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  2. Communication Skills for Teaching and Learning [LAN1009]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Communication Skills for Teaching and Learning

  • Unit Code

    LAN1009

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces students to a range of communication practices and skills important to academic learning and the teaching profession. It focuses on enhancing students' reading, writing, inquiry and research abilities and on increasing their knowledge of the fundamentals of written language: sentence grammar; paragraphing; spelling; punctuation and vocabulary. Spoken language in relation to academic learning and to teaching in a range of early childhood education contexts will be addressed through the exploration of effective practices for purposeful listening and public speaking. The unit emphasises the use of Information and Communication Technology (ICT) for purposes of effective communication

Equivalent Rule

Unit was previously coded EDU1009, LAN1240, LIT1000

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply effective communication techniques to a range of oral presentation contexts.
  2. Apply writing processes and strategies for producing effective academic and professional writing.
  3. Plan for good time management and effective study practices.
  4. Reference various sources of information accurately.
  5. Source and evaluate information to be used for academic and professional purposes.
  6. Use appropriate strategies and processesfor effective listening, speaking, reading and writing, and considerate of the particular context and communicative purpose.
  7. Utilise ICT for academic learning purposes and for communicative purposes as an educator, in a range of early childhood education contexts.

Unit Content

  1. A variety of tools and applications of ICT to connect, communicate and collaborate.
  2. Effective strategies for reading and analysing texts.
  3. Framework and steps for writing coherent essays and reports for assessment purposes.
  4. Paraphrasing, summarising, quoting and referencing.
  5. Sourcing information, research methods, note taking for assignments.
  6. Speaking and oral presentation contexts; listening for different purposes; effective participation in different oral communication situations.
  7. Time management and study practices.
  8. Written language conventions of grammar, spelling, punctuation and paragraphing.

Additional Learning Experience Information

Lectures, workshops, seminars, Blackboard documents and materials, collaborative group work and discussion, student presentations and skill based workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentCollection of tasks (Writing Process)60%
ExaminationEnd of semester exam40%
ONLINE
TypeDescriptionValue
AssignmentCollection of tasks (Writing Process)60%
ExaminationEnd of semester exam40%

Text References

  • ^ Seligmann, J. (2015). Academic literacy for Education students. Cape Town, South Africa: Oxford University Press. Note: Seminal Reference.
  • Wyse, D. (2007). The good writing guide for education students. (2nd ed.). Los Angeles & London: Sage Publications.
  • Sprenger, K. (2010). Brain-based teaching in the digital age. USA: Association for Supervision & Curriculum Development.
  • November, A. (2010). Empowering students with technology. USA: Corwin Press.
  • Morley-Warner, T. (2009). Academic writing is: A guide to writing in a university context. Australia: Associate for Academic Language and Learning.
  • Montgomery, K., & Wiley, D. (2008). Building e-portfolios using Powerpoint: A guide for educators. USA: Sage Publications.
  • Fitzgibbon, K. (2010). Teaching with wikis, blogs, podcasts and more: Dozens of easy ideas for using technology to get kids excited about learning. USA: Scholastic Incorporated.
  • Ewing, R., Rowrie, T., & Jiggs, J. (2010). Teaching and communicating. Australia: Oxford University Press.
  • DeVito, J. (2011). Essentials of human communication. (7th ed.). Australia: Pearson Education.
  • Australian Journal of Education.

Journal References

  • Hernet-Patnode, L., & Lee, H. (2009). A capstone experience for preservice teachers: Building a web-based portfolio. Educational Technology & Society. 12 (2), 101-110.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN1009|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Communication Skills for Teaching and Learning

  • Unit Code

    LAN1009

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces students to a range of communication practices and skills important to academic learning and the teaching profession. It focuses on enhancing students' reading, writing, inquiry and research abilities and on increasing their knowledge of the fundamentals of written language: sentence grammar; paragraphing; spelling; punctuation and vocabulary. Spoken language in relation to academic learning and to teaching in a range of early childhood education contexts will be addressed through the exploration of effective practices for purposeful listening and public speaking. The unit emphasises the use of Information and Communication Technology (ICT) for purposes of effective communication

Equivalent Rule

Unit was previously coded EDU1009, LAN1240, LIT1000

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply effective communication techniques to a range of oral presentation contexts.
  2. Apply writing processes and strategies for producing effective academic and professional writing.
  3. Plan for good time management and effective study practices.
  4. Reference various sources of information accurately.
  5. Source and evaluate information to be used for academic and professional purposes.
  6. Use appropriate strategies and processesfor effective listening, speaking, reading and writing, and considerate of the particular context and communicative purpose.
  7. Utilise ICT for academic learning purposes and for communicative purposes as an educator, in a range of early childhood education contexts.

Unit Content

  1. A variety of tools and applications of ICT to connect, communicate and collaborate.
  2. Effective strategies for reading and analysing texts.
  3. Framework and steps for writing coherent essays and reports for assessment purposes.
  4. Paraphrasing, summarising, quoting and referencing.
  5. Sourcing information, research methods, note taking for assignments.
  6. Speaking and oral presentation contexts; listening for different purposes; effective participation in different oral communication situations.
  7. Time management and study practices.
  8. Written language conventions of grammar, spelling, punctuation and paragraphing.

Additional Learning Experience Information

Lectures, workshops, seminars, Blackboard documents and materials, collaborative group work and discussion, student presentations and skill based workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentCollection of tasks (Writing Process)60%
ExaminationEnd of semester exam40%
ONLINE
TypeDescriptionValue
AssignmentCollection of tasks (Writing Process)60%
ExaminationEnd of semester exam40%

Text References

  • ^ Seligmann, J. (2015). Academic literacy for Education students. Cape Town, South Africa: Oxford University Press. Note: Seminal Reference.
  • Wyse, D. (2007). The good writing guide for education students. (2nd ed.). Los Angeles & London: Sage Publications.
  • Sprenger, K. (2010). Brain-based teaching in the digital age. USA: Association for Supervision & Curriculum Development.
  • November, A. (2010). Empowering students with technology. USA: Corwin Press.
  • Morley-Warner, T. (2009). Academic writing is: A guide to writing in a university context. Australia: Associate for Academic Language and Learning.
  • Montgomery, K., & Wiley, D. (2008). Building e-portfolios using Powerpoint: A guide for educators. USA: Sage Publications.
  • Fitzgibbon, K. (2010). Teaching with wikis, blogs, podcasts and more: Dozens of easy ideas for using technology to get kids excited about learning. USA: Scholastic Incorporated.
  • Ewing, R., Rowrie, T., & Jiggs, J. (2010). Teaching and communicating. Australia: Oxford University Press.
  • DeVito, J. (2011). Essentials of human communication. (7th ed.). Australia: Pearson Education.
  • Australian Journal of Education.

Journal References

  • Hernet-Patnode, L., & Lee, H. (2009). A capstone experience for preservice teachers: Building a web-based portfolio. Educational Technology & Society. 12 (2), 101-110.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN1009|1|2