| Overview and Aims of the Program |
This specialisation focuses on the skills and knowledge required to lead the process of developing, implementing, managing and evaluating innovative, evidence based approaches to enhancing the quality of learning and teaching in a range of educational contexts. You will be exposed to the most recent developments in the scholarship and research in learning and teaching, and the tasks you complete will enable you to apply this to your own educational context. The capstone unit places innovations in learning and teaching in the broader context of innovation and change in complex educational organisations, and the research unit allows you to conduct a piece of research or scholarship on learning and teaching that is relevant to your workplace. The critical thinking, knowledge management and communicative capacities you will develop can serve to not only enhance your contribution to the agility of your educational institution, but also the learning of those you teach, the capacities of your professional community, and your own lifelong learning. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
1. communicate and share knowledge and understanding with a range of technical and non-technical, professional and non-professional, audiences (C, K, J)
2. effectively explore the academic and professional literatures relating to particular issues in educational theory, policy and practice (K, T, L)
3. articulate the ways in which research evidence contributes to the development of educational theory, policy and practice generally, and in the area of learning and teaching in particular (K, T, E, A)
4. apply your knowledge of the educational research process to evaluate and select from the diversity of views expressed in the academic and professional literatures on educational theory, policy and practice. Use this knowledge to inform solutions for particular problems in various contexts (K, T, P, J)
5. design, conduct, and report on a rigorous program of research or scholarly inquiry into critical issues of relevance to particular problems in particular educational contexts (K, P, I, C)
6. convey an understanding of the nature and characteristics of the various research methodologies which contribute to the development of educational theory, policy and practice (K, T, C, J)
7. understand recent developments in scholarship on educational theory, policy and practice generally, and in the area of learning and teaching in particular, and the research evidence that supports them (K, C, J)
8. analyse, synthesise, and critically review a specialist body of knowledge relating to learning and teaching in a simple and non-technical way so as to enhance the learning of members of your professional community, and to sustain your own lifelong learning (K, T, J, L)
9. use what you have learned to identify factors that may facilitate or inhibit innovation and change in particular educational contexts, particularly in terms of the nature and characteristics of the organisation, its approach to learning and teaching, and its use of educational technology (J, I, E, A)
10. integrate research and scholarship from a wide range of education disciplines in order to inform the development of solutions which may promote innovation and change in particular educational contexts (P, K, T, I)
11. work effectively in collaborative contexts (E, A, J)
12. lead or participate in the process of developing, implementing, and evaluating innovative, evidence based solutions which address critical issues in particular educational contexts (T, I, P, C). |
| Learning and Teaching Methods |
You will be encouraged in this program to acquire relevant skills, knowledge and understanding through a range of independent and collaborative activities. You will read widely from documents including scholarly literature, reports and government policy documents, and you will be expected to draw upon your own professional experiences and reflect upon these in the context of relevant theories and scholarship. Based on the theoretical study and your understandings from the literature, as well as your experiences and your particular educational situation, you will participate in discussions (real and/or virtual) where you will be able to challenge and learn from the ideas and views of others.
All students are expected to be active participants in a range of online activities, which may include participating in or leading group discussions; peer review of the work of other students; and presentations to your fellow students. Online activities use a variety of stimuli and approaches that take advantage of the online medium. |
| Assessment |
Assessment is made on the submission of individual coursework and may include components which reflect your participation in online work. Many assessment tasks will encourage you to relate your new learning to your own particular educational and working context.
Clear standards and criteria for coursework, what is assessed, and how it is assessed, are included in each unit guide. The coursework is designed to develop and assess your ability to appraise and apply theory, policy and practice to higher education contexts.
The program incorporates formative and summative feedback. Both forms of feedback are extremely important and provide you with information and guidance on your development and progress. Feedback may be provided in written form or in discussion with peers and teachers. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
This Master of Education specialization caters to local and international students who work, or plan to work, in educational contexts such as; schools, colleges of Technical and Further Education and other vocational education and training providers, Universities and other Higher Education providers, and in workplace education contexts such as industry, professional associations, nursing, welfare, and the defence forces, etc. This specialisation program enhances their understanding of the body research, theory and practice which underpins Learning and Teaching in order to enhance their own professional practice, and to enable them to lead or participate in the process of developing, implementing, and evaluating innovative, evidence based Learning and Teaching solutions which address critical issues in their own educational contexts. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
