Course Title: Participate in collaborative learning
Part B: Course Detail
Teaching Period: Term1 2019
Course Code: GEDU6094
Course Title: Participate in collaborative learning
School: 360T Education
Campus: City Campus
Program: C4386 - Certificate IV in Tertiary Preparation
Course Contact: Jane Collins
Course Contact Phone: +61 3 9925 4488
Course Contact Email: jane.collins@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 30
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None.
Assumed knowledge:
To successfully undertake this unit, minimum language, literacy and numeracy skills that align to level 3 of ACSF are recommended.
Course Description
In this unit of competency you will be introduced to skills and knowledge required to prepare to enter tertiary study. It will cover the skills required to be able to participate effectively in collaborative learning. This unit addresses the basic skills of group activities, peer evaluation and discussion. This unit is taught in conjunction with VU21866 Communicate verbally in a further study context (GEDU6093).
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU21867 Participate in collaborative learning |
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Element: |
1. Plan group work to complete an academic task |
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Performance Criteria: |
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Element: |
2. Conduct group activity |
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Performance Criteria: |
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Element: |
3. Conduct peer evaluation |
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Performance Criteria: |
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Learning Outcomes
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competence of the above elements. The outcomes described in this unit relate to the Australian Core Skills Framework (ACSF) and Australian Qualities Framework (AQF).
They contribute directly to the achievement of ACSF/AQF indicators of Reading and Writing competence at Level 4.
http://www.acer.edu.au/cspa/australian-core-skills-framework
http://www.aqf.edu.au/aqf/in-detail/aqf-levels/
Details of Learning Activities
The competency will cover skills in team work and working collaboratively specifically on group projects and presentations.
You will:
- Plan group work to complete an academic task
- Establish group work protocols
- Apply collaborative techniques to analyse task requirements
- Produce timeline for stages of completion
- Evaluate group activity
- Conduct peer evaluation
Course Dates:
11 February – 7 June
Mid Semester Break:
Thursday 18 April – Thursday April 25
Teaching Schedule
This unit of competency is taught within an integrated program. It is clustered with VU21866 Communicate Verbally in a Further Study Context (GEDU6093)
Week |
Topic |
Activity |
VU21867 |
VU21866 |
Assessment |
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1
|
Introductions
|
Student and Teacher introductions Learner (peer) interviews/ice breaker activity Marshmallow Challenge group activity using TED Talk Tom Wujec “Build a tower build a team” Enterprise Skills/21st Century Skills – Foundation for Young Australians Explain and sign Code of Conduct with mobile phone etiquette |
E2 |
E1 E2 |
|
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2
|
Critical Thinking
|
Elect SSCC Class Reps Critical Thinking skills 5 tips to improve your critical thinking Analyse discipline specific websites
|
E1 E2 |
E1 E2 |
Start Assessment Task 1: Group Problem Solving |
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3
|
Working in groups
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Roles and Responsibilities for Group work
Group work – practice problem solving scenario (discipline related)
Continue work Task 1: Group Problem Solving Directed Study: finish Assessment Task 1 ready to present in Week 4 |
E1 E2 E3 |
E1 E2 |
Continue work Task 1: Group Problem Solving |
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4
|
Presentation skills
|
What are effective oral presentation skills? Review features of effective Delivery and Content
Complete & submit Assessment Task 1: Group Problem Solving •Complete Part 3 - Present to the class • Evaluate group work |
E1 E2 E3 |
E1 E2 E3 |
Complete Assessment Task 1 in class |
|
5
|
Feedback skills
|
Peer Feedback Skills – giving & receiving constructive feedback
Present study pathway flowchart with teacher and peer feedback for oral presentation skills
Flowchart presentations at table level in groups relating to pathway/study area. |
E1
|
E2
|
|
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6
|
Oral Presentation skills
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Watch and discuss: RMIT Learning Lab –Oral Presentations Engaging audience Preparing for a group presentation Start Assessment 6: Group Project
Directed Study: Record Meeting Minutes on Google Doc and research topic |
E1 E2
|
E1 E2
|
Set up Assessment Task 6: Group Project
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7
|
Group work & Oral Presentations |
Complete the Group work role plays activity (scenarios on A3 paper)
Continue work on Task 6: Group Project
Directed Study Finalise all research and prepare presentation |
E1 |
E2
|
Continue Assessment Task 6: Group Project |
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8
|
Using Visual Aids
|
Do Kahoot Quiz about oral presentations Identify features of effective slides Analyse model slides Don McMillan-Life after Death by Powerpoint”
Final in class preparation for Task 6: Group Project (due Week 9)
Directed Study: edit slides & meet group to rehearse |
E1 E2
|
E1 E2
|
Final in class preparation for Task 6: Group Project (due Week 9) |
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9
|
Oral Presentations |
Assessment Task 6: Group Project Presentations Part 2- Class presentations Part 3 - Reflective writing |
E1 E2
|
E1 E2
|
Deliver group oral presentations in class |
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10
|
Reflective Writing
|
Assessment Task 6: Group Project Finish Group Project Presentations (if required) Reflective writing: Write a 300/400 word reflection and submit to Canvas by Friday Week 10 |
E2 E3 |
E2 E3 |
Assessment Task 6: Group Project Write a Reflective Journal and submit to Canvas by Friday Week 10 |
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11
|
Critical Thinking |
Critical Thinking Research Methods activity
TED Ed & complete quiz "Not all scientific studies are created equal" or "Ugg Boot" Business article from The Age – debate/discuss |
E3 |
E1 E2 |
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12
|
Tutorial skills
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What is an academic tutorial?
Learn about the language for tutorials, the roles of participant and facilitator by completing the quiz/pair activity (A3 sheet)
Show ‘Language for Tutorials’ on screen (IDrive Resources folder) Resources: •Role of Facilitator handout – Groupwork Institute •How to get the most out of tutes
Analyse and discuss Assessment Task 8: Formal Tutorial
Formal Tutorial Practice 1: Read & take notes from academic AV text provided by teacher. Participate in group discussion.
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E3 |
E1 E2
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Start Assessment Task 8: Formal Tutorial
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13
|
Tutorial Skills |
Assessment Task 8: Formal tutorial Part 1: Choose an article Prepare a list of questions to ask as the facilitator – check with teacher
Formal Tutorial Practice 2: Read & take notes from academic written text provided by teacher. Create some tutorial/discussion questions |
E1 E2
|
E1 E2
|
Continue Assessment Task 8: Formal tutorial in class |
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14
|
Tutorial Skills |
Formal Tutorial Practice 3: Read & take notes from academic written text provided by teacher. Create tutorial/discussion questions
Divide class into small groups: take turns to facilitate & participate in a practice tutorial
Assessment Task 8- Formal Tutorial Part 3 Read/watch tutorial texts for allocated tutorial session and take detailed notes |
E1 E2
|
E1 E2
|
Assessment Task 8: Formal Tutorial Part 3 Read/watch tutorial texts for allocated tutorial session and take detailed notes |
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15
|
Formal Tutorials session 1
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Assessment Task 8: Formal tutorial Facilitate 12-15 minute tutorial for your group Part 3 - Be an active participant Part 4 - Self evaluation |
E2 E3 |
E2 E3 |
Complete Assessment Task 8: Formal tutorial in class |
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16
|
Formal Tutorials session 2
|
Assessment Task 8: Formal tutorial Facilitate 12-15 minute tutorial for your group Part 3 - Be an active participant Part 4 - Self evaluation |
E2 E3 |
E2 E3 |
Complete Assessment Task 8: Formal tutorial in class |
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
There are no set texts for this course however it is recommended that you have:
- Laptop computer
- Display folder with plastic sleeves
- Highlighter pens
- Notebook or loose leaf paper
- Earphones
- USB (Memory stick)
Overview of Assessment
This competency is part of an integrated program. You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. Assessment is ongoing throughout the course. Assessment tasks will require you to demonstrate the application of knowledge and skills through practical projects and/or written tasks.
Feedback:
Both verbal and written feedback will be provided throughout the semester, as well as individual and group feedback on practical exercises.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Tasks
Assessment will take place throughout the course.Your work is assessed on a competent (CA)/not yet competent (NYC) basis.
for further information on VET Grades Competency based assessment: See link
http://www.rmit.edu.au/browse;ID=6voay09je4v9
You will be given written feedback on all assessment tasks. There will be individual and group projects completed both in and out of class.
Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.
Summative Assessment:
Assessment Task 1: Group Problem Solving (due Weeks 3-4)
Plan and implement a group task to complete an academic task.
Assessment Task 6: Group Project (due Week 9)
Group work task to research and report on an academic topic with a formal group oral presentation.
Assessment Task 8: Formal Tutorial (due Weeks 15-16)
Research and analyse academic texts and facilitate and participate in a formal tutorial with a group.
Formative assessments: ongoing observations, summaries and review of student work
Please note:
Assessments tasks will include other courses (Units of competency) from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
Note: For information about grade average and articulation into other RMIT courses see ’Other Information’.
Cover Sheets
You must complete a submission cover sheet for every piece of work submitted in hardcopy. The signed cover sheet acknowledges that you are aware of the plagiarism implications
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to performance criteria. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program.
You are encouraged to discuss any problems or concerns with your teacher or Program Coordinator. An assessment delivery plan will be available on CANVAS.
Other Information
Attendance
This is an online course. It is strongly advised that you attend the introductory face to face session and engage in the required learning activities online, ensuring the maximum opportunity to successfully complete this course.
Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.
Student program policy www.rmit.edu.au/policies/academicprogress
Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Extension www.rmit.edu.au/students/assessment/extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration www.rmit.edu.au/students/specialconsideration
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview