needs and

attitudes.

Content: Sociological aspects; theories of community

education; community participation in education;

interpersonal skills development.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-150 STRESS AND THE ADMINISTRATOR

Credit points: 16.7

Prerequisites: Understanding Organisations and Processes

in Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

I understand the nature of stress;

■ analyse the causes and manifestations of stress at the

individual and organisational levels;

■ develop strategies to prevent or minimise dysfunctional

stress within an organisation; and

■ manage more effectively their own personal stress.

Content: Models of stress; manifestations of stress;

recognition of stressors for individuals; recognition of

organisational stressors; preventive and coping strategies at

both individual and organisational levels.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-151 MANAGEMENT OF HUMAN RESOURCES 2

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and Management of Human Resources 1.

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

■ develop a critical understanding of work place reform

and its consequences in the Australian context;

■ identify and analyse in depth the critical factors

influencing at least one of the major areas examined in

the course; and

■ understand the planning process for strategic

positioning of the organisation for the future.

Content: Strategic planning; strategic change; participative

systems; industrial relations; counselling; training and

development; ethics in management; records.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-152 PHILOSOPHICAL ISSUES IN ADMINISTRATION

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Understanding Organisations and Processes

in Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

■ appreciate how value assumptions are embedded in

their own judgement and those of others;

■ appreciate the conceptual and practical difficulties of

justifying value positions in a pluralist society;

I understand the relationship between modern

management and expertise and analyse the political and

organisational implications of their relationships; and

■ develop a position on how social justice, rights and

obligations inform educational administration.

Content: Ethical dimensions of the work of the educational

administrator; concepts of power and authority; the ethics of

distributing scarce resources; the nature of educational

goals; social justice, rights and professional obligation; the

administrator's requirement to provide moral justification in

a pluralist society; the role of expertise in modern society.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-153 MARKETING IN SERVICE ORGANISATIONS

Credit points: 16.7

Prerequisites: Understanding Organisations and Processes

in Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First or second semester.)

Objectives: On completion of this subject students should

be able to;

I appreciate and understand the basic concepts of

marketing and marketing strategy;

■ understand what it is to be a market oriented

organisation;

■ appreciate the difference between product and services

marketing; and

• develop and prepare a marketing plan.

Content: The concept of marketing; identifying market size

and structure; marketing mix; market analysis; strategy

review; strategy recommendations.

Assessment: A major assignment of 5000 words (100 per

cent).

773-154 ADMINISTRATION OF CURRICULUM 1

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the nature of organisational factors that

impact on curriculum development;

■ identify the key elements in successful leadership in

learning;

■ understand and assess the change strategies employed

by curriculum leaders;

• identify and analyse those broad cultural factors that are

critical for those who manage learning, both in the wider

society and within organisations; and

• develop a critical understanding of the ethical aspects of

administering learning.

Content: Curriculum issues for the administrator; different

models and philosophies of curriculum development and

their implications for the management of education; the

politics of managing the curriculum; managing processes of

curriculum implementation; purposes and styles of

curriculum evaluation and their organisational implications.

Assessment: A minor assignment of 1500 words (30 per cent); and a major assignment of 3500 words (70 per cent).

773-155 ADMINISTRATION OF CURRICULUM 2

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations, The Leader in Action and Administration of Curriculum 1.

Contact: 36-hours distributed over weekly, weekend or vacation classes.

Objectives: On completion of this subject students should be able to:

• develop a general understanding of curriculum theory and practice transcending their own subject areas;

• understand the principles of managing the development, implementation and evaluation of curriculum and their

practical implications; and

■ appreciate the broad social and educational significance

of different curriculum policies.

Content: The nature of curriculum change and innovation;

themes in curriculum innovation in Australia; social and

curriculum problem areas; action research methodology;

futures; evaluation strategies.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-156 LEADERSHIP IN SMALL GROUPS

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the factors which influence the dynamics

and effectiveness of small groups;

• facilitate and participate in small groups more

effectively; and

■ understand how and when to develop and manage

teams and team-work in their organisations.

Content: Selected personality theories; understanding group

processes; appropriate skills for effective management of small

groups; issues in forming and managing committees; effective

teams; personality and teams; conducting effective meetings;

conflict management; problem solving; decision making.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-157 WOMEN IN MANAGEMENT

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ understand how men and women are prepared for work

in society; how the values and attitudes about such

issues as appropriate education, career aspirations and

performing multiple roles affect final outcomes in

relation to career achievement;

■ understand the nature of organisations and factors such

as attitudes, structures, informal and formal networks

and mentors, to increase their understanding of how

these might contribute to the continuing imbalance of

the sexes in managerial roles;

• analyse whether women have a unique contribution to

make to the management of organisations;

IN understand more fully their own personal attributes and

how these influence their ability to achieve the position of

manager and their subsequent performance in the role; and

• implement some strategies and skills to assist them to

achieve their goals.

Content: The history of women at work; how women

manage; strategies for improving skills; understanding self

as a manager; the organisation and women managers;

developing career plans; strategies for achieving plans;

managing multiple roles.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-158 PLANNED CHANGE IN ORGANISATIONS

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ apply relevant theory when analysing their own

organisational situations;

■ apply relevant research skills in organisational change

analysis;

• understand the major motivation and change models

which apply to organisational functioning; and

• demonstrate skills in diagnosis and design,

implementation and evaluation when analysing

organisational change.

Content: Models of the change process; barriers to change in

schools; the change event; entry procedures; implementation

processes; evaluating innovations; re-contracting.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-159 READING AND PROJECT ELECTIVE 1

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action. Students must

achieve H2B or better in each prerequisite.

Contact: To be negotiated with the supervisor. (First

semester.)

Objectives: It is intended that students will pursue studies

in specific interest areas which are not already provided for

by the Graduate Diploma in Educational Administration, but

which are consistent with the aims and objectives of the

course.

Content: The content is to be determined by the participant

and the supervisor and is to be approved by the lecturer in

charge of the subject and the Course Co-ordinator.

Assessment A major paper of 8000-10 000 words (100 per

cent).

773-161 READING AND PROJECT ELECTIVE 2

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action. Students must

achieve H2B or better in each prerequisite.

Contact: To be negotiated with the supervisor. (Second

semester.)

Objectives: It is intended that students will pursue studies

in specific interest areas which are not already provided for

by the Graduate Diploma in Educational Administration, but

which are consistent with the aims and objectives of the

course.

Content: The content is to be determined by the participant

and the supervisor and is to be approved by the lecturer in

charge of the subject and the Course Co-ordinator.

Assessment: A major paper of 8000-10 000 words (100 per

cent).

773-160 POLICY MAKING IN ADMINISTRATION

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First semester.)

Objectives: On completion of this subject students should

be able to:

• identify the nature and characteristics of policy

statements, particularly educational policy statements;

■ identify some of the circumstances which generate

educational issues, concerns, problems, ideologies and

interest groups;

■ understand the social structures (including government,

bureaucracy and pressure groups) within which

educational policy is developed in Australia and

particularly in Victoria; and

■ evaluate a range of conceptual frameworks or models

that attempt to explain or guide policy making processes.

Content: The characteristics of policy and of an educational

policy; key stakeholders and their influence; processes and

models of policy formation; the place of empirical research

in policy making; school and site politics; community and

teacher involvement in policy making; changes, trends and

futures.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-162 ADMINISTRATION IN A MULTICULTURAL

SOCIETY

This subject is not offered in 1994.

Credit points: 16.7

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

I understand the principles underlying educational

administration in a multicultural society;

■ understand the historical, cultural and political

antecedents to the range of norms and values held

within a multicultural society;

■ draw on a range of programs and practices which take

into account the multicultural nature of Australian

society and be able to make decisions as to which are

appropriate to particular educational environments;

■ utilise resources, including funds and staff, available

within government and community organisations

required for implementation of education appropriate to

a multicultural society; and

■ interpret and evaluate government and other reports

conceming education in a multi cultural society.

Content: Ethnic origin and educational achievement; culture;

curriculum; organisation; resources.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-164 PARTICIPATION, ACCESS AND EQUITY IN EDUCATION

Credit points: 16.7

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (Second semester.)

Objectives: On completion of this subject students should be able to:

■ understand equal education employment opportunity

legislation, philosophy, policy and practice;

■ examine their own value systems in order to develop an

appropriate stance in relation to issues of inequality of participation, access and outcomes in education;

■ understand the principles on which educational

administration in a pluralist society is based;

■ understand the historical, cultural and political

antecedents to the range of norms and values held within a pluralist society;

■ draw on a range of programs and practices which take

into account the pluralist nature of Australian society

and be able to make decisions as to which are

appropriate to particular educational environments;

■ utilise resources, including funds and staff, available within government and community organisations required for implementation of education appropriate to

a pluralist society; and

■ interpret and evaluate government and other reports

concerning education in a pluralist society. Content: Critical analysis of Federal and Victorian social

justice legislation and policies; theoretical perspectives on

educational inequality; minority responses to mainstream

society; the extended study of selected individuals and

groups; theories of prejudice; selected programs directed at designated groups.

Assessment: A minor assignment of 1500 words (30 per cent); and a major assignment of 3500 words (70 per cent).

773-165 PROFESSIONAL DEVELOPMENT AND TRAINING

Credit points: 16.7

Contact: 36-hours distributed over weekly, weekend or vacation classes. (First semester.)

Prerequisites: Understanding Organisations and Processes

in Organisations.

Objectives: On completion of this subject students should

be able to:

■ articulate a developed philosophy of effective

professional development;

■ understand the principles of adult learning theory;

■ understand the various roles of human resource

development practitioners;

■ understand and apply various methods of instruction in

the implementation of professional development

programs; and

■ understand the change process and have a knowledge

of various models of change.

Content: Human resources development in a changing

world; learning theory and principles; the roles and

competencies of the human resource developer.

Assessment: A class seminar (30 per cent); and a major

assignment of 3500 words (70 per cent).

773-166 ORGANISATIONAL DEVELOPMENT

Credit points: 16.7

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (Second semester.)

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Objectives: On completion of this subject students should

be able to:

■ understand the process of organisational development;

■ understand the role of the organisational consultant;

and

■ demonstrate consultancy skills in their own and other

organisations.

Content: This subject focuses on processes involved with

organisational development In educational institutions.

Students will examine the role of the organisational

consultant.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words based on

fieldwork (70 per cent).

773-167 ASSESSMENT AND DEVELOPMENT FOR EDUCATIONAL ADMINISTRATORS

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ understand assessment centre methodology;

■ understand various stimulus and simulation materials

used in measuring skills of potential school

administrators;

■ become trained assessors in the assessment centre by

developing key skills such as observation, analytical,

recording and reporting skills; and

I understand the key skill dimensions used in the

assessment centre methodology.

Content: Effective school administration; the use and

development of multiple assessment techniques to measure

administrative and leadership behaviours; the evaluation of

performance and the provision of feedback; the

development of growth plans; alternative approaches to

staff assessment, selection and development.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-168 ORGANISATIONAL EVALUATION

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Understanding Organisations, Processes in

Organisations and The Leader in Action.

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

■ understand the ethical and political dimensions of

evaluation;

■ understand the implications and responsibilities for

administrators as evaluators; and

■ utilise and implement strategies for managing

evaluation processes in organisations.

Content: Evaluation in organisational settings; definitions,

purposes, philosophies and methodologies of evaluation;

the ethical and political dimensions of evaluation; the

implications and responsibilities for an administrator in an

organisation in which research or evaluation is conducted;

managing evaluation.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-196 SCHOOL DEVELOPMENT

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Understanding Organisations and Processes

in Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

■ analyse aspects of the overall development of a school

organisation consistent with its educational goals;

■ evaluate aspects of strategic planning and supervision

in the school development process;

■ analyse potential public relations strategies in the

school development process;

■ examine possible marketing strategies as part of the

total development concept in a school organisation;

■ analyse a variety of avenues of fund raising for use by

school organisations in the context of the total school

development concept;

■ examine and evaluate various methods for conducting

organisational reviews; and

■ analyse the role of school business administrators in

the overall school development process.

Content: The school development process; project planning

and supervision; public relations, marketing and fund

raising; strategic planning, quantifying the strategic plan;

evaluation of school organisational review methods.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-197 INFORMATION SYSTEMS

Credit points: 16.7

Prerequisites: Understanding Organisations and Processes

in Organisations.

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ analyse aspects of data bases, including their

management and usefulness to the

school/organisation;

■ evaluate financial-modelling computer packages and

their application to schools/organisations;

■ analyse computer-generated reports for possible use in

a schools/organisation's information systems;

■ use graphic packages to produce and examine graphical

presentations used in the reporting process of

schools/organisations; and

■ understand the role of school business administrators in

establishing, maintaining and enhancing information.

systems.

Content: Computerised information systems in the

operation of schools/organisations; data bases and their

management; financial modelling; computer-generated

reports and the use of graphic presentations.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773-198 PROPERTY DEVELOPMENT AND MAINTENANCE

This subject is not offered in 1994.

Credit points: 16.7

Prerequisites: Understanding Organisations and Processes

in Organisations.

Graduato Diploma in Graphic Communication

Contact: 36-hours distributed over weekly, weekend or

vacation classes.

Objectives: On completion of this subject students should

be able to:

■ analyse aspects of school property development in the

context of the overall development of a school

consistent with its educational goals;

I examine aspects of the planning and permit process in

school property development in their own organisations;

■ utilise project management strategies for school

property development and maintenance;

■ examine and implement where appropriate strategies for

establishing and operating school property maintenance

schedules;

■ apply ergonomic and design issues to the development

of school property; and

■ understand human relations issues involved in

undertaking school property development and

establishing ongoing property maintenance.

Content: School property development and maintenance

goals, human resources management issues, planning and

permit processes, legal requirements and obligations,

project management, work scheduling, ergonomics and

design.

Assessment: A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

773199 RESEARCH METHODS

Note: Students intending to undertake higher degree modes

are advised that 'Research Methods' (773-199) is a required subject.

Credit points: 16.7

Contact: 36-hours distributed over weekly, weekend or

vacation classes. (First or second semester.)

Objectives: On completion of this subject students should be able to:

■ conduct library research; and

■ understand alternative approaches to research.

Content: Library research skills; content of research;

qualitative research; quantitative research.

Assessment A minor assignment of 1500 words (30 per

cent); and a major assignment of 3500 words (70 per cent).

COURSE CO-ORDINATOR: JOHN STINCHCOMBE, ROOM G259, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT HAWTHORN CAMPUS, TELEPHONE: (03) 810 3347

The Graduate Diploma in Graphic Communication Education

is a one-year full-time or equivalent part-time course

designed to provide specialist studies for qualified teachers

who are engaged in, or desiring to teach graphic

communication in post-primary colleges, TAFE colleges and

independent schools. It is an approved fourth year of study

for primary teachers. The course is appropriate for qualified

teachers who are engaged in co-ordination and consultancy

related to graphic communication education. The course has

a strong focus on practical skills acquisition both computer

and manual, in developing folios and curriculum related to

The Arts Framework: P-10 and the Victorian Certificate of

Education (VCE) Study Design.

Course Objectives

GRADUATE DIPLOMA IN GRAPHIC COMMUNICATION EDUCATION

The course aims to develop in students a consolidation and

advancement of graphic communication teaching and

curriculum, an extension of their understanding and

application of psychological research in perception and

cognition, the improvement of manual and computer-aided

graphic communication skills and the development of their

ability as advocates for graphic communication teaching and

curriculum.

The course has as its objectives that diplomates should be

able to:

■ implement the graphic communication guide-lines of the

Ministry of Education Arts Framework: P-10 and VCE

Study Design documents, and develop appropriate aims,

objectives, teaching strategies and sequenced learning

experiences in graphic communication in either years P-

6 or years 7-10 and VCE units 1-4;

• understand computer-aided graphics to develop

appropriate curriculum and learning experiences for

students;

• develop design briefs that facilitate appropriate and

contextual problem-solving experiences for various age

levels to the design areas of products, the environment

and the communication of information;

■ implement social justice policies for the school and

classroom, and particularly in graphic communication

curriculum and teaching;

■ revise and modify skills and knowledge as the context

e.g., technology, changes; and

■ advocate effectively the nature and worth of graphic

communication education.

Entry Requirements A person may be a candidate for the Graduate Diploma in

Graphic Communication Education who:

• has qualified for a degree or diploma of this or another

university or tertiary educational institution which is

recognised by the Institute of Education or

■ has an equivalent qualification or experience which is

recognised by the Institute as evidence of adequate

training for the purposes of this standing resolution; and

■ is employed in the field of graphic communication

education or has access to a graphic communication

teaching facility; and

• has obtained the consent of the Institute.

Special entry Special entry may be granted by virtue of a qualification,

experience and/or current involvement in the field of graphic

communication education.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one and not more than two

academic years as a full-time student, or for at least two

and not more than four academic years as a part-time

student, unless a candidate has had a different period of

candidature approved by the Academic Board on the

recommendation of the Institute.

Credit A student who, having completed other studies at a tertiary

level, enrolls in the course for the Graduate Diploma in

Graphic Communication Education may, with approval, be

given credit for subjects the equivalent of which have been

passed in the other tertiary studies provided that the

amount of credit shall not exceed 50 per cent of the

requirements of the course.

Exemptions from some of the requirements of a subject may

be granted to students who submit evidence of having

completed related studies and/or experience in those

areas.

Course Structure and Progress The Graduate Diploma in Graphic Communication Education

may be granted to a student who has complied with the

prescribed conditions and has gained a cumulative score of

100 points by having passed or been given credit for each of

the compulsory subjects.

The course has three strands with compulsory subjects in

each strand.

Strand 1 Points

775-119 Graphic Communication Teaching and Curriculum i

16.7

775-123 Graphic Communication Teaching and Curriculum 2

16.7

Strand 2 Points

775-121 Visual Perception, Cognition and 16.7 Creativity in Graphic Communication

Strand 3 Points

775-118 Applied Design Studies in Graphic 16.7 Communication Education 1- Information Communication Design

775-120 Applied Design Studies in Graphic Communication Education 2 - Product Design

775-122 Applied Design Studies in Graphic 16.7 Communication Education 3 - Environmental Design

Total 100.2

Course Availability The course is equivalent to a one-year graduate diploma

normally undertaken part-time over two years. Candidates

can negotiate a program depending upon personal

circumstances to a maximum of four years.

The part-time course usually involves two 3-hour evening

sessions in the first semester of each year and one three

hour evening session in the second semester in addition to

time for out of class work for reading, completion of folios

and assignments and field work.

Course Code The course code for the Graduate Diploma in Graphic

Communication Education is 258.

Subject Descriptions

775-118 APPLIED DESIGN STUDIES IN GRAPHIC

COMMUNICATION EDUCATION 1- INFORMATION

COMMUNICATION DESIGN

Credit points: 16.7

Contact: Fourteen 3-hour lecture/workshops including

manual and computer aided skill development activities and

folio preparation. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ source, analyse and present a range of formal layout

examples, styles of copy writing, typography and

information pamphlets;

■ demonstrate mastery of available graphics software;

■ understand layout and principles of design;

■ utilise and prepare pencil and colour roughs;

■ demonstrate an understanding of the elements and

principles of design;

■ write appropriate creative copy relating to selected

library images;

■ integrate alternate media images and fabrication

techniques to aid design;

■ demonstrate the ability to select and design appropriate

typeface characteristics within the scope of the

software;

■ devise and present innovative forms in folded and cut

paper;

■ identify a community need for information

communication;

■ devise an innovative structure and integrated graphics;

and

■ produce a colour information product.

16.7

Content: Research and analysis skills; principles of layout

and design; principles of informal drawing and colour

roughs; creative copy writing; typography; fabrication

techniques; mastery of Computer Aided Graphics (CAG);

reprographic processes computer/non-computer; production

of a colour information product; presentation methods and

techniques.

Assessment: A major task which involves a number of

directed work requirements (comparable to a 3000 word

essay (70 per cent); and a directed outcome/product folio

based on the major task work requirement that

demonstrates competence and innovation (comparable to a

1500 word essay) (30 per cent). A pass is required in both

sections.

775-119 GRAPHIC COMMUNICATION TEACHING AND CURRICULUM 1

Credit points: 16.7

Contact: Twelve 3-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

I understand the rationale for the introduction of graphic

communication education into the curriculum of schools

in the state of Victoria;

• understand approaches to the teaching of graphic

communication from preparatory year to year ten, with

focus on the Arts Framework;

■ understand and appraise the various approaches of

curriculum design, content and work requirements for

the four units of graphic communication education in the

Victorian Certificate of Education (VCE) Study Design;

• understand ways to ensure adequate provision of

classroom facilities and resources for graphic

communication teaching and leaming;

■ describe internal and external factors that influence

curriculum priorities and curriculum development in

schools; and

■ analyse curriculum models to establish the contribution

of models to the statement of objectives, selection of

content, work requirements and evaluation of student work.

Content The history of graphic communication education in

Victoria from 1869; an evaluation of the teaching of graphic

communication from preparatory grade to year ten; an

appraisal of year twelve courses; an experiential analysis of

the process of drawing; the role of graphic communication in

the total school curriculum; current curriculum issues and

integrative approaches to curriculum programming.

Assessment: A journal will be developed with entries from

each session. The journal will contain reflections on the

students thoughts about the principles and/or issues raised

(3000 words) (50 per cent); a written report on nominated

sections from the two prescribed texts (750 words) (25 per

cent); and a report which provides a critical analysis of a

curriculum issue (750 words) (25 per cent). At least a pass is required in each section.

775-120 APPLIED DESIGN STUDIES IN GRAPHIC COMMUNICATION EDUCATION 2 - PRODUCT DESIGN

Credit points: 16.7

Contact: Twelve 3-hour lecture/workshops including manual

skill development activities and folio preparation. (First

semester.)

Objectives: On completion of this subject students should

be able to:

■ source, identify, classify and present a range of

principles and operations of moving graphics;

• understand, demonstrate mastery and utilise principles,

procedures and skills of plane geometry;

■ analyse and demonstrate an understanding of

mechanical principles;

• communicate using schematic drawing systems;

■ utilise freehand drawing skills;

■ understand the workings of moving graphics studied

thus far;

IN understand in principle the representation of concepts;

• demonstrate mastery of fabrication materials, skills and

processes;

■ understand the principles of illustration techniques and

rendering;

■' demonstrate mastery of the media by completion of the

set tasks;

■ understand and demonstrate use of idea generation

techniques;

• prepare colour roughs in specified media; and

• devise and produce a mechanical moving graphic

communication to be fully illustrated in specified media.

Content: Manual drafting skills; principles of informal and

formal drawing; representational drawing; standards and

conventions used in industry; use and care of traditional

instruments, equipment and materials; design for a

purpose; illustration and recording techniques; fabrication

techniques with card; production of a moving graphic

communication device.

Assessment: A major task which involves a number of

directed work requirements (comparable to a 3000 word

essay (60 per cent); and a directed outcome/product folio

based on the major task work requirement that demonstrates

competence and innovation (comparable to a 1500 word

essay) (40 per cent). A pass is required in both sections.

775-121 VISUAL PERCEPTION, COGNITION AND CREATIVITY IN GRAPHIC COMMUNICATION

Credit points: 16.7

Contact: Twelve 3-hour lectures. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ develop their present understanding of the concepts of

perceptual psychology;

■ consider the biological processes involved in interpreting

stimuli received through the sense mechanisms

including brain functionality;

• acquire experience in the ability to identify students

which may be suffering from specific learning disabilities

in graphic communication classes;

• develop their own spatial awareness and apply the

experiences to curriculum in graphic communication;

• develop their understanding of cognitive learning

theories and consider the implications to their teaching;

• demonstrate their understanding of creative problem

solving; and

• demonstrate teaching strategies that foster creative

problem solving.

Content: Perceptual and cognitive theories; creativity and

graphic communication; brain functionality; problem solving

and learning styles; fallibility of the sensory processing

systems; visual illusions; colour theories; learning

disabilities related to graphic communication; gestalt

patterning and spatial development.

Assessment: A major assignment in two parts. A graphic

depiction of one of the perceptual topics covered

(comparable to a 1500 word essay) (35 per cent) and a

graphic depiction that involves a creative problem solving

task related to a present social issue (comparable to a

1500 word essay) (30 per cent); a minor assignment (750

words) (15 per cent), a report that links the perceptual topic

to the teaching and learning of graphic communication; a

minor assignment, a report that discusses creativity (750

words) (20 per cent). At least a pass is required in each

section.

775-122 APPLIED DESIGN STUDIES IN GRAPHIC COMMUNICATION EDUCATION 3 - ENVIRONMENTAL

DESIGN

Credit points: 16.7

Contact: Fourteen 3-hour lecture/workshops in manual and

computer aided skill development activities and folio

preparation. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ source and present a range of documents, forms and

publications pertaining to Victorian Building Regulations;

■ analyse and summarise the implications of these

regulations;

I source and present a range of published brochures on

building fittings;

■ utilise the contents of the above brochures in the design

method and specification drawings;

IN demonstrate a mastery of the RoboCAD Designer

introductory tasks by successful completion of the

building specification drawing;

■ source and present a variety of examples of

architectural drawing standards;

■ analyse the compliance of each of the above with the

Standards Australia Code;

■ perform the role of an architect using a design process;

■ perform interview techniques to generate check lists;

■ make a record of site analysis;

• understand and produce concept diagrams;

• understand and adopt appropriate drawing techniques,

systems and scaling;

• utilise card fabrication techniques and design layout

method;

• understand and draw building form concepts using

appropriate drawing systems; and

■ produce to Australian Standards, architectural

specification drawings using the RoboCAD Designer

software.

Content: Manual and Computer Aided Design Drafting

(CADD) skills; use and mastery of RoboCAD Designer

software including the application of peripherals, library

development, management and information retrieval; the

computer and software as a design tool; design methods;

drawing techniques and systems; Victorian Building

Regulations use; Australian Standard 1100 Series Drawing

Practice; source, analyse and classify a variety of

publications related to the built environment; interview

techniques; production of architectural specification

drawings.

Assessment: A major task which involves a number of

directed work requirements (comparable to a 3000 word

essay (60 per cent); and a directed outcome/product folio

based on the major task work requirement that

demonstrates competence and innovation (comparable to a

1500 word essay) (40 per cent). A pass is required in both

sections.

775-123 GRAPHIC COMMUNICATION TEACHING AND

CURRICULUM 2

Credit points: 16.7

Contact: Twelve 3-hour lectures. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• demonstrate an awareness of the special needs of

students, including the gifted and those with special

learning difficulties, and of strategies for teaching

graphic communication to cater for those individual

needs, within the principles of the Social Justice

Framework;

■ determine and sequence graphic communication content

appropriate to the needs and year level of students in a

variety of teaching and learning situations;

■ analyse current trends in the use of graphic

communication education in Australian society and

suggest the implications for future directions in

curriculum and content for graphic communication

education;

■ understand the implications for the teaching of graphic

communication of technological developments in the

production and transmission of graphic images; and

■ design a unit of graphic communication within a specific

school context_

Content: An evaluation of the Social Justice Framework;

developing strategies in teaching and learning for individual

needs; determining and sequencing graphic communication

content P-10; an evaluation of the current trends in visual

communication; design briefs; the impact of new

technologies on graphic communication teaching and

learning; designing a unit of graphic communication

including situational analysis, aims and objectives, methods

of assessment and evaluation techniques.

Assessment A major assignment in three parts based on

one of the major topics covered in the graphic

communication teaching subjects, including a situational

analysis on the chosen topic, a paper showing evidence of

research and reading to provide a framework and rationale

for a strategy plan and a paper that demonstrates the

application of the strategy plan to graphic communication

curriculum or teaching (1000 words each) (60 per cent); a

minor assignment based on an analytical review of a graphic

communication curriculum unit developed during the

semester by a syndicate of students (comparable to 750

words) (30 per cent): and a minor assignment based on the

trialling and reporting of a specific teaching strategy

(comparable to 750 words) (10 percent). At least a pass is

required in each section.

Graduate° Diploma-in Information and Communications Téchnology,Education COURSE CO-ORDINATOR: TERRY GUTHRIDGE, ROOM 2259, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3335

This one-year full-time, or equivalent part-time course is

about the management, manipulation and communication of

information. This course is recognised by the Ministry of

Education as an appropriate qualification for teaching

information technology at years 11 and 12 for the VCE.

Entry Requirements A person may be a candidate for the Graduate Diploma in

Information and Communications Technology Education who:

■ has qualified for a degree or diploma of this or another

university or tertiary educational institution which is

recognised by the Institute of Education and has

obtained a teaching qualification approved by the Institute; or

■ has an equivalent qualification or experience which is

recognised by the Institute as evidence of adequate training for the purposes of this standing resolution;

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one and not more than two

academic years as a full-time student, or for at least two

and not more than four academic years as a part-time

student, unless a candidate has had a different period of

candidature approved by the Academic Board on the

recommendation of the Institute.

Course Objectives Graduate Diploma in Information and Communications

Technology Education

The course has as its objectives that diplomates are able

to:

• demonstrate and be able to extend their knowledge,

skills and attitudes in information and communications

technology;

■ critically analyse issues associated with information and

communications technology;

■ understand historical, philosophical, psychological,

sociological, political and economic perspectives on

information and communications technology;

• apply the skills and knowledge gained in this course to

advance the equity, quality and effectiveness of

education;

• analyse the impact of information and communications

technology on society, and in particular, on education;

and

• interact confidently with industry employing information

and communications technology.

Credit A student who, having completed other studies at a tertiary

level, enrolls in the course for the Graduate Diploma in

Information and Communications Technology Education may,

with the approval of the Academic Board, be given credit for

subjects the equivalent of which have been passed in the

other tertiary studies, provided that the amount of credit

shall not exceed 50 per cent of the requirements of the

course.

At the discretion of the Academic Board, exemption from

some of the requirements of a subject may be granted to

students who submit evidence of having completed related

studies and/or experience in those areas.

Course Structure and Progress The Graduate Diploma in Information and Communications

Technology Education may be granted to a student who has

complied with the prescribed conditions and has gained a

cumulative score of 100 points by having passed or been

given credit for eight subjects of which seven subjects are

compulsory and one subject is an elective.

Students must complete eight subjects from the three

course strands.

Strand 1

This strand is designed to provide students with a range of

skills in the area of information and communications

technology. The compulsory subjects comprising Strand 1

are:

Compulsory Subjects Points

775-168 The Processing, Management and 16.7

Communication of Information -

Introduction to Microcomputers

775-169 The Processing, Management and 16.7

Communication of Information - The

Medium of Communication

775-170 Computer Programming (Problem Solving) 16.7

Sub-Total 50.1

Students may select one of the following electives, or, an

elective from Strand 2.

Elective Subjects

Points

Electronic Publishing

Information Processing

Multimedia Design and Development

This strand identifies major historical shifts in society and

culture, analyses their relationships with information and

communications technology, considers their impact on

individuals and groups in society and examines the

implications for education. The compulsory subject

comprising Strand 2 is:

Compulsory Subject Points

775-174 Information, Communication and Society 16.7

Sub-Total 16.7

Students who have not selected an elective in Strand 1 are required to select one of the following electives:

Elective Subject

Points

775-175

Information Systems

16.7 775-176

Communication Systems

16.7 775-177

Media Analysis

16.7 Sub-Total

16.7

Strand 3

In this strand students examine the implications of information and communications technology in education and develop appropriate curriculum models for the implementation of information and communications technology. The subjects comprising Strand 3 are compulsory, each being one third of a normal semester subject.

Subject Points

775-178 The Curriculum of Information and 5.6

Communications Technology in Education 775-179 Active Participation in Educational Change 5.6 775-180 Future Directions in Information and 5.6

Communications Technology

Sub-Total 16.8

Course Availability Subject to sufficient enrolments, the course will be available

during the day, in the evening, or a combination of both. The

course may also be offered in non-metropolitan locations

where evidence of adequate demand exists and where

appropriate resources are available.

Course Code The course code for the Graduate Diploma in Information

Communications Technology Education is 328.

Subject Descriptions

775168 THE PROCESSING, MANAGEMENT AND COMMUNICATION OF INFORMATION - INTRODUCTION TO MICROCOMPUTERS

Credit points: 16.7

Contact:Twelve 3-hour sessions. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the process of information collection and

presentation, and the important themes as they relate

to the information and communication industries;

■ understand the integration of technologies;

■ understand the components of microcomputer systems;

■ explain the key features of the major microcomputer

applications and evaluate their effectiveness; and

■ demonstrate sound knowledge and skills in the use of

various software packages and apply them to the

solution of information processing problems.

Content: Microcomputer systems; the use of software to

collect, process, manage and disseminate information.

Assessment: A minor assignment (1500 words or

equivalent) (40 per cent); a project intended to produce

materials or systems of use in the students own or other

work environments (equivalent to 3000 words) and

completion of practical exercises (60 per cent).

775169 THE PROCESSING, MANAGEMENT AND COMMUNICATION OF INFORMATION - THE MEDIUM OF COMMUNICATION

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the major components in the communication

process (sender, receiver, channel and message) and

the relationships that exist between these componnts;

■ demonstrate the basic skills handling communication

equipment to produce materials that use broadcast

technologies, particularly television, radio and print;

■ appreciate the history of communications technology; and

Ilunderstand the major elements that can effect or influence the transmission of information, including human perception, production techniques and the medium employed.

106

775-171

775-172

775-173

Sub-Total

Strand 2

16.7

16.7

16.7

16.7

Content Technologies associated with the transmission of

information; development of practical skills in the use of

computer graphics: television technology.

Assessment: A major assignment based on practical

workshops in which students will be expected to produce

material using the technology studied (equivalent to 3000

words) (60 per cent); and a minor assignment that focuses

on one of the theoretical aspects of the subject (1500

words) (40 per cent).

775-170 COMPUTER PROGRAMMING (PROBLEM

SOLVING)

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the relationships and effects of computer

programs that have been written at different language

levels;

• understand the structure and general nature of a

number of programming languages;

■ carry out a range of small programming tasks;

• evaluate the educational ideas underlying the use of

programming languages; and.

• discuss the concept of artificial intelligence.

Content Controlling the process and display functions of a

computer, structure, capabilities and limitations of computer

languages.

Assessment: Three programming assignments based on

languages covered in the course (25 per cent; 25 per cent;

and 50 percent).

775-171 ELECTRONIC PUBLISHING

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second semester.)

Objectives: On completion of this subject students should be able to:

■ understand the basic terminology, devices and

equipment associated with Computer Aided Graphics (CAG) systems;

• determine whether a computer system is appropriate to

process and produce graphic communications e.g., video paint box;

■ use computer hardware and software to produce graphic

communications or the presentation of information type; ■ produce hard copies of processed graphic

communications using printers and scanners; and • evaluate the effectiveness of computer hardcopy images

compared to conventional manually produced graphic presentations.

Content Using desktop publishing software to focus on the

place of computer graphics in the communication process;

develop good design practices related to page layout and

the communication device; experience the advantages of

working in a graphical environment, the Graphical User

Interface (GUI).

Assessment: A written appraisal of the Windows

environment as a Graphical User Interface (1500-2000

words) (30 per cent); and a submission of at least three

examples of printed communications produced in an

electronic publishing application e.g. pagemaker 4.0, the

work must include body text, heading(s) and graphics of any

kind (70 per cent).

775171 INFORMATION PROCESSING

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• understand the basic concepts of data organisation;

• analyse community and corporate information

requirements and determine the appropriate processes

required to improve the usefulness of information for

end users;

• develop solutions to meet the information needs of end

users applying current technology processes; and

■ understand various types of information processing

systems with particular emphasis on the

appropriateness and presentation of processed

information.

Content: An analysis of information requirements to

determine the appropriate processes required to improve

the usefulness of information.

Assessment: Two assignments, one theoretical and one

practical (equivalent to 4500 words) (50 per cent each).

775173 MULTIMEDIA DESIGN AND DEVELOPMENT

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• appreciate the developmental processes that are

required in constructing a multimedia program;

■ demonstrate the skills involved in multimedia program

design, multimedia script development, programming,

editing, computer based mixing and editing, digitising

graphics, moving images, text and sound to create a

range of multimedia software, technical aspects of

multimedia including compatibility and connectivity, and

multimedia presentation;

■ appreciate a range of multimedia applications;

■ integrate the practice of multimedia design and

development with information, communications, media

and perception theory;

■ critique multimedia and discuss the application of

multimedia to education and other aspects of society;

and

■ determine likely future developments in the design and

application of multimedia.

Content: Practical experience of the making of multimedia

programs including recording, editing and production

management.

Assessment: Development of a paper on multimedia (1500

words) (30 per cent); and production of a short multimedia

program (equivalent to 3000 words) (70 per cent).

775-174 INFORMATION, COMMUNICATION AND

SOCIETY

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ critique ideologies concerning information and

communications technology;

■ critically analyse the costs and benefits of the

introduction of new information and communications

technologies in business, industry, community groups

and society as a whole;

■ understand how individuals, organisations, business

and industry can be empowered and/or controlled by

information and communications technologies;

■ appreciate the impact of the continuing convergence of

information, communication and other technologies on

educational, industrial, business, social, economic,

cultural and political relationships; and

■ discuss and evaluate options for innovation, progress

and technological development and the resistances that

these can generate in the different social contexts in

which they may operate.

Content: Current and projected information and

communications technologies; work and leisure; science

and technology as ideology; industrial and technological

restructuring for economic development; the validity of

concepts such as the mass society and mass media; trans-

border data flows; global time competitiveness.

Assessment: A major assignment in which each participant

will form a hypothesis early in the course regarding the

possible social implications of the use of information and

communications technologies. A journal will be used to

discuss this hypothesis in relation to work covered in the

course. The hypothesis may be modified or strengthened or

rejected through arguments presented in the journal (3000

words or equivalent) (70 per cent); a case study (1500

words or equivalent) (30 per cent).

775-175 INFORMATION SYSTEMS

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

■ understand an information system as a representation

or a modelling of a physical system;

■ appreciate the issues relating to information systems

such as the determination of information needs and

methods of describing them;

■ appreciate various ways of classifying information

systems;

• compare ways of implementing information systems e.g.

packaged versus developed;

• understand the analysis, design and implementation of

information systems; and

■ define the stages of the information systems

development cycle.

Content: Information needs and methods of describing

them; the analysis, design and implementation of

information systems.

Assessment: A major assignment (3000 words); and a

minor assignment (1500 words).

775-176 COMMUNICATION SYSTEMS

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second

semester.)

Objectives: On completion of this subject students should

be able to:

• understand models of communication theory;

■ understand how communications systems develop and

how they are used to convey information;

■ describe and explain a variety of electronic

communications systems and devices and their role in

providing information; and

■ develop ways of interfacing communications technology

to solve problems in education with specific reference to

distance education and telematics.

Content: Communication systems development and

operation.

Assessment: Students will design an information system

that models and incorporates both process and product

elements associated with information and communications

technology education (approximately 3000 words or

equivalent) (70 per cent); and develop a communications

solutions, or a simple novel communication system

(approximately 1500 words or equivalent) (30 per cent).

775-177 MEDIA ANALYSIS

Credit points: 16.7

Contact: Twelve 3-hour sessions. (First or second semester.)

Objectives: On completion of this subject students should be able to:

■ compare selected past and current media analysis techniques;

• understand a broad range of media products, including

information technology software, using selected

theoretical frameworks;

• apply a media analysis technique to a media product;

■ critically assess different theoretical perspectives of the

media; and

• adapt media analysis techniques where applicable to

the new information technologies.

Content The construction and transmission of information;

the physical, economic, political, legal and social constraints

that can alter the nature of the message transmitted; the

characteristics of different media and their strengths and

weaknesses; myths associated with different media; the

construction of reality by each medium; the implications of

media convergence in new information technologies.

Assessment: Students will be expected to complete any

three of four minor assignments (1500 words or equivalent)

(33 per cent each).

775-178 THE CURRICULUM OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN EDUCATION

Credit points: 5.6

Contact Four 3-hour sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

• understand the concept of curriculum and a general

framework within which to discuss curriculum issues;

• evaluate the content and objectives of information and

communications technology and media studies courses;

and

• determine the appropriate use of information and

communications technology.

Content The evaluation of various definitions of curriculum;

the rationale or need for information and communications

technology studies; the design and implementation of

information and communications technology studies in

schools; the impact, or likely impact, of information and

communications technology education.

Assessment: An individually negotiated project or the

evaluation of information and communications technology

education in schools (1500 words or equivalent) (100 per cent).

775-179 ACTIVE PARTICIPATION IN EDUCATIONAL CHANGE

Credit points: 5.6

Contact Four 3-hour sessions. (Second semester.)

Objectives: On completion of this subject students should be able to:

■ effectively improve education in a particular school or

educational organisation.

Content The application of information and communications

technology skills and concepts to the improvement of

education; innovation in education; examples of educational

innovation and the circumstances that led to their

development and adoption.

Assessment: The evaluation of information and

communications technology education policy application in

schools and the development of action plans for the

improvement of practice (1500 words or equivalent) (100

per cent).

775-180 FUTURE DIRECTIONS IN INFORMATION AND COMMUNICATIONS TECHNOLOGY

Credit points: 5.6

Contact: Four 3-hour sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the motivations that activate and promote

technological development;

• understand current leading edge technologies and their

level of integration and convergence;

• distinguish between scientific research, technological

development and technological determinism; and

• critically analyse the literature on emerging and future

information and communications technologies.

Content: Western and other views of the future; impart of

information and communications technology; likely

conditions for the future; extrapolating from the past and

present.

Assessment: A minor assignment (approximately 1500

words) (100 per cent); and a case study investigation and

presentation of a leading edge information and

communications technology or program, discussing its likely

future implications; or, an evaluation or comparison of

models of future information and communication societies

as predicted by the various writers in the field.

COURSE CO-ORDINATOR: MICHAEL BARRACLOUGH, ROOM 3131, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3265.

The Graduate Diploma in Mathematics Education is intended

for teachers qualified in areas other than mathematics who

are interested in becoming qualified mathematics teachers.

The course provides a series of studies which enables

students to become familiar with many aspects of

mathematics teaching and to extend their mathematical

knowledge and knowledge of other issues relevant to

mathematics teaching in a general educational context.

r Course Objectives

GRADUATE DIPLOMA IN MATHEMATICS EDUCATION

Academic Board on the recommendation of the Institute, for

at least two and not more than four academic years as a

part-time student.

The course has as its objectives that diplomates should be

able to:

■ understand mathematical concepts which, as teachers,

they should be responsible for developing and teaching;

■ discuss current theories of learning and their potential

for making improvements to the mathematics teaching

and learning program;

be aware of the theories of cognitive development of the

child from Year 5 to Year 12 in mathematics, and in

particular of the role that sequence and continuity play

in this development;

prepare lists of resources to support the teaching and

learning of specific topics in mathematics;

plan, execute and evaluate innovations and conduct

small action research projects in their mathematics

classrooms;

■ understand the role of mathematics as an important

part of the total school curriculum, providing

applications for observing and interpreting the

environment;

■ be aware of current curriculum developments and

methods of organisation which will assist them to

develop school based curricula, with special attention to

individual differences resulting from gender and cultural

differences, home environment, differing learning rates

and abilities and aptitudes;

■ effectively use technological resources such as

calculators, computers and audio-visual material in

assisting mathematics learning; and

• demonstrate an understanding of the links between the

theory of mathematics and its practical use and be able

to embody this understanding in the preparation and

presentation of mathematical topics.

Entry Requirements A person may be a candidate for the Graduate Diploma in

Mathematics Education who:

■ has qualified for a degree or diploma of this or another

university or tertiary educational institution which is

recognised by the Institute of Education; or

• has an equivalent qualification or experience which is

recognised by the Institute as evidence of adequate

training;

■ has completed at least three years of full-time teaching;

and

■ has obtained the consent of the Institute.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one and not more than two

academic years as a full-time student or, unless a candidate

has had a different period of candidature approved by the

Credit A student who, having completed other studies at a tertiary

level, enrolls in the course for the Graduate Diploma in

Mathematics Education may, with approval, be given credit

for subjects the equivalent of which have been passed in

the other tertiary studies provided that the amount of credit

shall not exceed 40 per cent of the requirements of the

course.

Exemptions from some of the requirements of a subject may

be granted to students who submit evidence of having

completed related studies and/or experience in those

areas.

Course Structure and Progress The Graduate Diploma in Mathematics Education may be

granted to a student who has complied with the prescribed

conditions and has gained a cumulative score of 100 points

by having passed or been given credit for three Core Studies

subjects, two Level 1 Studies in Mathematics subjects, two

Level 2 Studies in Mathematics subjects and two subjects

from the Counselled Options.

The course includes three major areas of study.

Core Studies

Three specialist subjects designed to enable the participant

to explore some of the specific central concerns of

mathematics education.

Subject Points

774-172

Mathematics Education: Years 5-9 774-173

Mathematics Education: Years 10-12 774-174

Researching Mathematics Teaching and Learning

Sub-Total 24.9

Studies in Mathematics Four subjects designed to extend the mathematical

knowledge of the participant at level 1 and level 2.

Level 1 Points

774-175 Studies in Mathematics: Algebra and Probability 12.5 774-176 Studies in Mathematics: Calculus 12.5 _

Sub-Total — 25.0

Level 2

Points

774-184 Studies in Mathematics: Analysis 16.8

774-185 Studies in Mathematics: Finite Mathematics 16.7

Sub-Total 33.5

Counselled Options A series of subjects designed to extend the participant's

knowledge of mathematics teaching, both as a specific

discipline and within the context of a general education.

110

8.3 8.3 8.3

Subject Points

Choice of two of the following subjects:

774-179 Applicat ons of Mathematics

774-180 The Historcal Development of Mathematics

774-181 Computers in Mathematics Education

774-182 Compensatory Mathematics Education

774-183 Major Project

Sub-Total

Total

To complete this course in two years part-time, students will

normally undertake the following program:

Year 1(Semester 1 and 2)

• Two Core Studies Subjects

I Two Level 1 Studies in Mathematics Subjects

• One Counselled Option

Year 2 (Semester 3 and 4)

■ One Core Study Subject

■ Two Level 2 Studies in Mathematics Subjects

• One Counselled Option

Course Code The course code for the Graduate Diploma in Mathematics

Education is 448.

Subject Descriptions

774-172 MATHEMATICS EDUCATION: YEARS 5-9

Credit points: 8.3

Contact: Nine 2-hour seminar, discussion, workshop

sessions. (First semester.)

Objectives: On completion of this subject students should

be able to:

I demonstrate an understanding of mathematical

concepts and their development through the years of

upper primary and early post-primary education in

historical, social, cultural, logical and pedagogic

contexts, i.e. relating to the school program.

■ demonstrate knowledge of the structure, content and

objectives of the primary and post-primary mathematics

course continuum;

■ review, implement and reflect upon contemporary

thinking in the methodologies of mathematics education

at the upper primary and lower post-primary school level;

■ implement gender-inclusive curriculum;

• implement and review strategies for effectively

managing individual differences;

■ incorporate the use of basic structured materials,

fraction kits, the abacus, Welford blocks, etc., in

mathematics teaching and learning;

• effectively use technological resources, calculators,

computers and audio-visual materials in mathematics

teaching and learning; and

■ use a variety of approaches to measure and assess the

level of skill and achievement in mathematics.

Content The development of mathematical concepts during

the years of upper primary and lower post-primary education;

teaching and learning strategies, materials and aids.

Assessment: A topic-based unit plan covering 15 lessons

(1500 words) (40 per cent); and four classroom topic

related reports (750 words each) (60 per cent).

774-173 MATHEMATICS EDUCATION: YEARS 10-12

Credit points: 8.3

Contact: Nine 2-hour seminar, discussion, workshop

sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate knowledge of the structure, objectives and

content of courses that could be offered in mathematics

at year levels 10 to 12 with particular reference to VCE

mathematics;

■ demonstrate knowledge of the theory and practical uses

of the subject matter covered in these courses;

I apply appropriate teaching methodologies, including

gender-inclusive methodologies, for this subject matter

and use a range of materials, equipment and services

available to support these methodologies;

• implement various methods of assessment and

reporting of student progress in mathematics at these

levels; and

■ use calculators and computers effectively, and

incorporate the use of these machines into the

students' learning experiences where appropriate.

Content: The development of mathematical concepts during

post-primary education; modern subject matter; teaching

and learning methods; VCE Mathematics.

Assessment: A VCE semester length unit plan (1500 words)

(40 per cent); a VCE minor report (750 words) (20 per cent);

and two classroom related reports (1000 words each) (40

per cent).

774-174 RESEARCHING MATHEMATICS TEACHING

AND LEARNING

Credit points: 8.3

Contact: Nine 2-hour lecture, seminar, colloquia sessions.

(First semester.)

Objectives: On completion of this subject students should

be able to:

I discuss research evidence from literature relating to the

effects of various teaching practices and strategies on

mathematics learning;

■ show sufficient knowledge, skills and attitudes

appropriate to the conduct of research in mathematics

education;

• work as part of a team in the conduct of small-scale

group research in the area of mathematics teaching and

learning; and

■ demonstrate an awareness of strategies for, and the

value of, conducting research in the mathematics

classroom.

8.3

8.3

8.3

8.3

8.3

16.6

100.0

Content: Recent research and the research literature on the

teaching and learning of mathematics; strategies for

conducting and involving teachers in school and classroom

based research.

Assessment: A review of selected research articles on

mathematics teaching and learning (750 words) (25 per

cent); participation in a co-operative group based research

survey of a mathematics teaching and learning issue (25 per

cent); and designing, conducting and reporting a small scale

mathematics teaching and learning research project (2000

words) (50 per cent).

774-175 STUDIES IN MATHEMATICS: ALGEBRA AND PROBABILITY

Credit points: 12.5

Prerequisites: Pass in an approved Year 12 level

mathematics subject, or an approved equivalent.

Contact: Fourteen 2-hour lecture, workshop, tutorial

sessions. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of the fundamental

concepts and laws of algebra;

■ demonstrate an understanding of number systems and

mathematical structures to include complex numbers,

matrices and vectors;

■ demonstrate a knowledge and understanding of the

fundamental concepts of probability; and

■ use applications of algebra and probability in the solving

of problems.

Content: The fundamental concepts and laws of algebra,

complex numbers, matrices vectors and their applications.

The fundamental concepts and laws of probability,

application of elementary combinatorics, discrete and

continuous probability distributions and their application.

Assessment: Topic assignments (20 per cent); a 2-hour

algebra test (40 per cent); and a 2-hour probability test (40

per cent.)

774-176 STUDIES IN MATHEMATICS: CALCULUS

Credit points: 12.5

Prerequisites: Pass in an approved Year 12 level

mathematics subject, or an approved equivalent.

Contact: Fourteen 2-hour lecture, workshop, tutorial

sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate knowledge and understanding of the basic

concepts of calculus; and

■ apply the techniques of differentiation and integration in

problem solving situations.

Content: The basic methods of calculus, differentiation,

anti-differentiation and definite integration will be extended

and applied.

Assessment: A 2-hour test and an assignment on

differentiation (50 per cent); and a 2-hour test and an

assignment on anti-differentiation and definite integration

(50 per cent).

774-179 APPLICATIONS OF MATHEMATICS

Credit points: 8.3

Contact: Nine 2-hour seminar, discussion, workshop, group-

work sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate an awareness of mathematics as a thread

running through many aspects of human knowledge and

endeavour;

■ identify particular applications of mathematical theory

suitable for inclusion for boys and girls in a secondary mathematics course; and

■ identify ways in which mathematics can be learned

through these applications and be able to prepare

appropriate material and identify appropriate resources

to assist in this leaming.

Content: The identification of applications of mathematical

theory for inclusion in secondary level courses; motivation

for learning mathematics; the evaluation and preparation of

materials to assist learning.

Assessment: Compilation of an organised and extensive

resource file based on all content themes covered in the unit

(50 per cent); and preparation and presentation of a class

report detailing and illustrating applications of mathematics

relevant to one of the content area themes (50 per cent.)

774-180 THE HISTORICAL DEVELOPMENT OF MATHEMATICS

Credit points: 8.3

Contact: Nine 2-hour seminar, discussion, workshop, group-

work sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate an understanding of the content of school

mathematics through the perspective of the historical,

cultural, social and scientific foundations of the subject

and its place of importance in the field of human

endeavour; and

■ identify topics in mathematics into which the

incorporation of references and activities related to the

historical, cultural, social and scientific foundations of

the subject can enrich the teaching of the topics.

Content: The 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 minor exercises and.

assignments (50 per cent); and an essay and class report

discussing the way history could be used to enhance the

teaching of a topic in mathematics (50 per cent.)

774-181 COMPUTERS IN MATHEMATICS EDUCATION

Credit points: 8.3

Contact Nine 2-hour seminar, discussion, workshop, group-

work sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate an awareness of the potential usage, and

limitations on the usage, of computers in mathematics

education;

I demonstrate an awareness of the potential usage in

mathematics education of software packages such as

spreadsheets and Logowriter,

■ demonstrate practical skills in the use of particular

educational software packages; and

■ evaluate mathematical education software packages.

Content Computers in mathematics education including the

use of Logowriter and spreadsheets; evaluation of

commercially available software packages.

Assessment: Two minor assignments (2000 words each)

(50 per cent each).

774-182 COMPENSATORY MATHEMATICS EDUCATION

Credit points: 8.3

Contact Nine 2-hour seminar, discussion, workshop, group-

work sessions. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate knowledge of theories concerning the

learning of mathematical concepts;

• demonstrate an awareness of the characteristics,

attitudes and anxieties of low achievers in mathematics;

• diagnose learning difficulties in mathematics;

■ discuss and apply strategies for co-operative activities

to help low achievers in the context of both small group

and class settings;

• use aids and resources designed to facilitate learning

and assess their effectiveness in teaching low

achievers; and

• plan for and implement the use of calculators and

computers as instruments of remediation and

motivation in mathematics.

Content The low achiever in mathematics; the identification

and causes of low achievement; remediation.

Assessment: A minor assignment reporting either a case

study of an underachiever in mathematics or a program

currently in use for the teaching of underachievers in

mathematics (1500 words) (30 per cent); and a major

assignment involving the conduct of a small teaching and

Teaming project with a class, or group, of underachievers in

mathematics (3000 words) (70 per cent).

774-183 MAJOR PROJECT

Credit points: 8.3

Prerequisites: Completion of, or concurrent participation in.

Researching Mathematics Teaching and Learning.

Contact: Students will meet with the subject lecturer at the

beginning of the semester in which the project is to be

undertaken and discuss arrangements for the appointment

of a supervisor and a schedule for supervision meetings.

(Second semester.)

Objectives: On completion of this subject students should

be able to:

• apply the knowledge and skills gained through the

course to some aspect of mathematics teaching;

• undertake more extensive projects than required for

other subjects in the course; and

■ demonstrate skills and experience in the planning,

conduct and reporting of a major project.

Content: The student will negotiate a topic related to the

participant's professional needs and interests in the

teaching and learning of mathematics with the subject

lecturer and the supervisor appointed to monitor the project.

Assessment: Satisfactory completion and submission of a

detailed project report (5000 words) (100 per cent).

774-184 STUDIES IN MATHEMATICS: ANALYSIS

Credit points: 16.8

Prerequisites: Studies in Mathematics: Calculus, or, an

approved tertiary mathematics equivalent.

Contact: Nineteen 2-hour lecture, discussion sessions.

Some time will be available for tutorial assistance. Where

appropriate calculators and computers may be used. (All

year.)

Objectives: On completion of this subject students should

be able to:

• determine the divergence and convergence of a

sequence or series;

• use series in problem solving situations;

• solve first and second degree differential equations and

apply these solution techniques in problem solving

situations;

• demonstrate knowledge and understanding of the

techniques of descriptive and inferential statistics; and

■ be able to carry out hypothesis and related testing,

including distribution free testing.

Content: The three major topic areas studied are sequences

and series, differential equations and statistical analysis. In

each, theory will be extended to applications, problem

solving and practical usage.

Assessment: A 3-hour test or the equivalent by assignments

on sequences and series (25 per cent); a 3-hour test on

differential equations (25 per cent); a 3-hour test (25 per

cent) and assignments on statistical analysis (25 per cent.)

774-185 STUDIES IN MATHEMATICS: FINITE

MATHEMATICS

Credit points: 16.7

Prerequisites: Studies in Mathematics: Algebra and

Probability, or an approved tertiary mathematics equivalent.

Contact: Nineteen 2-hour lecture, discussion sessions.

Some time will be available for tutorial assistance. (All

Year.)

Objectives: On completion of this subject students should

be able to:

• demonstrate knowledge and understanding of the theory

of selected topics in finite mathematics; and

I apply the techniques of finite mathematics to a wide

range of modern day practical problem solving

situations.

Content: Selected topics in finite mathematics including

multistage processes, recurrences and progressions, games

theory, linear programming, graph theory, network theory

and queuing theory will be studied and illustrated by

applications to problem solving, mathematical modelling and

examples in operations research.

Assessment: Topic assignments (20 per cent); a modelling

project (10 per cent); and two 3-hour tests (70 per cent.)

COURSE CO-ORDINATOR: LIZ FREEMAN, ROOM 31038, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3261.

The Graduate Diploma in Student Welfare is a one-year full-

time or equivalent part-time course designed for experienced

primary, post-primary and TAFE teachers who are interested

in gaining additional knowledge and skills to make more

productive personal contact with their students and to

become effective resource persons in the development of

relevant programs and caring networks in their schools and

colleges. The course will be of particular interest to teachers

in specialised helping roles. It is also open to non-teachers

who are working with people in an educational role.

Entry Requirements A person may be a candidate for the Graduate Diploma in

Student Welfare who:

• has qualified for a degree or diploma of this or another

university or tertiary educational institution which is

recognised by the Institute of Education; or

■ has an equivalent qualification or experience which is

recognised by the Institute as evidence of adequate

training for the purposes of this standing resolution; and

• has completed at least three years of full-time teaching

experience; and

• has obtained the consent of the Institute.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one and not more than two

academic years as a full-time student or, unless a candidate

has had a different period of candidature approved by the

Academic Board on the recommendation of the Institute, for

at least two and not more than four academic years as a

part-time student.

Credit A student who, having completed other studies at a tertiary

level, enrolls in the course for the Graduate Diploma in

Student Welfare may, with approval, be given credit for

subjects the equivalent of which have been passed in the

other tertiary studies provided that the amount of credit shall

not exceed 50 per cent of the requirements of the course.

Exemption from some of the requirements of a subject may

be granted to students who submit evidence of having

completed related studies and/or experience in those

areas.

Course Objectives

GRADUATE DIPLOMA IN STUDENT WELFARE

The course has as its objectives that diplomates should be

able to:

■ make effective personal contact with students, staff,

parents and significant others;

• facilitate the development and implementation of

educational strategies aimed at identifying and meeting

the range of personal, vocational and academic needs

of students;

• critically analyse structures, policies and relationships in

schools and colleges in relation to the effective

provision of student welfare;

■ facilitate the development and maintenance of

organisational structures and networks aimed at

supporting educational strategies designed to meet the

range of needs of school and college students; and

■ enhance self management in ways which enable them to

increase their effectiveness as student welfare resource

people.

More specifically, it is intended that graduates of this course

should be able to:

suggest explanations for human social behaviour;

identify contextual factors that affect the educational

process and the behaviour of individuals and groups

within educational settings;

establish and maintain effective working and helping

relationships;

develop and implement programs related to student

welfare within their own educational environrnent'

apply strategies and skills to facilitate change in

educational structures and processes, particularly in

those aspects that relate to student welfare; relate to apply knowledge, skills and strategies to

families and other groups and agencies within the

community that are concerned with the welfare of

students and/or their families;

775-111

775-112

775-114

775-115

Sub-Total

775-113

775-116

775-117

■ apply strategies and skills of self-management and the

maintenance of personal and professional effectiveness

in the student welfare context; and

• develop an approach to working relationships that is

based on mutual respect, trust and personal

responsibility and accountability for one's own attitudes,

values and behaviour.

Course Structure and Progress The Graduate Diploma in Student Welfare may be granted to a

student who has complied with the prescribed conditions and

has gained a cumulative score of 100 points by having passed

or been given credit for the seven compulsory subjects.

The course is comprised of seven subjects including two

strands of three subjects each:

Strand 1:

Helping Interventions 1

. Helping Interventions 2

Helping Interventions 3

Strand 2:

Student Welfare: The Social Context

Student Welfare: Community Resources

Student Welfare: Implementation

and the Project (or an approved elective)

First Year Points

Helping Interventions 1

20.0

Helping Interventions 2

20.0

Student Welfare: Social Context

10.0

Student Welfare: Community Resources

10.0

60.0

Second Year

Points Helping Interventions 3

15.0

Student Welfare: Implementation

10.0 Project

15.0

or an approved elective Sub-Total

Total

Students wishing to undertake an approved elective will be

required to negotiate this with the Course Co-ordinator

indicating the relevance of the proposed elective to their

particular professional role and circumstances, to their prior

studies and to their existing research skills.

The following accredited subjects from the Graduate

Diploma in Educational Administration and the Graduate

Diploma in Curriculum have been accepted as approved electives:

Subject Points

773-164 Participation, Access and Equity in

Education (GDEA) 16.7 773-165 Professional Development and Training (GDEA) 16.7 774-118 Advanced Teaching Practice (GOC) 16.7

Course Code The course code for the Graduate Diploma in Student Welfare is 278.

Subject Descriptions

775-111 HELPING INTERVENTIONS 1

Credit points: 20.0

Contact: Fourteen 3-hour sessions for one semester. (First

semester.)

Objectives: On completion of this subject students should

be able to:

■ explain the dynamics of behaviour and behaviour change;

■ explain a range of theories of interpersonal

communication;

• apply models of helping to educational settings;

• use basic interpersonal and helping skills;.

• state their values in relation to the helping role of the

teacher;

• apply the theories, concepts and skills studied in their

own professional situations; and

• understand the nature of stress and particularly how it

affects teachers and students.

Content: Theories of interpersonal communication; models

of helping relevant to educational settings; training in basic

interpersonal and helping skills; behaviour and behavioural

change through the study of selected psychological theories.

Assessment: Three assignments (2000 words each) (100

per cent).

775-112 HELPING INTERVENTIONS 2

Credit points: 20.0

Prerequisites: Helping Interventions 1.

Contact: Fourteen 3-hour sessions for one semester.

(Second semester.)

Objectives: On completion of this subject students should

be able to:

• explain and compare selected theories of personality,

learning and development;

■ use advanced helping skills related to goal-setting and

effective action;

■ explain the relevance of assertion theory to their role as

effective resource people in the student welfare area;

■ use a range of assertiveness skills and be able to

discriminate when their use is appropriate; and

• apply a range of strategies for managing and reducing

stress at an individual and organisational level;

Content: Behaviour and helping interventions; personality;

learning; developmental theories and the implications for

educational settings; goal setting; decision-making; planning

effective action; assertiveness skills relevant to the

provision of student welfare; the initiation of effective

problem solving in educational settings.

Assessment: Three assignments (2000 words each) (100

per cent).

40.0

100.0

775-113 HELPING INTERVENTIONS 3

Credit points: 15.0

Prerequisites: Helping Interventions 2.

Contact: Fourteen 3-hour sessions for one semester. (First

semester.)

Objectives: On completion of this subject students should

be able to:

■ use helping and assertive skills relevant to the

development and implementation of action programs for

students;

■ design and use strategies and programs related to the

management of stress in organisations;

■ explain group processes and identify key factors in

group effectiveness;

■ use strategies and skills related to group leadership and

pa rticipation in teams developing student welfare

programs;

■ understand theories of conflict and mediation;

■ use skills of problem-solving, values clarification,

conflict management and mediation applicable to their

professional settings; and

■ articulate the professional ethics involved in helping

situations.

Content: Group behaviour; group processes; skills involved

in effective leadership and pa rticipation; theories and

process relating to conflict management and mediation;

implications of these concepts and skills for the

development of students as effective resource people and

for the implementation of appropriate approaches to student

welfare.

Assessment: Three written assignments (1500 words) (100

per cent).

775-114 STUDENT WELFARE: THE SOCIAL CONTEXT

Credit points: 10.0

Contact: 30 contact hours. Three weekend sessions on

dates to be advised. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ evaluate the impact of organisational structures and

processes on the quality of student welfare in

educational settings;

■ critically discuss changes in Australian society which

impact on students, their families and education;

■ explain and discuss the changing nature of Australian

families and the implications of these changes for

students in schools and colleges; and

IN understand the experiences of childhood, adolescence

and young adulthood in contemporary society and the

implications for education.

Content: Concepts of student welfare; changes in Australian

society that impact on students, their families and

education; childhood adolescence and young adulthood in

contemporary society.

Assessment: An assignment (3000 words) (100 per cent).

775-115 STUDENT WELFARE: COMMUNITY RESOURCES

Credit points: 10,0

Prerequisites: Student Welfare: The Social Context.

Contact: 30 contact hours. Three weekend sessions on

dates to be advised. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ evaluate the social welfare provisions available in

Australian society;

■ describe the wide variety of welfare services available to

the community and to teachers;

■ apply the relevant procedures necessary for gaining

access to and utilising these facilities;

■ understand and apply ethics to govern liaison between

professionals; and

■ interact and work with people engaged in community

activities.

Content: Welfare systems in the community that

complement and extend the student welfare provided by

schools and colleges and by teachers; skills that enable

students to work effectively with a range of community

agencies.

Assessment: A written assignment (2500 words) (80 per

cent); and an oral report of a specific agency visit (500

words) (20 per cent).

775416 STUDENT WELFARE: IMPLEMENTATION

Credit points: 10.0

Prerequisites: Student Welfare: The Social Context.

Contact: 30 contact hours. Three weekend sessions on

dates to be advised. (First semester.)

Objectives: On completion of this subject students should

be able to:

■ explain the impact of government policy on education in

general and student welfare in pa rticular;

I explain the social and political implications of student

welfare in schools;

IN explain the relationship between student and teacher

welfare and the provision of effective teacher welfare;

■ identify and evaluate change processes in educational

organisations; and

■ identify potential areas of innovation or change relevant

to educational settings;

Content: Models of student welfare and the relationship

between student welfare and the total educational provision

of schools and colleges; change processes; planning,

implementing and evaluating change in the students' own

educational settings.

Assessment: A written assignment (3000 words) (100 per cent).

Technology' Education

775-117 PROJECT

Credit points: 15.0

Contact: Five 3-hour seminars and individual supervision.

(Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate the knowledge, strategies and skills

acquired during the course by successful application to

an aspect of student welfare in the participant's

particular educational setting;

I use an action research model for the development and

implementation of change;

I use peer consultancy skills in a practical situation; and

I apply problem solving, personal and interpersonal

management processes and program development skills

in an educational setting.

Content The Project is intended to utilise and extend the

knowledge and skills acquired during the course with

particular emphasis on the needs and settings of individual

students. Students are required to design, implement and

evaluate a practical change program in their own school or

college.

Assessment A formal report (5000 words) (100 per cent).

COURSE CO-ORDINATOR: GEOFF RODGERS, ROOM G260, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE: (03) 810 3232.

The Graduate Diploma in Technology Education is a one-year

full-time or equivalent part-time course which is designed to

provide professional development and re-training for

teachers in technology studies and for those involved in

courses where technology and technological change is a major consideration.

Entry Requirements A person may be a candidate for the Graduate Diploma in

Technology Education (title changed from Graduate Diploma

in Education and Training (Technology) who:

■ has qualified for a degree or diploma of this or another

university or tertiary educational institution which is recognised by the Institute of Education; or

■ has an equivalent qualification or experience which is

recognised by the Institute as evidence of adequate training for the purposes of this standing resolution; and

■ has completed at least one-year of teaching experience; and

■ has obtained the consent of the Institute.

Course Objectives

GRADUATE DIPLOMA IN TECHNOLOGY EDUCATION

The course aims to develop in students knowledge and

competence in a range of applications of technology,

teaching and training strategies that will be appropriate to

their students level of education or training, and leadership

in technological change.

The course has as its objectives that diplomates should be

able to:

■ describe a philosophy of technology and technological

change with which they can personally identify and which

they are confident to apply in their particular teaching

context;

■ understand technology and the implications of

technological change for the individual, in relation to the

work-place, education, school and college curricula, and

society generally;

■ be skilled in a variety of technological processes;

■ teach broadly-based technology studies in school and

college curricula; and

■ evaluate, develop and implement innovative curriculum

and teaching strategies in technology education.

Special Entry Requirements Hawthorn may admit to the course a limited number of

applicants who, whilst not meeting the above requirements,

are regarded as suitable for admission because of a

particular qualification and/or experience and involvement

related to one of the major strands of the course.

In establishing whether an applicant has reached an

acceptable level of preparation, the following will be taken

into account:

I qualifications held by the applicant;

■ the level and scope of the applicant's established

competence, experience and interest in technology

education and training; and

■ the level and scope of the applicant's desired future

involvement in activities directly related to technology

education and training.

Period of Candidature After being admitted, a candidate must pursue a course of

advanced studies for at least one and not more than two

academic years as a full-time student, or for at least two

and not more than four academic years as a part-time

student, unless a candidate has had a different period of

candidature approved by the Academic Board on the

recommendation of the Institute.

Credit A student who, having completed other studies at a tertiary

level, enrolls in the course for the Graduate Diploma in

Technology Education may, with approval, be given credit for

subjects the equivalent of which have been passed in the

other tertiary studies provided that the amount of credit

shall not exceed 50 per cent of the requirements of the

course.

Exemption from some of the requirements of a subject may

be granted to students who submit evidence of having

completed related studies and/or experience in those areas.

Course Structure and Progress The Graduate Diploma in Technology Education may be

granted to a student who has complied with the prescribed

conditions and has gained a cumulative score of 100 points

by having passed or been given credit for six subjects.

Students will complete four core units and a minimum of

two elective units which will enable them to broaden their

knowledge in specialist technology areas. It is preferred that

students study the core subjects in sequence.

Subjects Points

Core 775-144 Technology and Technological Change 16.7

775-145 Application of Technology 16.7 775-146 Leaming and Processes in Technology Education16.7 775-147 Technology Education in the School/

College Curriculum 16.7

Sub-Total Elective - Choice of two:

66.8

775-124 Design and Technological Development 16.7 775-125 Information Processing for Design

and Manufacturing 16.7 775-148 Introduction to Micro-Electronics 16.7 775-149 Materials Technology 16.7 775-150 Computer Numerical Control 16.7 775-151 Mechanisms and Machines 16.7 775-152 Computer Aided Design and Graphics 16.7 775-153 Workshop Techniques and Practices 16.7 775-154 Applied Project 16.7 Sub-Total 33.4 Total 100.2

Assessment Assessment in the Graduate Diploma in Technology Education is based on the concept that given active involvement and effort, it should be possible for each participant to attain success. The assessment policy therefore:

■ rejects the use of predetermined or fixed proportions of students to each grading;

■ bases assessment on performance criteria or attainable goals; and

• evaluates the quality of assessment tasks and the associated content of the course in order to improve future assessment tasks and procedures.

Consistent with the diversity of students and the affirmation of the value of participation:

■ students will be encouraged to develop or to negotiate their own assessment tasks within given guide-lines;

• the tasks set for assessment will allow for a variety of

responses; and

■ all work requirements specified for each subject must be completed to qualify for a pass in the course.

Course Code The course code for the Graduate Diploma in Technology Education is 878.

Subject Descriptions Core Subjects

775-144 TECHNOLOGY AND TECHNOLOGICAL CHANGE

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available. (First

semester.)

Objectives: On completion of this subject students should

be able to:

■ describe popular attitudes to, and perceptions of,

technology and technological change;

■ describe the historical development of a range of

technologies and the impact of technology and

technological change on society and education;

I understand the development of technology processes

and products;

• evaluate technology policies and the role of government

and interest groups;

• analyse economic, environmental, social and political

issues associated with the introduction and use of

technology as a basis for developing sustainable and

moral judgements; and

■ apply practical technological knowledge and skills;

Content: Definition of technology and technological change;

historical developments and the social impact of

technological change; current developments in technology;

technology policies and the role of government and interest

groups; issues related to the introduction and use of new

technology; impact of technology and technological change

in education.

Assessment: A case study of a particular technology in

terms of its historical, current and projected economic,

social and educational implications (approximately 3,000

words) (60 per cent); and the development of a minor

project that explains the goals and outcomes of technology

education in a students teaching context (40 per cent).

775-145 APPLICATION OF TECHNOLOGY

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available.

(Second semester.)

Objectives: On completion of this subject students should be able to:

■ understand skill and knowledge areas appropriate to

primary and post-primary education;

■ understand the ways in which developments in

technology influence work practices and living and

working conditions of users and consumers;

■ apply knowledge and skill for using technology in areas of

material, construction. information and transportation; and

■ suggest and discuss changes in existing curriculum to

adequately prepare young people to adapt and make

most proficient use of new technology.

Content: New and developing technologies in four major

technological systems, manufacturing, information,

construction and transport; the relationships between

technologies; work practices and living conditions; the

implications of technological development for education and

training.

Assessment: An investigation into a technological area

(3000 words) (60 per cent); and an investigation, collection

and critical appraisal of 10 journal articles dealing with

contemporary technological developments and their

implication (40 per cent).

775-146 LEARNING AND PROCESSES IN

TECHNOLOGY EDUCATION

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available. (First

semester.)

Objectives: On completion of this subject students should

be able to:

■ understand the difference between learning strategies,

teaching strategies and learning processes;

■ analyse various learning strategies and apply

appropriate criteria for selecting methods and types of

activities;

■ trial and evaluate teaching and learning strategies in the

classroom; and

■ evaluate the effectiveness of learning strategies and

identify the impact on the learning process.

Content The application and analysis of a variety of learning

processes; problem solving and design approaches in

technology education; learning theories in the context of

participant experiences; preparation, planning, presentation

and evaluation of a range of learning strategies. • Assessment A class presentation and written evaluation of

a selected learning strategy (3000 words) (60 per cent);

preparation, application and evaluation of a problem brief

(1000 words) (20 per cent); and an evaluation of a teaching

program focusing on objectives and outcomes (1000 words) (20 per cent).

775-147 TECHNOLOGY EDUCATION IN THE

SCHOOL/COLLEGE CURRICULUM

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available. (Second semester.)

Objectives: On completion of this subject students should

be able to:

■ discuss and evaluate technology studies curriculum

materials;

■ identify and apply appropriate curriculum materials;

I understand principles relating to the implementation of

technology studies as identified in the Technology

Studies Frameworks and VCE Study Designs; and

■ undertake action research in the delivery of technology

studies curriculum.

Content: The nature and purpose of technology education in

schools and colleges; case studies of existing

school/college programs; alternative approaches to

learning; curriculum approaches; curriculum change;

evaluation of programs; planning for future needs.

Assessment: A case study in curriculum change for

technology education (4500 words). Each participant will be

required to work through a process resulting in the

introduction of a new subject or program, or the modification

of an existing subject or program within their own teaching

context.

Elective Subjects

775-124 DESIGN AND TECHNOLOGICAL

DEVELOPMENT

Credit points: 16.7

Contact: Twelve 3-hour lectures. (First or second semester)

Objectives: Students completing this subject should be able

to:

■ develop and articulate a personal philosophy of design

in the context of technological development;

■ identify and analyse applications of design in the

solution of technological problems;

I exhibit an ability to identify and critically analyse the

impact of design and technological solutions on society,

industry and the environment; and

■ demonstrate an understanding of technological design

perspectives, issues and competencies and the ways in

which they may be incorporated in technology education

curricula.

Content: Examination of selected design theories and

perspectives e.g. Papanek, Krane, Nelson; reflection on

personal value systems; developing a personal design

philosophy; examination and evaluation of selected design

methods and strategies; investigation of elements and

principles of product design; analysis of creative problem

solving techniques; analysis of design communication

methods and exploration of computer design techniques and

applications; a study of the impact of design and

technological solutions on society, industry and the

environment; examination of the role of ergonomics,

aesthetics, product analysis and product history in

technological design; critical analysis of published

curriculum documents relating to design and technology e.g.

National Technology Statement, Curriculum Frameworks and

the Victorian Certificate of Education study designs;

identification and exploration of technological design

perspectives, issues and competencies in the context of

developing technology education curriculum.

Assessment: A minor task based on completion of set

exercises related to subject content (equivalent to 2000

words)(40 per cent); a major task in which students will

investigate, develop and present a design project for a

technological problem (equivalent 3000 words) (60 per cent).

775-125 INFORMATION PROCESSING FOR DESIGN AND MANUFACTURING

Credit points: 16.7

Contact: Twelve 3-hour lectures. (First or second semester.)

Objectives: Students completing this subject should be able

to:

■ analyse and apply information processing principles to

assist in the solution of technological problems in the

manufacture of products;

■ identify and apply computer aided design and numerical

control principles;

■ integrate and apply the principles associated with

manufacturing and information processes;

■ develop school and college based curricula for

information processing, design and manufacturing.

Content: Investigation of computer aided design and

drafting (CADD) and computer aided manufacturing (CAM)

information in the manufacturing process; examination of

the interaction between design, information and production

processes; examination of the manufacturing relationship

between design concepts, computer generated information,

transfer systems and production processes; the

development and production of applied prototype systems;

the use of computer applications and CADD software in

technological problem solving; transformation of information

using computer and numerical control; use of design

methods, mechanical principles, programming, testing and

evaluation in computer applications, identification of

strategies and curriculum content for school or college;

areas of focus to include information processing, computer

applications, design problems and methods, mechanical

principles, computer software, numerical controlled

programming, transfer systems, prototype production,

testing and evaluation.

Assessment: A minor task which will require the research

and design of set tasks that precede the major assignment

(equivalent to 1500 words) (40 per cent). A major task

which will require students to complete a project leading to

the manufacture of a product. The project will require the

development of a specification and application of the design

information (equivalent to 3000 words) (60 per cent).

775-148 INTRODUCTION TO MICRO-ELECTRONICS

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions,

discussions and industry and educational visits. A combination weekend/vacation program is available. (First semester.)

Objectives: On completion of this subject students should be able to:

■ understand basic electronic theory, components and

processes;

• construct various electronic systems;

• design and build electronic systems;

• fault find electronic systems;

■ develop student project briefs in electronics; and

• investigate systems in terms of input, process and

output.

Content: Micro-electronic applications in industry including

flexible manufacturing systems; robots; programmable

controllers; computers; the impact of micro-electronics on

education including electronics versus micro-electronics;

maintenance and repair strategies; fault finding.

Assessment: Successful completion of a practical project

which requires the development and construction of a

microelectronic system or the modification of an existing

system, to suit a different purpose (40 per cent); and a

major report consisting of a case study of micro-electronic

applications in industry or the impact of micro-electronics on

education (approximately 3000 words) (60 per cent).

775-149 MATERIALS TECHNOLOGY

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available.

(Second semester.)

Objectives: On completion of this subject students should

be able to:

• test materials to identify properties and characteristics;

• understand the production and processing of various

materials;

■ understand ways of joining and combining various

materials;

IN use appropriate materials in the design of solutions to

technological problems;

• construct articles using a variety of materials; and

I evaluate the suitability of materials in terms of

manufacture, finish and performance.

Content: Materials and their applications; identification,

classification, and evaluation of material for technology

studies; testing the characteristics of materials;

experiments and simple testing equipment; developing

curriculum in materials technology.

Objectives: Develop and trial curriculum in which students

determine the properties and working characteristics of a

material (60 per cent); and two short tasks (1000 words

each) (40 per cent).

775-150 COMPUTER NUMERICAL CONTROL

Credit points: 16.7

Contact Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available. (First

or second semester.)

Objectives: On completion of this subject students should

be able to:

■ analyse the structure of computer numerical control

programs;

■ describe the principles behind the transfer of

information;

■ transfer data between computer systems;

■ describe the design concepts in computer control

software;

■ apply skills in operating numerical control systems;

I manufacture products from a computer design and

numerical control program;

■ describe methods of debasing data; and

■ describe strategies for school based curriculum in

computer numerical control.

Content Computer numerical control; computer numerical

control programming and design concepts; transfer of

computer numerical control programs; editing and machining

components; computer numerical control machining in

technology studies.

Assessment A major assignment which includes compiling

a portfolio on computer numerical control technology and

the generation of a computer numerical controlled program

(70 per cent); and completion of two minor tasks (30 per

cent).

775-151 MECHANISMS AND MACHINES

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available. (First semester.)

Objectives: On completion of this subject students should be able to:

■ construct models to demonstrate mechanical principles;

■ design mechanisms to perform prescribed tasks;

■ analyse machines and mechanisms in terms of input,

process and output;

■ understand scientific principles related to machines and mechanisms;

■ adapt machines and mechanisms to solve technological problems; and

■ suggest appropriate activities for school curriculum.

Content: The definition and function of mechanisms;

principles of machines and of construction; safety issues e.g., safe and effective use of tools and materials;

enhancing efficient performance; introducing mechanisms

into the school and college curriculum. Assessment A demonstration of the effective application of

particular principles e.g., a linkage/lever mechanism to

provide reciprocating motion to a cutting blade (60 per cent);

and preparation of a portfolio of information about

mechanisms and machines which assist the students in

achieving the subject objectives, and which is of potential

use in the participant's teaching context (40 per cent).

775-152 COMPUTER AIDED DESIGN AND GRAPHICS

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available.

(Second semester.)

Objectives: On completion of this subject students should

be able to:

■ demonstrate competence in using computer terminals

and printers;

■ demonstrate expertise in at least one Computer Aided

Design Drafting (CADD) or Computer Aided Graphics

(CAG) software package;

■ demonstrate design skills in graphic presentations;

■ use computer graphics to solve technological problems;

and

I suggest ways of incorporating computer graphics in

school technology curriculum.

Content: Computer aided graphics and design; current

hardware and software; the elements of graphics and design

and their relationship to computer aided design; geometric

thinking and planning principles; review and use of software

including various features for generating, editing and printing

graphic designs.

No computer experience is necessary. This program allows

for individual skill levels and provides challenge at a range

of levels.

Assessment: A computer generated graphics project

designed by the participant for their teaching context (80 per

cent); and a range of short exercises (20 per cent).

775-153 WORKSHOP TECHNIQUES AND PRACTICES

Credit points: 16.7

Contact: Twelve 3-hour lecture and workshop sessions. A

combination weekend/vacation program is available.

(Second semester.)

Objectives: On completion of this subject students should

be able to:

I understand safety issues in workshops related to

various materials;

■ demonstrate safe practice in workshops when using

various materials;

■ practice the safe use of a range of hand tools, portable

power tools and fixed machines in workshop settings;

■ plan construction projects using a variety of materials

and evaluate their implementation; and

I suggest a range of teaching strategies suitable for

workshop environments.

Content: Workshop requirements; review of safety

procedures and practices; characteristics and working

qualities of materials; techniques and methods in working

with materials and using tools and equipment; teaching

technology studies in workshop settings.

Assessment: Construction and evaluation of a technological

object using materials and techniques that are new to the

participant (60 per cent); and a demonstration of

competency in a range of skills in at least four workshop

areas (40 per cent).

775-154 APPLIED PROJECT

Credit points: 16.7

Special requirements: This subject requires the preparation

of a project contract and the allocation of a supervisor for

the duration of the work.

Contact: The participant will attend a planning meeting and

scheduled review meetings with an appointed supervisor.

(First or second semester.)

Objectives: On completion of this subject students should

be able to:

■ identify a simple technological problem and develop a

successful solution;

■ evaluate the outcomes of such a project;

■ suggest school applications of the concept of an applied

project; and

• prepare a detailed report and/or folio about such a

project.

Content: A learning contract with the participant taking into

account current technological developments, possible or

projected new developments, the practical experience of the

participant and the potential place of the particular

technologies in the participant teaching context.

Assessment: Each project will be assessed by the

supervisor and the lecturer in charge of the subject. The

criteria for successful completion of an applied project will

include the degree of success of the participant in achieving

the negotiated and stated objectives for the particular

learning contract, the level of co-operative planning with the

appointed supervisor and the quality of the submitted

documentation.

MASTERS ADVISER: DR NOEL STONEHOUSE, ROOM 2255, SCHOOL OF TECHNOLOGY EDUCATION AND DEVELOPMENT, HAWTHORN CAMPUS, TELEPHONE:

(03) 810 3361

General: The following subjects are offered in the Master of

Education (M6) in the School of Technology Education and

Development in 1994.

773-601 Management Education: Processes in Training & Development

773-602 Change Processes in Work Contexts 773-604 Education, Work and Technology

Approval will be sought to offer the following additional M6 subjects in 1995.

773-603 Management of Curriculum in Education and Training 773-605 Strategic Management in Educational Organisations 773-606 Managing Conflict in Organisations 773-610 The Social Psychology of Organisational Behaviour

Students intending to undertake higher degrees by research

are advised to complete a research methodology subject at

the Masters qualifying year.

In addition, students who elect to complete the one year

Master of Education course by minor thesis and the

satisfactory completion of two approved Master of Education

subjects, may be required to participate in research

methodology seminars as a hurdle requirement.

Subject Descriptions

773-601 MANAGEMENT EDUCATION: PROCESSES IN TRAINING & DEVELOPMENT

Credit Points: 25.0

Contact: Class contact time will be 26 hours for one

semester. (First semester.)

Objectives: Students completing this subject should be able

to:

• demonstrate an understanding of the concept of adult

learning and the particular characteristics and

predispositions of managers and administrators which

impact on the outcomes of education and training;

• describe and evaluate theories of leadership relevant to

the education and training of managers and

administrators;

• demonstrate an understanding of the significance of the

social, psychological, physical and cultural contexts for

learning;

• present an evaluation of theories of group formation and

development and demonstrate an understanding of the

influence of group culture development on learning

outcomes in education and work contexts; and

• demonstrate an understanding of the issues

surrounding the learning needs of the work place, and

the processes that promote the effective transfer of

learning to work.

Content: Managers and administrators as learners;

leadership in management education and training; learning

environments for management education and training; group

culture development and learning in educational and work.

contexts; the relationships between management education

and training and work.

Assessment: A minor assignment in which participants will

analyse two current journal articles on one content area

(2000 words) (40 per cent); and a major assignment on an

appropriate topic to be negotiated with the lecturer (4000

words) (60 per cent).

773-602 CHANGE PROCESSES IN WORK CONTEXTS

Credit Points: 25.0

Contact: Class contact time will be 26 hours for one

semester. (Second semester.)

Objectives: Students completing this subject should be able

to:

• describe the major innovation and change models which

apply to organisations as a whole;

■ evaluate the changing significance of work in human

society:

■ research and analyse their own work situations bringing

relevant theory to bear in the analysis; and

• diagnose, design, implement, and evaluate relevant

planned change.

Content: Major models of change processes; barriers to

change in organisations and work practices; the change

agent; organisational development and transformational

approaches: implementation processes; evaluation of

innovations.

Assessment A minor assignment in which participants are

asked to analyse precisely and concisely the essential ideas

and arguments of selected joumal articles (2000 words) (40

per cent); and a major assignment on a topic which entails a

detailed strategy plan for change which is to be supported

by research data collected (4000 words) (60 per cent).

773-603 MANAGEMENT OF CURRICULUM IN EDUCATION AND TRAINING

This subject is not offered in 1994.

Credit Points: 25.0

Contact: Class contact time will be 26 hours for one

semester.

Objectives: Students completing this subject should be able

to:

■ articulate critical philosophical continuities and

discontinuities that apply to education, training, work

and related concepts;

■ understand the purposes and policy implications of

different approaches to curriculum as they apply to

education and training;

■ identify key elements of effective curriculum

management in educational and training settings; and

I investigate and analyse the social, moral and political

factors that shape curriculum in educational and training contexts.

Content Concepts of education, training and work; models

of curriculum development for education and training;

managing the curriculum process in education and training;

politics and ethics of education and training.

Assessment: A class paper describing a particular issue,

problem or incident from the participant's own organisation,

or from past experience, that embodies critical questions for

the management of curriculum in education and training

(2000 words) (40 per cent); and an essay that analyses

some aspect of curriculum management in the light of

theories studied in this subject (4000 words) (60 per cent).

773-604 EDUCATION, WORK AND TECHNOLOGY

Credit Points: 25.0

Contact: Class contact time will be 26 hours for one

semester. (Second semester.)

Objectives: Students completing this subject should be able

to:

• understand the history of work and technology and

related social and cultural functions;

• analyse the varied forms of organisation of production,

and the associated power relations;

■ exhibit an ability to critically analyse the ideologies that

legitimate social, educational and industrial practice;

and

• articulate a perspective that takes account of the social

function of education and training in relation to theories

of work and technology.

Content: Theories of work, labour and employment; forms of

work and the organisation of production; the division of

labour; education and training, work and technology.

Assessment: A minor paper in which participants explore the

relationship between work and technology (2000 words) (40

per cent); and an essay on an appropriate topic negotiated

with the lecturer (4000 words) (60 per cent).

773-605 STRATEGIC MANAGEMENT IN EDUCATIONAL ORGANISATIONS

This subject is not offered in 1994.

Credit Points: 25.0

Contact: Class contact time will be 26 hours for one

semester.

Objectives: Students completing this subject should be able

to:

■ demonstrate an understanding of the concept of

strategy and the theories relevant to ways in which

organisations relate and adapt to their environments

and plan for the future;

• examine theories of organisational design, and

organisational structure and restructure, and describe

and evaluate the various approaches to restructuring

and organisation design in response to changes in

context;

■ demonstrate an understanding of the process and

application of organisation review and its relationship to

organisation effectiveness and restructuring;

■ examine theories of organisational change and renewal

which have relevance to the understanding of issues of

staff utilisation within the context of organisational

change and renewal; and

■ describe and evaluate the various management

strategies and responses to organisational

effectiveness and renewal.

Content: Strategy and the process of planning; structure

and organisational design; organisational review; staff

utilisation; management strategy and approaches.

Assessment: A minor assignment in which participants will

analyse the ideas and arguments of selected journal articles

on one content area (2000 words) (40 per cent); and a

major assignment on an appropriate topic to be negotiated

with the lecturer (4000 words) (60 per cent).

773-606 MANAGING CONFLICT IN ORGANISATIONS

This subject is not offered in 1994.

Credit Points: 25.0

Contact: Class contact time will be 26 hours for one

semester.

Objectives: Students completing this subject should be able

to:

■ demonstrate an understanding of classical and

contemporary theories of conflict;

• identify and analyse sources of conflict in organisational

contexts;

• demonstrate an understanding of the processes of

escalation, stalemate and de-escalation in

organisational conflict;

■ critically evaluate theories of conflict management; and

■ evaluate potential dispute resolution systems for

organisational contexts and design a dispute resolution

system for a specific workplace.

Content: The nature of conflict; conflict in organisations;

processes of conflict in organisations; management of

organisational conflict.

Assessment: A minor assignment in which participants

analyse a conflict situation within an organisation with

reference to the appropriate literature (2000 words) (40 per

cent); and a major assignment on an appropriate topic to be

negotiated with the lecturer (4000 words) (60 per cent).

773-610 THE SOCIAL PSYCHOLOGY OF ORGANISATIONAL BEHAVIOUR

This subject is not offered in 1994.

Credit Points: 25.0

Contact: Class contact time will be 26 hours for one

semester.

Objectives: Students completing this subject should be able

to:

• distinguish between perception and reality in

determining organisational behaviour and explain how

perception affects the decision making process;

■ identify the links between motivation and organisational

behaviour and show an understanding of the managerial

behaviours identified with different motivational

theories;

■ explain the sources of an individual's value system and

the relationship between value systems and attitudes to

work;

• examine factors which shape an individual's personality;

and

■ analyse the key political and/or ideological differences

between major learning theories.

Content: Perception and reality in organisational behaviour;

motivation and behaviour; ideological and political values;

personality in organisations; key differences in learning

theories.

Assessment: A minor paper in which students will analyse

the ideas and arguments supporting contrasting views of the

person (2000 words) (40 per cent); and a major paper on an

appropriate topic to be negotiated with the lecturer (4000

words) (60 per cent).

u t óf Institúté Staff

Directorate Director and Chief Executive Officer

JUNE M HEARN MA. PhD

Private Secretary/Executive Assistant

SHIRLEY M WIWAMSON

Business Analyst

WIWAM N SANDFORD BEc

School of Technology Education and Development Office of Associate Director

Associate Director

KEVIN R BLACHFORD BA. BEd. PhD. MACE

Administrative Officer

KYUE LEWIS BAL Hons)

Secretary

EVA VEGA

Centre For Human Resources

Development

Head of Centre

NOEL L STONEHOUSE TPTC. BCam. DipEd. BEd. MEd. PhD

Centre Secretary

DIANE FORTUNE

Senior Lecturer and Course Co-ordinator

RICHARD M COTTER TPTC. MA Honsi.MA in Ed. PhD

Senior Lecturer and Course Coordinator

ELIZABETH A FREEMAN 84 DipEd. BEd. MEd. MAPsS

Senior Lecturer and Course Coordinator

ROSAUND KING BEc. GradDipEd. MAHRI

Senior Lecturer and Course Co-ordinator

LAWRIE DRYSDALE TPTC. BEc. BEd

Senior Lecturer

TREVOR MATTHEWS BCom. BEd, MEd

Lecturer

JULIE M COLEMAN Dip Acc. TTTC. BBus. BEdSt MEdSt

Lecturer

CAROL D'SOUZA BA. Dip ineA2 DpreachArt. MEd

Lecturer

PAUL HANRAHAN BA. GradDipEd. GradDiOCarEd. GradDipMediaStud.GradDipBus GradD pinstTech. ARMIT. MACE

Lecturer

MARGRET HOLDING BSc, DipEd, BEd, GradDipTESL, MAPsS

Lecturer

WENDE MOSS DipTeach(T4FE), GradDipBus(HRD)

Lecturer

JULIE PEARCE BEd, AssocDipVAI

Lecturer

PAULINE E SEITZ BA. DipAdultEd

Lecturer

JON W STEBBINS TPTC. BSc, BEd, GradDipEdCouns, MAPsS

Lecturer

PATRICIA 1 STRONG BA. DipPsych. MAPsS

Centre For Studies in Adult and Vocational Development Head of Centre

GRAEME R PATTERSON TPTC, BA. BEd, MEd, MACE

Centre Secretary

JEANETTE MERLINO

Senior Lecturer and Course Co-ordinator

JOHN J A O'SULLIVAN TPTC, BA, BEd, MA, MBPsS

Senior Lecturer

RALPH K BLUNDEN DipArt TTTC, MA

Senior Lecturer

JAMES D H BROWN BA(Hons), PGCE (TEFL)

Senior Lecturer

ROBERT J CROSTHWAITE DipElecEng, BEd, TTTC

Senior Lecturer and Course Co-ordinator

JOHN DAVID TRIC, DipiechTchg, BEd(Tech)

Senior Lecturer

TERRY M DUFFY CertCatenng & FoodStud. TTrIC, GradDipCurrAdmin, DipLCMSp&Dr

Senior Lecturer and Co-ordinator of Research

PAUL B GLEESON TTrIC, BA, GradDipEdTech, MEd, PhD

Senior Lecturer and Course Co-ordinator

PETA F HEYWOOD TSTC, BA

Senior Lecturer

PAULINE JAMES BSc(Hons), DipEd, BEd, MEdSt

Senior Lecturer

SYD STRONG TSTC, BA, PhD

Lecturer

RONALD W BARKER GradDipBus(HRD),TTrIC, WeldTechCert, DipiechTchg, MAW!

Lecturer

RUSSELL H BEEDLES BA, DipEd, MEd

Senior Lecturer

IAN BROADLEY DipPhysEd, BA,BEd. MEdSt

Lecturer

LESLIE M CARTWRIGHT BA, DipEd, MCA, LSDA

Lecturer

RONALD L DOBSON BA, DipEd, BEd

Lecturer

BLAIR D EDGAR OAM

TPTC

Lecturer

WARREN L GOULD ITrIC, DipiechTchg, TSpTC, BSpEd.MedPrelim

Lecturer

DAVID L MEAD BA(Hons), PGCE

Lecturer

ROBERT GILFILLAN BEd, MEdAdmin

Lecturer

JOHN P McARDLE TPTC, BA(Hons), MEd, MACE

Lecturer,

ROBERT J MEALYEA TTrIC CertElecWeld, DipSocSci, DipiechTchg, BEd, MEd, PhD

Lecturer

DIANNE M MULCAHY BA, DipEd, MEd, MA

Lecturer

PAUL D STAYFER BA. DipAppPsych, MSc, MAPsS

Centre For Technology Education Head of Centre

KEVIN 1 WARD TRIC, DipTechTchg, GradDipGraphCommEd, BEd

Secretary

ANGELA MURTAGH

Senior Lecturer and Course Co-ordinator

MICHAEL BARRACLOUGH BSc, TSTC, BEd, MEd

Senior Lecturer and Course Co-ordinator

TERRY J GUTHRIDGE BA, BEd, MEd

Senior Lecturer

ROBERT L HAYES TPTC, BSc, BEd, MEd, MACE

Senior Lecturer

KAR-TIN LEE BA, DipEd, BEd, GradDipAcc, MEd

Senior Lecturer and Course Co-ordinator

GEOFFREY A RODGERS BldgTechCert, COT(BId), DipBldgCon, TTHC, DipTechTchg, BEd(Tech),

Senior Lecturer and Course Co-ordinator

JOHN S STINCHCOMBE DipTechTchg, GradDipGraphCommEd, BEd

Senior Lecturer RICHARD C VERITY CertArt, AssocDipArt(Indus Design), DipEd

Lecturer

FOSTER F ADEM DipArt&Design, TTTC, BEd Stud

Lecturer

DAVID F BEECH TSTC, DipFineArt

Lecturer

HELEN Y BURROWS DipArt&Design, TTTC, GradDip GraphCommEd

Lecturer

EDWARD J CLARK BA, DipEd, GradDipMediaSt

Lecturer

ROBERT A DAVIS TTHC, DipTechTchg, BEd

Lecturer

PETER DE LA RUE BSc, TSTC, BEd

Lecturer

CHRISTOPHER G FYVIE BSc, DipEd, GradDipEDP, GradDipCompSim, BEd, MACS

Lecturer

JOHN HALEY

Lecturer

GRAEME HARPER ARMIT, BEd, MEd, MRPS

Lecturer

JOHN L HOLLEY TTHC, DipTechTchg, GradDipEdAdmin, WetdTechCert

Lecturer

RUSSELL M KEAM BAppSc, TTTC, GradDipEdAdmin

Lecturer

PAMELA J MADNER Dip4rt&Design, DipEd, GradDipEdTech, GradDipMgmt

Lecturer

J ANTHONY MERCER TTIC, DipTechTchg, ElectronlechCert, GradDipEducMan, BEd

Lecturer

PETER S STEBBINS DipTeach(TandFE), ProfCert-EngTrade, GradDipCAD\CAM, BEd

Lecturer PAMELA ST LEGER DFDP, TTTC, GradDipHomeEcEd, MEOSt

COMMERCIAL UNIT Office of Associate Director Associate Director DONALD K MITCHELL TPTC, BCom, BEd, GradDipEdAdmin, MACE

Secretary

MAUREEN WOOD

Managerial Staff

Manager, Projects

KEVIN W EGAN TPTC, BA(Hons), BEd, MEd

Manager, Marketing and Development

JOHN B CUNNINGHAM BArch, DipEd, GradDipEdAdmin

WILLIAM A CHERRY TTrIC, GradDipGraphCommEd, DipTechTchg

Centre for International Teaching, Training and Development

Co-ordinator of Centre

ROBERT R MURRAY TPTC, TTLC, BA, BEd, MEd, MACE

Lecturer

ANNE C BALLARD BA, DipEd

Lecturer

PETER F HOPGOOD TTrIC, DipTechTchg, DipSocSci, BA(Ed),MSAE(Aus)

Lecturer

GREG ELLIS BA, DipEd

Lecturer

V ROGER DE ZILWA BA, TSTC, DipAppFilm&TVProd, M.Ed.St.

Lecturer

JOHN LILLEY TTAC, BA(Hons),DipTechTchg, MEd, MACE

Lecturer

MARILYN LOPES BA, GradDipTESL, MA (Appling)

Lecturer

GERARD VAN DE VOORDE TTrIC, GAPSCert, DipTechTchg, BEd

Centre for Continuing Education and Training

Co-ordinator of Centre

FAY D IRVINE TTrIC, CertTESL, DipTechTchg, GradDipEdTech

Lecturer

C WALTER BUTTERS GradDipEd, AIAO(A)

Lecturer

M BRYAN DOULIS TTrIC, RadioTechCert, DipTechTchg, BEd, GradDipStudWelf

Lecturer

GEORGE E JONES TTrIC, AutoTechCert, DipTechTchg

Lecturer DIANNE P RYAN DipTechTchg, AssDipAppSc (OH&S)

Staff on overseas postings Consultant GRAEME KINGSTON CertElecEng, DipTchg, BEd(Tech), GradDipCompEd

Consultant

TREVOR R RIORDAN TTrIC, DipTechTchg, BEng(Mech)PE,GradIE, MSAE

Consultant

RICHARD F TREWAVAS DipCivEng. TTTC, BEd, MEd

Consultant

LAWRENCE A VANDENBERG • CertCatering. ACIS, AACS, AASA, CPA, TTTC, BEd, MEd

Hawthorn English Language Centre [HELC] Co-ordinator of Centre

ELAINE BILLINGTON NZ Teacher's Certificate, GradDip TESOL

Co-ordinator, TRAJAL Program -

ANNE ALLAN BA, DipEd(TESL).

ELICOS Teacher

PATRICIA MacRITCHIE BA, DipTchg, BEd,

ELICOS Teacher

DONALD OLIVER BA, DipEd, Cert TESOL,

ELICOS Teacher

CYNTHIA ONG BA(Hons) Cert Ed,DipEd

ELICOS Teacher

PATRICIA STEWART BA, DipEd, Cert TESOL

Commercial Unit Support Staff

Coordinator, Finance

FRED CHURCH FCCA

Accountant

OLIVE G TROLLOPE CPA

Student Accommodation Officer

ERIC I BOER

Student Counsellor

JUDITH HERON BBehSc, GradDipEdPsych

Senior Administrative Officer, OHS Studies

KENNETH J BREMNER GradDipEdAdmin

Administrative Officer

CHARNG HO

Administrative Officer

Vacant

Administrative Officer

ANNE JOHNSTON DipVisArts, DipEd, GradDipEdAdmin

Administrative Officer

KATHERINE KEANE

Administrative Officer LINA SECATORE

Administrative Officer ANN SIMONS

Administrative Assistant LESLIE LIU

Secretary/Receptionist

MURIEL J MCCLELLAND

Corporate Services Office of Associate Director

Associate Director

BRIAN G WIWAMSON lidC. DrpTechTctrg, BEd

Administrative Officer

JULIE SLOAN BA

Secretary

JANINE CAHILL

Secretary

Vacant

Academic Registrar's Office

Academic Registrar

TOM KEAN (on secondment from the Institute of Education. The Unrversity of Melbourne)

Secretary

ELISABETH DENT

Assistant to the Registrar

Vacant

Student Records Officer

STEPHEN GOLDSTRAW BEc

HECS and Fees Officer

ANDRIA KARAGEORGOPOULOS

Admissions Officer

Vacant

Admissions Assistant

VIRGINIA BRANTON

Human Resource Management Office

Manager, Human Resources

MALCOLM BELL BSc. DoE&. BEdSt. MEd. GradCrcBus. CMAHRI

Personnel Officer

JAN MARIANI AdrCerrowwnnel

Payroll Officer

HELEN BOERMA

Payroll Assistant

CAMERON DOUGLAS

Equal Opportunity Officer

EVA SAMLOWSKI BSc. MEdiAdult Educ)

Administrative Officer

Vacant

Educational Resource Centre Institute Librarian

ROBET B HORNETT BA. GradDroL,b. GradDIQEdAdmin

Secretary

NOLA MATTHEWS

Administrative Assistant

JOY PEEK

Reader Services/Cataloguing

Librarian

JOHN R MAIDMENT BA. ARMIT. AALIA

Acquisitions Librarian

LEA WHYTE BA. GraCDipLib.AALIA

Serials Librarian

APOJTOLIA (APPY) LASPAGIS GradDipLib&Info. DipTeach

Library Technician

MARICAR CROOKS AssocDipLib&InfoSts

Library Technician

ELLI PANAGIOTOPOULOS BA, GradDipLib&Info

Library Technician

TAMARA SKYBA CertAppSocSc

Library Clerk

KALARIN BUTLER

Audio Visual

Audio-Visual Librarian

ANDREW VEAL DipGenStud,DipLib

Technical Officer

ROSS GLOVER CertTechnol(Electronics), AssocDipMedia Production, GradDipinstnictional Design

Library Technician

JUDITH SAULTRY CertAppSocSc

Library Technician

DEBRA ADDISON AssocDipLib&lnfoSts

A/V Technician Media Access

ROBERT ALEXY BComp(Oigital Technology), CertTechnol(AVMedia)

Finance Office

Institute Accountant & Company Secretary

ADRIAN GRANT CertBus Studs, BBus, FCPA, FAIB

Finance Administrator

PETER MORRISON CertBusStuds

Accounting Officer

BEVERLEY FLYNN

Purchasing Officer

PETER MURPHY

Computer Resources Unit

Manager, Computer Resources Unit

Vacant

Operations and Communications Officer

CRAIG SASSE

LAN Administrator

BRIAN BERRY

LAN and Operations Support Officer

THANH LONG PHAN DipBusComp

User Support Supervisor

HOWARD KINNS BSc, GradDipEDP, GradDipAdmin, MACS

Academic and Student Officer

SARA HUNTER

Property and Facilities

Co-ordinator, Property & Facilities

IAN M MITCHELL DipAgricSc, TTTC, BAppSc, BEd

Electrical Mechanic

JIM BARKER "A" Grade ElecMech

Maintenance Officer, Mechanical Services

JIM BISHOP

Technician

BARRY BRUCE

Printing Officer

PIM EEKHOF

Receptionist

KAY MCLOUGHLIN

Receptionist

JULIE MORRISON

Clinical Nurse

FIONA MORRISON SPIV

Assistant Property Officer

WARREN R NORTON AssDip Sec Mgt, MSM

Property Security Officer

BRUCE C RENSHAW

Tea Attendants

SYLVIA RENSHAW

LYDIA HOFMAN

Technician and Safety Officer

TREVOR SPICER

Grounds Keeper

IAN WENTWORTH-BELL DipHortSc, Cert Landscape Tech, MAIN

Senior Management of the Institute of Education Dean

Professor KWONG LEE DOW

Deputy Dean

Associate Professor GRAHAM CORR

Associate Deans

Research

Professor BRIAN CALDWELL

Graduate Programs

DR MARJORIE THEOBOLD

Preservice Programs

Associate Professor JOCELYN GRANT

General Manager

BRONWYM ADAMS

Computer Facility Manager

Dr JEFF McDONELL

School Experience and Professional Practice

VAL WEBSTER

Heads of Schools and Departments

Centre for the Study of Higher Education

Professor JOHN ANWYL

Department of Curriculum, Teaching and Learning

Associate Professor GEOFFREY POYNTER

Department of Educational Psychology and Special Education

Associate Professor GRAHAM CLUNIES-ROSS

Department of Language and Literacy Education

Associate Professor RAY MISSON

Department of Librarianship, Information Management and Business Studies

Associate Professor ALLAN THOMAS

Department of Policy, Context and Evaluatation Studies

Associate Professor GABRIELE LAKOMSKI

Department of Social and Educational Studies

Dr ROGER WOOCK

School of Early Childhood Studies

Associate Professor GILLIAN PARMENTER

Department of Science and Mathematics Education

Professor KAYE STACEY

School of Technology Education and Development

Associate Professor KEVIN BLACHFORD

School of Visual and Performing Arts Education

Associate Professor GRAHAM READE

Library Digitised Collections

Author/s:

Hawthorn Institute of Education

Title:

Handbook: Hawthorn Institute of Education 1994

Date:

1994

Persistent Link:

http://hdl.handle.net/11343/24979

File Description:

Handbook: Hawthorn Institute of Education 1994