About UWA | The Graduate School of Education | The UWA-HCI Collaboration | The UWA-HCI Master of Education Programme | The UWA-HCI Doctor of Education Programme | The Structure & Schedule | The Faculty Members |
March 2009 Intake- Course Structure & Schedule
Unit 1 |
E-Learning (EDUC8608) |
6 pts |
14 - 17 March 2009 |
25 hours |
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This unit explores the area of e-learning, a rapidly evolving and increasingly prominent area of education. It focuses primarily on the pedagogical aspects of teaching with computers and mobile technologies. Students consider the latest developments alongside the discourse of normalisation; investigate computer-mediated communication and online teaching; explore the emergent web 2.0 and its educational applications; consider general, cultural and linguistic issues in teaching with technology; and become familiar with current research issues. Areas considered may include email, web sites, advanced searches (metasearch, searchrolls), folksonomies, tagging, blogs, wikis, learning management systems/virtual learning environments, discussion boards, synchronous chat, instant messaging, m-learning, podcasting, vodcasting, multi-user virtual environments (virtual worlds) and gaming. Unit coordinator/s
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Unit 2 |
Approaches to Research (EDUC8631) |
6 pts |
6 - 9 June 2009 |
25 hours |
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This unit provides an introduction to research methods (quantitative, qualitative and analytic-interpretive studies). There are five sections: (1) the nature and historical background of research in education; (2) an overview of quantitative research methods; (3) an overview of qualitative research methods; (4) an overview of research methods in the philosophical/historical domain; and (5) proposal development and the writing of research reports, with emphasis on master's dissertations and theses Unit coordinator/s
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Unit 3 |
Qualitative Inquiry (EDUC8634) |
6 pts |
7 - 10 November 2009 |
25 hours |
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This unit gives an overview of present-day qualitative research methods. It includes historical background, the philosophical context and paradigm considerations. It focuses particularly on design and strategy in qualitative research and on the collection and analysis of qualitative data. It also covers developing and writing qualitative research proposals and writing qualitative research reports. Unit coordinator/s
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Unit 4 |
Curriculum Context, Development and Innovation (EDUC8678) |
6 pts |
13 - 16 March 2010 |
25 hours |
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This unit focuses on national curricula as a phenomenon in a variety of countries; teachers' views on curriculum initiatives in a climate of restructuring and devolution; curriculum and ideology, curriculum as a social construct; the nature of curriculum development, differentiating between curriculum design and curriculum development; the nature of situational analysis, the relationship between situational analysis and curriculum development, Skillbeck's approach to situational analysis; an introduction to different forms of curriculum organisation, the subject-based approach to curriculum organisation, the relationship between a subject-based approach to curriculum organisation and the teaching of thinking skills; organising the curriculum according to pupils' interests, 'themes' or 'topics', and 'integration'; and the nature of the curriculum change process, Vanterpool's principles of curriculum change, Adams and Chen's proposition on curriculum acceptance and persistence. Unit coordinator/s
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Unit 5 |
Quantitative Inquiry (EDUC8633) |
6 pts |
5 - 8 June 2010 |
25 hours |
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This unit focuses on the principles of research design and the analysis of quantitative data from research and evaluation studies in education and the social sciences. Topics include reliability, validity, the interpretation of quantitative data and the development of measuring instruments and scales. Unit coordinator/s
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Unit 6 |
Gifted & Talented Education (EDUC8660) |
6 pts |
20 - 23 Nov 2010 |
25 hours |
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The primary aim for this unit would be to enable teachers to design a differentiated curriculum that best caters to the need of the Gifted and Talented Youths. Additionally, teachers should also be able to balance the pedagogy that best help deliver the curriculum they have designed. Unit coordinator/s
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The Major Paper |
Major Paper in Education (EDUC8621) |
12 pts |
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The major paper (about 10,000 words) should provide evidence that the student can generate a problem and/or research area from his/her own interests or professional work in education; demonstrate mastery of that area; and show a capacity to review it critically. While students are encouraged to work closely with their chosen supervisor, there is no requirement to submit a written proposal through the Faculty of Education Research Committee. |
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1st Consultation Session |
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21 - 23 January 2011 |
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2nd Consultation Session |
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7 - 9 May 2011 |
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Date Due: 30 May 2011 |
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* Course dates to be confirmed
About UWA | The Graduate School of Education | The UWA-HCI Collaboration | The UWA-HCI Master of Education Programme | The UWA-HCI Doctor of Education Programme | The Structure & Schedule | The Faculty Members |