42030 Technology Disruptors Studio
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksThere are course requisites for this subject. See access conditions.
Anti-requisite(s): 42700 Professional Learning Studio
Description
This subject uses a practical, studio-based learning approach where the challenge is for students to situate themselves in the context of the technology trends and disruptors shaping work. The studio uses a practical, studio-based learning approach that equips each student with the design skills (ideating, researching, validating and testing potential solutions) required to plan their own professional learning and development, while preparing to tackle complex problems in their organisation or in their planned future career directions. The focus of this studio is the design of their own, and critique of peers’, professional learning plans. Students work collaboratively learning to provide constructive feedback.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Communicate insights on a range of learning practices, contexts, philosophies, technologies that underpin or disrupt work, and knowledge systems to identify professional development needs and challenges. |
|---|---|
| 2. | Design and refine professional learning plans by integrating digital and research literacies to identify, evaluate, justify and curate information and design processes. |
| 3. | Reflect on your own professional learning, practices, and context to provide, respond to and synthesise critical feedback to foster peer learning. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Indigenous Professional Capability: FEIT graduates are culturally and historically well informed, able to co-design projects as respectful professionals when working in and with Aboriginal and Torres Strait Islander communities. (A.1)
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
- Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)
Teaching and learning strategies
This subject blends face-to-face studio sessions with online individual and collaborative work. This studio focuses on learning through action and developing an assessable learning plan with an accent on personal development. Students learn to reflect about the range of learning and professional practice contexts, technologies that underpin or disrupt practices, and conceptualizations of adult learning, along with their relevance to professional learning.
The studio is a learning community of students, teachers and others such as industry mentors and practitioners, interacting in a creative, reflective process to reflective process to design learning plans by ideating, researching, validating and challenging potential solutions. Ideas from a range of sources along with discussion questions prompt ongoing dialogue, active listening and critical feedback in the learning community. These discussions prepare students to locate professional practices, as well as understand their practice and its relationship to broader professional learning contexts.
This studio, involving a range of collaborative activities where students work with peers from both similar and different professional contexts, helps students develop capacity for professional reflection and move from reflection on action to reflect in action. Students use the studio to challenge, clarify, critique, question and provide, and respond to, ongoing feedback developing their capability to mentor and become reflective designers. Students are encouraged to attend all studio sessions in order to facilitate collaboration and peer learning.
Content (topics)
- Reflective practice and professional learning
- Ideating, researching, validating and testing potential solutions
- Collaboration, critical feedback and active listening
- Technology trends and disruptors shaping work
Assessment
Assessment task 1: Professional Learning Plan (Your CaLL)
| Intent: | To identify knowledge and skills to be developed and reflectively design a learning plan by incorporating a range of perspectives, information and feedback. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): A.1, B.1, C.1, D.1, E.1 and F.1 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Length: | 1000 words or equivalent |
Assessment task 2: Group and Individual Reflective Commentaries
| Intent: | To develop collaborative practitioners who give, receive and evaluate critical feedback, foster peer learning, generate ideas and reflect on learning processes. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): A.1, B.1, C.1, D.1, E.1 and F.1 |
| Type: | Reflection |
| Groupwork: | Group, group and individually assessed |
| Length: | Individual commentary and group’s commentaries (4x 500 words equivalent) |
Assessment task 3: Summative Reflective Entry on Professional Learning
| Intent: | To develop reflective practitioners who evaluate information and their own learning to identify and justify future actions. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): A.1, B.1, C.1, D.1, E.1 and F.1 |
| Type: | Reflection |
| Groupwork: | Individual |
| Length: | 500 words or equivalent and Portfolio |
Minimum requirements
To pass this subject, students must achieve an overall pass grade of all assessment tasks.
Recommended texts
Baldwin, R. E. (2019). The globotics upheaval: Globalisation, robotics, and the future of work. London: Weidenfeld & Nicolson.
Boud, D. J., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. New York: Nichols.
Felstead, A., Jewson, N., Phizacklea, A., & Walters, S. (2001). Working at home: Statistical evidence for seven key hypotheses. Work, Employment and Society, 15(2), 215-231. https://doi.org/10.1177/09500170122118922
Heckman, R. J. (2019). The talent manifesto: How disrupting people strategies maximizes business results. New York: McGraw-Hill.
Kram, K., Murphy, W., Safari, A. O., & Reilly Media Company. (2014). Strategic relationships at work: Creating your circle of mentors, sponsors, and peers for success in business and life (audio book). McGraw-Hill: Retrieved from https://learning.oreilly.com/library/view/-/9780071849906/?ar
Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. London: Kogan Page.
Reich, A., Rooney, D. and Hopwood, N., 2017. Sociomaterial perspectives on work and learning: sites of emergent learning. Journal of Workplace Learning. Vol 29 (7/8) pp566-573
Rooney, D., Gardner, A., Willey, K., Reich, A., Boud, D., & Fitzgerald, T. (2015). Reimagining site-walks: Sites for rich learning. Australasian Journal of Engineering Education, 20(1), 19-30.Schön, D. A. (1995). The reflective practitioner: How professionals think in action. Aldershot, England: Arena.
Tarrant, P. (2013). Reflective practice and professional development. London: Sage.
Yeganeh, K. H., & ProQuest. (2019). Major business and technology trends shaping the contemporary world. New York: Business Expert Press. Retrieved from https://ebookcentral.proquest.com/lib/UTS/detail.action?docID=5719659