EUN657 Leading the Learning of Others

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

In this unit, you will learn how to lead the collective and individual learning and development of others, whether you are a mentor, middle leader, professional developer, school or system leader or aspiring leader. You will engage with adult learning theories and principles and explore how these can be applied to designing learning processes for leading others for varying purposes in specific educational contexts. In this unit, you will also be introduced to principles of coaching and mentoring and how to establish and maintain a professional learning culture in workplace contexts.You will engage with specific work-based challenges for leaders such as workplace supervision and managing underperformance and will explore ways to negotiate these challenges effectively and ethically.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrate a body of knowledge including recent developments, concepts and theories relating to leading the learning of others (CLO1.1).
2. Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in leading the learning of others (CLO2.1).
3. Use cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to leading the learning of others (CLO2.2).
4. Demonstrate technical and communication skills relevant to leading the learning of others to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
5. Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).

Content

Learning Approaches

In this unit you will learn through engaging in the following:

• Student-centred, self-paced learning with a strong focus on learning through academic readings and activities that demonstrate application of theory to real world scenarios.
• Active participation in on-line collaborations and workshops.
• Accessing and sharing resources.
• Negotiating authentic assessment tasks for applying scholarly knowledge to real world scenarios and in your own context.

Feedback on Learning and Assessment

You will be encouraged to engage in self-assessment through planned activities. Additionally, formative feedback in this unit will include peer or group feedback on activities designed to support your learning and to provide a foundation for assessment. Feedback will also be provided through the criteria and standards of the summative assessment tasks.

Assessment

Overview

There are two pieces of written assessment for this unit. The first task will provide you with an opportunity to engage with the literature about leading the learning of others in workplace contexts. For the second task you will develop a workplace professional learning plan.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Critical analysis of workplace learning literature

You are to engage with literature around leading the learning of others in workplace contexts and critically analyse how key theories and principles are applied to your workplace context.

This is an assignment for the purposes of an extension.

Relates to learning outcomes
CLOs 1.1, 2.1, 2.2, 2.4

Assessment: Workplace professional learning plan

Develop a professional learning plan for staff in your workplace context. Justify your professional learning plan design and leadership approach by drawing on the literature, theories and principles introduced in the unit.

This is an assignment for the purposes of an extension.

Relates to learning outcomes
CLOs 1.1, 2.1, 2.2, 3.1

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit.