014229 Investigating Learning and Innovation Project

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Pass fail, no marks

Requisite(s): 014228 Research Practices
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013229 Investigating Learning and Innovation 1 (Capstone)

Description

In this subject, students consolidate and extend their learning through a Work Integrated Learning (WIL) project. After reflecting on their course-wide learning, and considering their learning in terms of their own professional contexts, students develop and carry out their projects. Students also curate the contents of their course-wide portfolio to produce a Capability Statement. Self, peer and industry feedback are emphasised throughout the subject.

Subject learning objectives (SLOs)

a.	Critically reflect on, and evaluate, professional learning
b.	Identify opportunities for further professional learning
c.	Design and implement a Work Integrated Learning project that addresses an identified professional learning gap
d.	Engage in meaningful feedback processes to improve learning
e.	Communicate appropriately using a range of genres and technologies

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Synthesise advanced knowledge of complex concepts to make research and theory informed judgements about a broad range of professional learning and / or leading practices (1.1)
Use and critically analyse technologies for leading learning and /or leading practices (1.2)
Identify, critically analyse and act on evolving personalised learning goals relevant to professional contexts (1.4)
Apply strong communication and interpersonal skills to engage diverse audiences around complex professional practice issues (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.1 Synthesise advanced knowledge of complex concepts to make research and theory informed judgements about a broad range of professional learning and / or leading practices

1.2 Use and critically analyse technologies for leading learning and /or leading practices
1.4 Identify, critically analyse and act on evolving personalised learning goals relevant to professional contexts

6. Effective Communication

6.1 Apply strong communication and interpersonal skills to engage diverse audiences around complex professional practice issues

Teaching and learning strategies

The lecturer takes a facilitator role in this subject, enabling students to maximize opportunities for professional and lifelong learning. Supported by online activities and synchronous Zoom workshops, students begin by reflecting on and evaluating their course-wide learning and considering their capabilities in relation to their specific current/future professional practice. Reflection of course-wide learning also support students to identify and plan a Work Integrated Learning project that students carry out over the session. Ongoing opportunities for collaboration as well as for giving and receiving feedback support student learning. This involves a Capstone Conference where the diversity of Work Integrated Learning projects, artefacts and unanticipated learning are also celebrated as students near completion of their MEDLL studies.

Content (topics)

As a capstone subject, content of the subject is primarily driven by students’ learning needs with emphasis on expanding and/or applying content learned from completed MEDLL subjects to professional settings. Prescribed subject content relates to students’ ongoing professional learning processes on graduation, including reflection, work integrated learning, and self and peer feedback to improve learning. Course-wide professional portfolios (introduced in earlier sessions) are reintroduced with a renewed focus on curating previously studied content and capabilities for professional purposes.

Assessment

Assessment task 1: CAPABILITY STATEMENT (CURATED PORTFOLIO)

Objective(s):

b, d and e

Weight:

35%

Length:

1500 words or equivalent

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a) Clarity, creativity and relevance of portfolio design and organisation	10	e	6.1
b) Quality and appropriateness of introductory page including professional bio and summary of learning	30	d	1.4
c) Quality and appropriateness of selected capabilities claimed and related evidence	50	b	1.1
D) Coherence of overall Presentation (e.g. spelling, grammar, punctuation, genre, referencing � where applicable)	10	e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: WORK INTEGRATED LEARNING PROJECT

Objective(s):

a, b, c, d and e

Weight:

65%

Length:

3000 words (or equivalent) in total for all parts

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a) Professional relevance; comprehensiveness; achievability of proposed Work Integrated Learning project and plan (Part A)	10	a	1.1
b) Clarity, relevance and progress of project presented (e.g. goals, relevance to MEDLL, etc.) (Part B: peer assessed)	5	a	1.1
c) Scale and nature of engagement with peer feedback processes (Part B: peer assessed)	5	c	6.1
d) Meets negotiated criteria identified in learning contract (Part C)	20	b	1.2
e) Depth, relevance and effectiveness of literature used to support approach to addressing a specific issue in professional practice (Part C)	40	b	1.2
f) Coherence of overall presentation of WIL project artefact (e.g. spelling, grammar, punctuation, referencing etc where applicable) (Part C)	10	e	6.1
g) Depth of reflection of learning (Part D)	10	d	1.4

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass Assessment Task 1 and 2. They must also pass each of the four parts of Assessment Task 2. It is necessary to achieve all subject learning objectives. Students who fail any of the assessment tasks will be awarded a Z Fail grade even if other assessment tasks have been completed successfully.

This capstone subject has considerable emphasis on self and peer feedback for learning, and in particular when it comes to the Work Integrated Learning project that students undertake. As a capstone subject, the capacity for judging the quality of one’s own work (i.e. evaluative judgement) is required in workplaces. In an effort to model what is taught, as well as make the project authentic, it is critical that students recognise, practice and develop this in their Work Integrated Learning projects.

Required texts

There are no required texts for this subject. Recommended readings will be available via UTS Library and UTS Online

References

Anderson, G., Boud, D., & Sampson, J. (2013). Learning contracts: a practical guide. doi:https://doi-org.ezproxy.lib.uts.edu.au/10.4324/9781315041766

Boud, D., Ajjawi, R., Dawson, P., & Tai, J. (Eds.). (2018). Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uts/detail.action?docID=5352757.: Taylor & Francis Group.

Boud, D., & Rooney, D. (2015). What can higher education learn from the workplace? In A. Dailey-Herbert & K. Dennis (Eds.), Transformative Perspectives and Processes in Higher Education (pp. 195-210). Dordrecht: Springer International Publishing.

Brookfield, S. (2019). Student Support Toward Self-Directed Learning in Open and Distributed Environments. In M. M. v. Wyk (Ed.). doi:http://doi:10.4018/978-1-5225-9316-4

Connor, M., Mueller, B., Mann, S., & Andrew, M. (2021). Pivots, pirouettes and practicalities: Actions and reactions of work-integrated learning practitioners. Journal of University Teaching & Learning Practice, 18(5). https://doi.org/10.53761/1.18.5.2

Daunert, A., & Price, L. (2014). E-Portfolio: a practical tool for self-directed, reflective, and collaborative professional learning. In C. Harteis, A. Rausch, & J. Seifried (Eds.), Discourses on professional learning: on the boundary between learning and working (pp. 231-251). Dordrecht: Springer.

Lemmetty, S., & Collin, K. (2020). Self-Directed Learning as a Practice of Workplace Learning: Interpretative Repertoires of Self-Directed Learning in ICT Work. Vocation and Learning, 13(1), 47-70. doi:10.1007/s12186-019-09228-x

Reich, A., Rooney, D., & Boud, D. (2015). Dilemmas in continuing professional learning: Learning inscribed in frameworks or elicited from practice’. Studies in Continuing Education. doi:DOI: 10.1080/0158037X.2015.1022717

Rooney, D. (2023). A two-stranded whole-of-course approach to professional education. Innovations in Education and Teaching International. https://doi-org.ezproxy.lib.uts.edu.au/10.1080/14703297.2023.2249440

Stephenson, J. (2013). Capability and quality in higher education. In J. Stephenson & S. Weil (Eds.), Quality in learning (pp. 1-6). London: Kogan Page.