Educational Futures and Global Communication PG (9795.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UCI - Hangzhou Normal University, Hangzhou
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will have:
1. Explored current trends and future challenges for international education networks through engagement with contemporary international literature;
2. Demonstrated a critical understanding of how interconnected global forces are changing educators' roles and responsibilities;
3. Identified how their own educational environments and practices are being reshaped by global influences; and
4. Demonstrated their improvement in both verbal and written English communication competency.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
The University of Canberra provides a high quality, innovative educational experience. Our courses are designed to equip our graduates to be leaders in their profession, to be outward-looking global citizens and to value life-long learning.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UCI - Hangzhou Normal University, Hangzhou||Period 5||27 September 2021||On-Campus||Dr Ann Hill|
|2022||UCI - Hangzhou Normal University, Hangzhou||Period 3||30 May 2022||On-Campus||Dr Ann Hill|
Cheng, M. & Berman. S. L. (2012). Globalization and Identity Development: A Chinese Perspective. New Directions for Child and Adolescent Development. 138/ 103-121.
Haythornthwaite, C. (2013). Emergent practices for literacy, e-learners, and the digital university. In R. Goodfellow, R. M.R. Lea, Eds. Literacy in the Digital University. London, Routledge. 56 – 66.
Hickling-Hudson, A. & Ferreira, J. (2004). ‘Changing schools for a changing world', in New Questions for Contemporary Teachers, in B. Burnett, D. Meadmore, G. Tait (eds), Pearson Prentice Hill, Frenchs Forest, 153-168.
UNESCO (2005). Network societies, knowledge and the new technologies, Chapter 2. Towards Knowledge Societies. Paris: UNESCO Publishing. 45-56
UNESCO (2005). Risks and human security in knowledge societies, Chapter 8. Towards Knowledge Societies. Paris: UNESCO Publishing. 133-146.
Submission of assessment items
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit. Assessment item 3 must be passed.
Your participation in class will enhance your understanding of the unit content and therefore the quaity of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Basic computer literacy is assumed and students should be able to perform standard file management. Canvas is the delivery maagement tool and students will be required to access this site for Assignment submission and unit materials.
Work placement, internships or practicums