教育学硕士(高阶)

This subject challenges students to engage with a diverse range of educational technologies with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.

Assessment Tasks: Reflection, Blog

Delivery Mode: Online

In this subject, students explore, analyse, and interpret key learning theories relevant to education, and participate actively in a range of contemporary teaching approaches as part of a community of practice. A focus within the subject is the application of these theories and approaches to students’ own practice as educators, and their professional identities and aspirations. Students will begin to consider issues, challenges and opportunities within their professional contexts, and plan for their ongoing development.

Assessment Tasks: Report, E-Folio, Presentation

Delivery Mode: On Campus, Online, Intensive

Design Thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, empathising with those who have a stake in these problems/issues and designing a range of possible solutions that are then prototyped, tested and refined in practice. In this subject, you will explore the concepts and processes of design thinking, including the origins of Design Thinking and its use across a range of disciplines and contexts. Following these general processes, you will then engage in a design thinking process to identify and address an issue within your own professional context. Through this Design Thinking process, you will engage in reflection, analysis and development of your professional skills, knowledge and judgement, and ultimately arrive at an advanced understanding of your roles as both an innovator and a leader in your professional context.

Assessment Tasks: Report, prototyping project

Delivery Mode: On Campus, Online, Intensive

In this subject, you will examine and apply social justice principles to foster equity, diversity and social change. Through a historical and contemporary lens, you will learn about the UN sustainable development goals, current initiatives and campaigns. You will identify a specific social justice issue within a community, and reflect on your challenges, successes, and your voice as an advocate. Navigating real-world examples of social justice causes will empower you to impact change and advocate for human rights.

Assessment Tasks:  Poster, Presentation, Essay

Delivery Mode: On Campus, online 

You will be challenged to investigate contemporary literacy practices and the impact this has on education globally. You will investigate and analyse contemporary paedology as it relates to the theoretical practice of literacy; reading & comprehension; oral language & written language. You will contemplate what the most recent changes in practices and use of new technologies mean for the educator across a variety of settings. You will recognise that there has been a huge change in using evidence-based practice in the field of literacy and this has challenged educators to design appropriate content to meet the needs of contemporary learners. You will also explore a wide range of literacy teaching and assessment strategies—including motivating reluctant readers, promoting comprehension, organising for effective literacy instruction, differentiating instruction and multiliteracies practices. You will respect and draw upon students’ funds of knowledge' to make teaching and learning relevant to individuals’ varied backgrounds and learning requirements and their future in a contemporary society.

Assessment Tasks: Literature review, report, digital toolkit

Delivery Mode: On Campus, Online, Intensive

Using evidence-based research, you will develop the skills to design an inclusive learning environment where all learners can acquire the literacy skills and practices needed for success and full participation for contemporary society. You will critically examine and apply strategies to scaffold and support learners at all levels of literacy, particularly for those who speak English as an additional language or dialect (EAL/D, LBOTE, CALD), First Nations learners, and diverse learners.

Exploring pedagogy and critical literacy approaches, you will be empowered with the tools to design learning experiences inclusive of race, culture, socio-economic status, or gender. You will practice selecting culturally sensitive and relevant instructional materials and literacy texts to meet inclusive practices. Through an in-depth study of critical literacy practices, you will develop the skills for reading, viewing, responding to and producing multimodal and digital texts as tools to take action and bring about change within your community settings.

Assessment Tasks: Report, Presentation, Digital Portfolio

Delivery Mode: On Campus, Online, Intensive

The subject will investigates the importance of research-based assessment and corresponding intervention and instruction. It examines monitoring and measurement of learner progress; and use of these measures of learner progress to shape instruction to make informed educational decisions.

You will explore the importance of using a range of assessments, including universal screening and educator-directed assessments of literacy skills in order to determine which learners need closer monitoring, or additional interventions or alternative learning experiences to optimise literacy development.

You will understand the importance of using a collaborative approach by home, community and education staff for development, implementation, and monitoring of the intervention process. You will engage in continuous monitoring of learner progress during the interventions, using objective and subjective information to determine whether learners are meeting goals.

The subject provides practical strategies to ensure that educators are confident to respond to the individual needs of learners in educational contexts. It also provides the practical skills to run an education wide best-practice intervention plan.

Assessment Tasks: Annotated Bibliography, Audio Visual Presentation, Professional Development Plan

Delivery Mode: On Campus, Online

The purpose of Understanding Neurodiversity is to use a person-centered approach, to gain an understanding of the unique profile of individuals with learning differences, including both the strengths and challenges they experience in learning settings and everyday life. Utilising evidence-based research, you will develop a tool kit of reasonable adjustments and advance your understanding of relevant legislation to move forward in contemporary learning practices.

In this subject, you will investigate the learning impact of a range of comorbid conditions; dyslexia, dyspraxia, dysgraphia, dyscalculia and Attention Deficit Hyperactivity Disorder (ADHD) on the individual’s self-esteem. This subject will develops your awareness and understanding by analysing the range of traits across each learning condition and designing appropriate strategies at the education and community level towhich support neurodiversity with a specific focus on underrepresented populations. The carer point of view is also investigated with a focus on the powerful impact of integrating collaborative strategies within the individual community.

Assessment Tasks: Essay, Report, Presentation 

Delivery Mode: On Campus, Online

In this subject you will learn practical planning, searching, recording, analysing, interrogating and writing skills for conducting a literature review. This subject provides the critical reading skills required to undertake a research project. You will develop an understanding of the differences between practice and theory-based literature. You will develop mastery in identifying research gaps from the literature to establish future research directions. This subject will culminate in the development of a project statement for further scholarly research.

Pre-requisites:

Health:

Master of Counselling and Advanced (MCO20): ATC401, TAC402, LSD403, SDR404, MEH505, DGC506, CPS507, ACS504

Master of Counselling and Advanced (MCO24): WRG617, ATC401, TAC402, LSD403, SDR404, MEH505, DGC506, CPS507, ACS504

Master of Public Health and Advanced: PUBH6007, PUBH6000, PUBH6002, PUBH6003, PUBH6005, PUBH6206, STAT6200, PUBH6001

Education: 

Master of Education (Inclusive Education) and Advanced: EEDUSD400, ECP404, EEDUSD402, TED403, EEDUSD401, EEDUSD500, EEDUSD502, EEDUSD501 

Master of Education (Inclusive Literacies) and Advanced: TED403, ECP404, EEDUSD402, EEDUSD400, EEDUSD505, EEDUSD503, EEDUSD504, EEDUSD500 

Master of Education (Leadership and Innovation) and Advanced:TED403, ECP404, EEDUSD402, EEDUSD400, , IED402, MGT601, MGT600, EDUC6000 

Assessment Tasks: Concept Map, Literature Review, Project Statement

Delivery Mode: On Campus, Online

This subject develops the foundations of research, critical problem solving and evidence-based decision making skills required when undertaking a higher degree research project. Students will gain an understanding of the core structure of the research proposal; research integrity and the importance of positioning a chosen research project to offer significant contribution to new knowledge. Through the compilation and review of emerging constructs from literature, students will establish key concepts for analysis and build a framework for critical evaluation and investigation in the chosen field of study. On completion of this subject, students will understand the interrelationship of concepts, constructs, models and frameworks in research; and possess the skills to communicate this in a structured project proposal capturing their emergent propositions ready for further investigation.

Pre-requisite: RES611 - Critical Literature Review

Assessment Tasks: Report, Research Framework and Model, Project Proposal 

Delivery Mode: Online

This subject challenges students to engage with a diverse range of educational technologies with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.

Assessment Tasks: Reflection, Blog

Delivery Mode: Online

In this subject, students explore, analyse, and interpret key learning theories relevant to education, and participate actively in a range of contemporary teaching approaches as part of a community of practice. A focus within the subject is the application of these theories and approaches to students’ own practice as educators, and their professional identities and aspirations. Students will begin to consider issues, challenges and opportunities within their professional contexts, and plan for their ongoing development.

Assessment Tasks: Report, E-Folio, Presentation

Delivery Mode: On Campus, Online, Intensive

Design Thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, empathising with those who have a stake in these problems/issues and designing a range of possible solutions that are then prototyped, tested and refined in practice. In this subject, you will explore the concepts and processes of design thinking, including the origins of Design Thinking and its use across a range of disciplines and contexts. Following these general processes, you will then engage in a design thinking process to identify and address an issue within your own professional context. Through this Design Thinking process, you will engage in reflection, analysis and development of your professional skills, knowledge and judgement, and ultimately arrive at an advanced understanding of your roles as both an innovator and a leader in your professional context.

Assessment Tasks: Report, prototyping project

Delivery Mode: On Campus, Online, Intensive

In this subject, you will examine and apply social justice principles to foster equity, diversity and social change. Through a historical and contemporary lens, you will learn about the UN sustainable development goals, current initiatives and campaigns. You will identify a specific social justice issue within a community, and reflect on your challenges, successes, and your voice as an advocate. Navigating real-world examples of social justice causes will empower you to impact change and advocate for human rights.

Assessment Tasks:  Poster, Presentation, Essay

Delivery Mode: On Campus, online 

In this subject, students will analyse a variety of examples of innovative educational practice (including, for example, practices relating to the support of students with additional educational needs), critically examine the meaning of innovation and debate whether innovation can be quantified and measured. Students will be supported to identify problems/issues within education practice and will utilise tools and thinking processes designed to assist in the generation of innovative solutions. Finally, students will explore evaluation methodology as a means of analysing innovation outcomes in a systematic way.

Assessment Tasks: Poster, Mental Models

Delivery Mode: Online

Leadership in modern organisations is a way of thinking and behaving. It is not necessarily a position in a hierarchy. Leadership is a process of energising, influencing and motivating others: up, down, sideways and diagonally. Becoming an effective leader requires self-awareness, self-management and a strong set of interpersonal communication skills, a set of capabilities that are often described as Emotional Intelligence (EQ). In addition, effective leaders think and act strategically, they build a climate for creativity and innovation, and are culturally sensitive and comfortable with ambiguity. This subject focuses on developing your leadership capability and not leadership as a theoretical concept that applies to other people. It helps you explore your own leadership development and self-image, using the techniques of reflective research and supported by a mentoring partner. It guides you through the preparation of plan for your continued leadership and professional development that is consistent with your personal values, anchored by the academic literature and enables you to be authentic, confident and resilient in leading productive work places for the future. Dynamic Leadership provides learning at the cognitive or intellectual level and at the affective or emotional level. It develops explicit knowledge of leadership (know-what) and the often -neglected tacit knowledge (know-how).

Assessment Tasks: Report, Leadership Plan 

Delivery Mode: On Campus, Online

This course focuses on the development of knowledge and skills to enable students to identify, analyse and make effective decisions to resolve people-related issues in organisations, facilitate employee development, and develop and sustain effective teams in complex, diverse and increasingly global operating environments. Topics include strategic human resource management, organisational design, culture and ethics, organisational behaviour, motivation and performance management, retention and succession planning, and organisation, project and functional teams.

Assessment Tasks: Critical Discussion, Presentation, Report, Team Performance Evaluation 

Delivery Mode: On Campus, Online

In this subject, students explore what it means to be a high achieving professional leader in today's diverse and changing educational landscape. By examining the research, students will develop a deeper understanding of their leadership skills, as well as the knowledge and approach required to achieve success in their educational context and aligned focus areas. The subject assists students in articulating why they are experts in their educational area and/or leadership and able to make appropriate professional judgments that successfully shape the manner in which they teach/lead.

Assessment Tasks: Report, Presentation, Journal 

Delivery Mode: On Campus, Online, Intensive

In this subject you will learn practical planning, searching, recording, analysing, interrogating and writing skills for conducting a literature review. This subject provides the critical reading skills required to undertake a research project. You will develop an understanding of the differences between practice and theory-based literature. You will develop mastery in identifying research gaps from the literature to establish future research directions. This subject will culminate in the development of a project statement for further scholarly research.

Pre-requisites:

Health:

Master of Counselling and Advanced (MCO20): ATC401, TAC402, LSD403, SDR404, MEH505, DGC506, CPS507, ACS504

Master of Counselling and Advanced (MCO24): WRG617, ATC401, TAC402, LSD403, SDR404, MEH505, DGC506, CPS507, ACS504

Master of Public Health and Advanced: PUBH6007, PUBH6000, PUBH6002, PUBH6003, PUBH6005, PUBH6206, STAT6200, PUBH6001

Education: 

Master of Education (Inclusive Education) and Advanced: EEDUSD400, ECP404, EEDUSD402, TED403, EEDUSD401, EEDUSD500, EEDUSD502, EEDUSD501 

Master of Education (Inclusive Literacies) and Advanced: TED403, ECP404, EEDUSD402, EEDUSD400, EEDUSD505, EEDUSD503, EEDUSD504, EEDUSD500 

Master of Education (Leadership and Innovation) and Advanced:TED403, ECP404, EEDUSD402, EEDUSD400, , IED402, MGT601, MGT600, EDUC6000 

Assessment Tasks: Concept Map, Literature Review, Project Statement

Delivery Mode: On Campus, Online

This subject develops the foundations of research, critical problem solving and evidence-based decision making skills required when undertaking a higher degree research project. Students will gain an understanding of the core structure of the research proposal; research integrity and the importance of positioning a chosen research project to offer significant contribution to new knowledge. Through the compilation and review of emerging constructs from literature, students will establish key concepts for analysis and build a framework for critical evaluation and investigation in the chosen field of study. On completion of this subject, students will understand the interrelationship of concepts, constructs, models and frameworks in research; and possess the skills to communicate this in a structured project proposal capturing their emergent propositions ready for further investigation.

Pre-requisite: RES611 - Critical Literature Review

Assessment Tasks: Report, Research Framework and Model, Project Proposal 

Delivery Mode: Online

Begin your journey into the public health industry with an introduction to the principles of public health and fundamentals of public health practice. You will consider the way major social determinants of health affect a population’s health outcomes, while examining the role of public health stakeholders in addressing health inequality and inequity.

Learn about the theoretical and conceptual health intervention frameworks and apply these to different populations, including Indigenous and disadvantaged populations. The integration of digital health into public health practice will also be covered.

Assessment Tasks: Presentation, Report

Delivery Mode: On Campus, Online

This subject challenges students to engage with a diverse range of educational technologies with a view to critically examining the relevance and application of such technologies within their professional context. More broadly, students will engage critically with the discourses surrounding technologies in education, refining their skills of critique and analysis to articulate the principles through which educators might make informed decisions about the effectiveness and appropriateness of specific technologies for learning. The subject will provide students with the opportunity to consider specific technologies that are relevant for their professional setting, for example technologies to engage students with Autism, and/or technologies relevant to the teaching of particular disciplines.

Assessment Tasks: Reflection, Blog

Delivery Mode: Online

In this subject, students will analyse a variety of examples of innovative educational practice (including, for example, practices relating to the support of students with additional educational needs), critically examine the meaning of innovation and debate whether innovation can be quantified and measured. Students will be supported to identify problems/issues within education practice and will utilise tools and thinking processes designed to assist in the generation of innovative solutions. Finally, students will explore evaluation methodology as a means of analysing innovation outcomes in a systematic way.

Assessment Tasks: Poster, Mental Models

Delivery Mode: Online

Design Thinking is an approach to innovation that involves identifying ‘problems’ or issues in a particular context, empathising with those who have a stake in these problems/issues and designing a range of possible solutions that are then prototyped, tested and refined in practice. In this subject, you will explore the concepts and processes of design thinking, including the origins of Design Thinking and its use across a range of disciplines and contexts. Following these general processes, you will then engage in a design thinking process to identify and address an issue within your own professional context. Through this Design Thinking process, you will engage in reflection, analysis and development of your professional skills, knowledge and judgement, and ultimately arrive at an advanced understanding of your roles as both an innovator and a leader in your professional context.

Assessment Tasks: Report, prototyping project

Delivery Mode: On Campus, Online, Intensive

This subject focuses on the competencies required of the public health professional in planning for the design, development, implementation, and evaluation of community health promotion and disease prevention initiatives. Attention is given to needs assessment, the role of program theory in the planning and implementation of programs and how to write a program and evaluation plan. Implementation of programs including stakeholder engagement and program management processes is also explored. Students learn about evaluation of programs, including process, impact and outcome evaluation, along with the principles and resources required to make evaluation successful. Reporting and dissemination of evaluation findings are also discussed.

Pre-requisite: PUBH6206: Health Promotion and Community Health  

Assessment Tasks: Report, Public Health Program Plan, Presentation  

Delivery Mode: On Campus, Online

Students will explore the application of entrepreneurship business strategies and apply this knowledge in a philanthropic context and come up with solution to a real world problem they can execute to the pitch ready stage for investment. The project will entail some type of ‘design for good’ aspect in either a profit or non- for-profit business model.

The course will also cover the latest neuro-leadership principles and why EQ is just as important as IQ in both design and business. Students will be expected to think critically as they evaluate complex ideas and learn the patterns, frameworks and mechanics or storytelling, behaviour design, game design and platform design.

Students will be expected to:

• Identify and analyse a social problem that needs to be solved.

• Plan and progress an idea through a business development lifecycle.

• Conduct face to face user interviews utilising a self-constructed questionnaire.

• Synthesize and visualize quantitative and qualitative data in order to communicate the patterns they discover in the data collected.

• Learning the basics of using a business model and value proposition canvas as tools for design.

• Create, present, and communicate a professional-level business deck along with a functional prototype in order to demonstrate their understanding of theoretical and practical concepts.

• Learn and practice lean start-up and design thinking principles in the validation of their business idea along with validation of the prototype for the product or service they create.

This course focuses on the development of knowledge and skills to enable students to identify, analyse and make effective decisions to resolve people-related issues in organisations, facilitate employee development, and develop and sustain effective teams in complex, diverse and increasingly global operating environments. Topics include strategic human resource management, organisational design, culture and ethics, organisational behaviour, motivation and performance management, retention and succession planning, and organisation, project and functional teams.

Assessment Tasks: Critical Discussion, Presentation, Report, Team Performance Evaluation 

Delivery Mode: On Campus, Online

Leadership in modern organisations is a way of thinking and behaving. It is not necessarily a position in a hierarchy. Leadership is a process of energising, influencing and motivating others: up, down, sideways and diagonally. Becoming an effective leader requires self-awareness, self-management and a strong set of interpersonal communication skills, a set of capabilities that are often described as Emotional Intelligence (EQ). In addition, effective leaders think and act strategically, they build a climate for creativity and innovation, and are culturally sensitive and comfortable with ambiguity. This subject focuses on developing your leadership capability and not leadership as a theoretical concept that applies to other people. It helps you explore your own leadership development and self-image, using the techniques of reflective research and supported by a mentoring partner. It guides you through the preparation of plan for your continued leadership and professional development that is consistent with your personal values, anchored by the academic literature and enables you to be authentic, confident and resilient in leading productive work places for the future. Dynamic Leadership provides learning at the cognitive or intellectual level and at the affective or emotional level. It develops explicit knowledge of leadership (know-what) and the often -neglected tacit knowledge (know-how).

Assessment Tasks: Report, Leadership Plan 

Delivery Mode: On Campus, Online

How might we change the world through strategic intent?

To thrive amidst uncertainty, digital disruption, and sustainability imperatives, we must be agile. This subject equips you with modern methodologies, including scenario planning and design thinking, to develop effective, evidence-based responses to complex challenges in entrepreneurial, non-profit, social enterprises, government, business, gig economy and other settings.

You will analyse external environments, evaluate industry structures, and assess internal capabilities to create strategic solutions that enable you to pivot and thrive. Through real-world case studies, you will bridge theory and practice, enhancing your capacity to think critically and act decisively.

Pre-requisites: BIZ301 Organisational Creativity and Innovation

Assessment Tasks: Report, Infographic, Presentation

Delivery Mode: On Campus, Online

Students will be required to critically self-reflect applying theories and practice skills to personal lived experience and history and use this knowledge to develop a cohesive self-care plan suitable to future industry practice.

Assessment Tasks: Report 

Delivery Mode: On Campus, Online

In this subject, the usefulness, relevance and relationship of coaching and positive psychology to counselling will be explored. Positive psychology emphasises the importance of finding meaning, purpose and a sense of accomplishment and moves away from focusing in what is clinically wrong. Students will review positive psychology’s contribution as an approach to the ‘helping relationship’, including exploration of conflicting viewpoints and their respective empirical support. As part of their exploration of the key positive psychology theorists, students will begin to develop an understanding of how they can synthesise coaching work into their potential coaching practice. They will learn a range of particular coaching skills, including solution‐focused and strengths‐based approaches, explore goal setting for personal and professional use. This subject will balance theory and practice in its delivery and students will be encouraged to engage in interactive learning through discussion and experiential practice.

Assessment Tasks: Online Test, Essay, Audio Demonstration 

Delivery Mode: On Campus, Online, Intensive