OLLEGE OF EDUC EDUCATIO ATION N IN PA RTNERSHIP WITH HANOI UNIVERSITY UNIVERSITY
MASTER OF TESOL
INNOVATION CODE: AED 5009 COURSE CODE: AMTL STUDY GUIDE 2015
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CONTENTS
PA GE NUMB ER
General Information
3-7
Important information about the MTESOL
8-13
Introduction to Innovation
14-15
Course Reading
15-23
As Assessment Info Inforrmation ion and Rubrics ics
24 - 51
AED 5009 Inno In no vatio vat ionn Unit Un it Overvi Over view ew Janu J anuary ary 2015 Topic No 1
To p i c
L ec t u r er s
Ch an an ge ge, in in no no va vat io io n an an d mo mo de del s o f innovation
Drs GwenGilmore wen Gilmore As Assessments 1, 2, 3 and Mary Weaven with Dr. Martin An Andrew rew As Assessments 1, 2, 3 (moderator) (Hanoi)
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Cu ltlt u re res an d i nn nn ov ov at at i o n
3
Su cc cc es es sf sf ul ul an an d un un su su cc cc es es sf sf ul ul i nn nn ov ov at at io io ns ns
4 5
Cu rr rr ic ic ul ul um um an an d As As se ses sm sm en en t In In no no va vat io io ns ns Innovation using comp uters and the internet
A s s es s m e n t
No t es Week 1 (Mon-Sat) Week 1 (Mon-Sat)
As Assessments 1, 2, 3
Week 1
As Assessments 1, 2, 3
(Mon-Sat) Week 1 (Mon-Sat)
As Assessments 1, 2, 3
Week 1 (Mon-Sat)
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On go go in in g i nn nn ov ov at at io io ns ns in in EL EL T
As Assessments 1, 2, 3
Week 1 (Mon-Sat)
7
Pr es en ta tat i on on as s es es s me men ts ts
As Assessment 2
Week 2 (Mon-Thur
2
CONTENTS
PA GE NUMB ER
General Information
3-7
Important information about the MTESOL
8-13
Introduction to Innovation
14-15
Course Reading
15-23
As Assessment Info Inforrmation ion and Rubrics ics
24 - 51
AED 5009 Inno In no vatio vat ionn Unit Un it Overvi Over view ew Janu J anuary ary 2015 Topic No 1
To p i c
L ec t u r er s
Ch an an ge ge, in in no no va vat io io n an an d mo mo de del s o f innovation
Drs GwenGilmore wen Gilmore As Assessments 1, 2, 3 and Mary Weaven with Dr. Martin An Andrew rew As Assessments 1, 2, 3 (moderator) (Hanoi)
2
Cu ltlt u re res an d i nn nn ov ov at at i o n
3
Su cc cc es es sf sf ul ul an an d un un su su cc cc es es sf sf ul ul i nn nn ov ov at at io io ns ns
4 5
Cu rr rr ic ic ul ul um um an an d As As se ses sm sm en en t In In no no va vat io io ns ns Innovation using comp uters and the internet
A s s es s m e n t
No t es Week 1 (Mon-Sat) Week 1 (Mon-Sat)
As Assessments 1, 2, 3
Week 1
As Assessments 1, 2, 3
(Mon-Sat) Week 1 (Mon-Sat)
As Assessments 1, 2, 3
Week 1 (Mon-Sat)
6
On go go in in g i nn nn ov ov at at io io ns ns in in EL EL T
As Assessments 1, 2, 3
Week 1 (Mon-Sat)
7
Pr es en ta tat i on on as s es es s me men ts ts
As Assessment 2
Week 2 (Mon-Thur
2
General Information 1. Pe People, ople, places places and times Admi Ad mini nist strat rativ ivee manager man ager Hanoi : Ms. Pham ham Thi Phuon huong g (
[email protected]) Admi Ad mini nist strat rativ ivee coor co ordi dinat nator or HCM City : Ms. Nguye guyen n Thanh ThanhN Nga: ga: (
[email protected]) Site coordinator, coordinator, Progra Program m Coordinato Coordinator r ,, AED 5009 5009 Unit Unit Coordinator and Team Team Leader Leader (Victoria (Victoria University): University): Dr. Martin And Andre rew w: (
[email protected] [email protected])) Lecturers: Drs Gwen (
[email protected])
Gil Gilm more
(gw (gwen.gil .gilm more@
[email protected] .edu.au .au)
and
Ma Mary
Weaven
Location in Hanoi: Hanoi: Hanoi University, Km 9 Nguyen Trai Road, ThanhXuan, Hanoi Class Times: 8:00 am– am– 11:30 am am (unless otherwise otherwise advised) advised) Understanding this guide: It is important important for students students to contact contact their lecturers, theacadem theacademic ic coordinator or administrative inistrative manag manager er (Hanoi) (Hanoi) if they do not understand understand any part of this ‘Study Guide’. Communicating with all staff: A staff: Alw lwa ays inc includ lude your stud tudent ID number in all email communica icatio tion and always always include the word word “MTE “MTESO SOL” L” in the titl title e of the email. email. Please check check VU VU coll collabora aborate te and your student e mail regularly as these will be the main means of communication for the course. containing information information about about adm administrative process processes, es, log-ins The offshore student guide, containing andaccess, andaccess, is available here: here:http://www.vu.edu.au/student-life/new-to-vu http://www.vu.edu.au/student-life/new-to-vu • •
ALWAYS AL WAYS look here first if you have any questions about the MTESOL’s administration. THEN use AskVU online: https://askvu.vu.edu.au/
2. VU Collaborate Collaborate andTurnitin andTurnitin VU Collaborate:Th Collaborate: The e MTS MTSEO EOL has has a new Learning Learning Mana Manage gem ment System System (LMS) (LMS) know known as VU Collaborate. This website website is designed to assist you wit with h relevant information information to support support you through your your studies. studies. As long as you you have have a student student ID number (a card isn’t necess necessary), ary), you will be able able to access important important docum documents on on the VU Coll Collaborate aborate site for this course. See See the offshore offshore student student guide for ways ways to access VU Coll Collabora aborate te and for logging in.On VU Coll Collaborate, aborate, you you will will find links links to information about your enrolment, Victoria University information sites, electronic copies of the unit guides and and readings relevant relevant to your studies and the VU VU offshore library. Turnitin You You will also access access TUR TURNITIN through through this LMS. LMS. Your Your major major written assignm assignment– ent– your your research research prop proposa osall (assessm (assessment ent task 3) 3) in ‘Inno ‘Innovation vation’’ - must be put put through through TUR TURNITIN. ITIN. This software software is regarde regarded d as plagiarism plagiarism-dete -detecting cting software, software, and sends sends an originalit originality y report report about about what hat
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proportion of your work is your own and what proportion is cited or copied. This will ensure you do not hand in work that contains the features of writing associated with plagiarism. Turnitin Turnitin and the Acade Academic mic Honesty Honesty and Prev Preventi enting ng Plagia Plagiarism rism policy: Ac According ing to VU VU’s Ac Academic Ho Honesty an and Pla Plag giar iarism ism Po Polic licy, you are are not not allo llowed to cop copy any any pro proportio tion of an any published resource resource or a resource resource created by by other students, students, without thorough thoroughly ly referencing the original author’s work, date and place of publication. Read the policy here: http://wcf.vu.edu.au/GovernancePolicy/PDF/POA040915000.PDF Turnitinis a tool for you to learn because because it helps you you adhere adhere to the poli policy. cy. It generates generates a percentage percentage score and and a report about your writing. It measures places places where where you could minimize minimize your chances chances of appearing appearing to copy existing existing work. work. You need to study this report regardless of your score to see where you can minimize your reliance on pre-existing texts and maximize your potential to be original. original. Even Even with a low score score there may may be places where where your your referencing is incomplete incomplete and your use of quotes is unreferenced. unreferenced. A higher score might might sim simply mean mean that you have used references that are similar to those of another scholar working in your field. Alt Alth hough the there is no no abs absolute lute sc scoretha that the the MTESOL accepts or or does not not accept, a general guideline used by lecturers in the university can be be considered considered as as 25%. If you score is above this, it it is generally likely that you need to edit your work before handing it in again, but even scripts with a score of 25% can contain plagiarism, so it is a case-by-case issue.You should study your report
and find ways to reduce the score. The main lesson: In particular, you need to ensure that you have not over-quoted from any source and that you have used paraphrasing and summarizing in preference to quoting in the majority of cases where you refer to literature. Student Student responsibil ities With the introduction of Turnitin, we highlight that the following are students’ responsibilities: •
• •
•
•
understanding and respecting the University’s policies and procedures regarding plagiarism, collusion, and other forms of academic misconduct and as such should only submit work for correction or academic credit that is their own or that properly acknowledg acknowledges es the ideas ideas,, interpretations, interpretations, words or creative works of others; avoidinglending or making making accessible original original work to others; being clear about the appropriate referencing rules that are applicable to their field of study by checking the unit guide; refusing to be a party to another student’s efforts to undermine the academic integrity of the University; seeking assistance assistance with their learning and assessm assessment ent tasks from their tutor or academ academic support units units at HanU HanU or VUif VU if they they are unsure unsure of appropriate appropriate forms of acknowledgem acknowledgement. ent.
The library guide can help you: http://guides.library.vu.edu.au/academic-integrity
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Strict penalties:Students penalties: Students who plagiarise will be found and penalised. The penalty can take the form of a complete rewrite in minor cases (e.g. taking chunks from published work work without referencing them) and in having your your nam name recorded recorded on on the Plagiarism Plagiarism Register Register for major major cases (e.g. copying from an existing essay). If you have a record of academic dishonesty, it will affect your future employment. Warning meetings: If your lecturer suspects that work work you hand in is not your own own work, work, you may may be called to a meeting to explain your positi position on and defend defend your work. work. Handing Handing in assignments • • •
Please refer to the ‘Assessment’ section in this Study Guide. Alw Alwa ays name your file files s with ith this this for formula: la: AED5009_MYNAME_IDnumber.do .docx Essays Essays that have not not been put through through Turnit Turnitin in will not be accepted. accepted.
3. Special Special consideration consideration If you feel that illness or personal difficulties have impaired your performance you may ask for ‘Special Consideration’. Consideration’. This may mean that you can have a late submission of your assignment, or alternative arrangements for your assignments. This can cover both emotional and physical difficulties. An An A2 A23 ‘Sp ‘Special ial Co Conside ideratio tion’ ap applic licatio tion fo form is av availa ilable at the the ad adminis inistr tra atio tion fo forms we website ite indicated at (5) above and at the program website: http://www.vu.edu.au/sites/default/files/student-connections/pdfs/A23-Special-considerationapplication.pdf Other forms are here: http://www.vu.edu.au/student-tools/student-forms Arran Ar rangem gement entss for f or stud st udent entss wit w ithh dis d isabi abililititi es/ Oc cupat cu patio ional nal health heal th and safety saf ety (OH and S) These will be made as required in consultation with the Australian and Vietnamese program coordinators. OH&S procedures will be discussed with you during the first lecture. Emergency evacuation procedures procedures wil willl be outli outlined ned during this lecture. Your Your class monitor monitor will be your your OH& OH&S S representative. Local details about OH&S procedures will be given to the monitor where available.
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4. Other websites The Victoria University Website (http://www.vu.edu.au) and ASKVU (https://askvu.vu.edu.au/) Victoria University has a website which contains a number of documents that you will find useful. The address for this is:http://www.vu.edu.au/student-life At this site you will find many links including how to setup and access your VU email address if you do not already have an email address or if you want a VU email address. Note: Your lecturers will send important emails to you during your studies. It is essential that you are able to receive this information. Please notify your lecturers and the course coordinator if you change your personal contact details including any change to your email address. Teaching and Learning Support: http://www.snap.vu.edu.au/ At this site there are a number of academic support services offered to students which include: • • • • •
Skills needed for your studies, e.g. writing research reports General study skills Writing academic essays Information specific to offshore students How to avoid plagiarism. See: http://guides.library.vu.edu.au/academic-integrity
College ofEducation http://www.vu.edu.au/about-us/academic-colleges/education Library, TESOL Guide and Offsho re Guide: http://www.vu.edu.au/library http://guides.library.vu.edu.au/tesol http://guides.library.vu.edu.au/offshore At this website, and at the program website, you will find the Victoria University Offshore Library ‘User Guide’. Please read this guide carefully so that you can access the Victoria University library resources. In 2015, the following was designed for MTESOL (Vietnam) http://guides.library.vu.edu.au/TESOL Follow the tab for the Innovation http://guides.library.vu.edu.au/content.php?pid=340346&sid=3010454
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students: Unit:
Administration For ms http://www.vu.edu.au/student-tools/student-forms This includes application for intermission (formerly leave of absence LOA), which you will need if you do not pass your unit or if you fail to complete your final draft before the closing date for enrolment in AED5008 Evaluation. This date is approximately one month before the start of the following intake. ITS Service Desk: Phone: +61 3 9919 2777 (via option 3) Email:
[email protected] Intranet:http://intranet.vu.edu.au/its/ServiceDesk/
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Important Information about the MTESOL A documented record of eligibility is required by the Tertiary Education Quality and Standards Agency (TEQSA), the national tertiary education regulator of Australia.
1. Admission To qualify for admission to the VU/HANU MTESOL, applicants must meet one of the following entrance requirements: •
•
•
A recognised degree of at least three years full-time duration preferably in ELT/ Linguistics/ TESOL Education (or cognate disciplines) plus successful completion of the Hanoi University Graduate Diploma in TESOL. A recognised degree of at least three years full-time duration preferably in ELT/ Linguistics/ TESOL Education (or cognate disciplines) plus successful completion of another postgraduate level TESOL course deemed by VU to be of equivalent standard to the VU Graduate Diploma in TESOL such as those offered by VNU or the Open University of HCMC. Applicants in this category are selected on a case-by-case basis. Applicants deemed not to have met the VU MTESOL academic entry criteria, may meet the entry requirements through successful prior completion of recommended HANU Graduate Diploma in TESOL units A recognised degree of at least three years full-time duration in other appropriate disciplines are required (1) successful completion of the Hanoi University Graduate Diploma in TESOL or successful completion of another postgraduate level TESOL course deemed by VU to be of equivalent standard to the VU Graduate Diploma in TESOL (2) to attend an interview with the Course Coordinator or nominee, (3) to submit a current version of their CV with at least a list of 3 referees and (4) to present a 200 word statement outlining why they are interested in undertaking this course, (5) successful completion of the units of the Graduate Diploma in TESOL with a minimum average of Distinction (70%/D) or equivalent, (6) to have a minimum IELTS of 6.5 overall – Academic Module, or approved equivalent..
Current or recent working experience in an education or teaching environment is required. Qualified applicants from countries other than Vietnam may apply for admission to the program subject to meeting admission requirements. English Language Proficiency In addition to satisfying the academic entry requirements, applicants must also meet the following VU MTESOL English Language Entry Requirement:
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•
•
Minimum IELTS test score of 6.5 overall (Academic Module), and with no band less than 6.0, or approved equivalent. All applicants without an IELTS 6.5 are required to supply evidence of scoring an equivalent grade on equivalent placement tests across the four skills.
The VU English Language Entry Requirements are located http://www.vu.edu.au/sites/default/files/international/pdfs/FLY_International-student-EnglishLanguage-Requirements.pdf .
at:
2. Assessment tasks for the MTESOL Rationale:The core aim of each of the main assessment tasks for the units in the course is for students to use what they learn during the two weeks of coursework to continue their learning while they are completing the assessment tasks. All of the assessment tasks in this course are meant to be assessment FOR learning as well as assessment OF learning. The main assessment tasks for each unit are directly related to the content of the unit, the work students do in their workplaces. AED5001 Educational Research Methods The first main assessment task, after the completion of the ‘Educational Research Methods’ (ERM) unit, requires students to analyze and discuss recent research literature related to an identified work related research topic. Students are expected to develop a literature review using research-based articles. The second main assessment task requires students to appraise and discuss the research methods used in selected research articles and to scope their research in the form of a smallscale proposal. Students are expected to describe and critically analyse the research methods used to research their area of interest and to envisage how they will be applied to their project. Their research will be carried out after the completion of AED5009, Innovation. These first two main assessment tasks mean that students are: expected to read about what has previously been written about their chosen topic of interest, and write about how this topic has previously been researched. AED5009 Innovation The main assessment tasks for the second unit 'Innovation’ requires students to extend the ideas developed during the first unit’s main assessment tasks and produce a full proposal complete with research instruments and framed by Innovation theory and a clear understanding of culture, setting, ethics and stakeholders. Students are expected to complete a large-scale research project proposal worth 80% and divided into two parts: Presentation of Proposal (40%) and Written Proposal (40%).The assessments map out the innovation processes involved during the implementation of possible solutions to the teaching concern identified in the first assessment tasks. The remaining 20% comprises class
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tasks thatrepresent a critical exploration of key issues in this unit, as negotiated with the Program Co-ordinator. This means students are required to design a full innovation proposal that is focused on a pedagogical or curricular innovation that can be researched. The planned proposal will be presented in class during the second week. If the proposal is feasible and successful, students will be able to implement the research prior to the third unit ‘Evaluation’. This means you collect your data in the time betweenAED5009 Innovation and AED5008 Evaluation. Students are expected to EXTEND the literature they read and the methods they analysed for the first unit assessment tasks as a starting point for their own innovation proposal for the second unit assessment task. Student are not permitted to copy any aspect of their AED5001 assignment for AED 5001 Innovation but will develop and update their knowledge of the field and hence of the literature. AED5008 Eval uation The third unit, AED5008 Evaluation, requires students to develop an original, fully-realized, appropriately-formatted and well-referenced academic paper or report covering their processes of research, planning and carrying out an innovation and reflecting on and evaluating the innovation. There needs to be strong element of evaluation. Either Harvard or APA referencing styles are acceptable. The document should demonstrate the student’s ability as an action researcher and should be a record of their application of their learning during the MTESOL, with a strong emphasis on evaluating their innovation and reflecting on how it might be improved in a future iteration. Design of assessments through the program: These assessment tasks are designed: • • • • •
To be related to the content of each unit in the course; To help students develop professionally as teachers and researchers; To attempt to solve existing workplace problems; To gain higher status from colleagues in the workplace, and To use what has been learnt to solve problems about teaching concerns.
If students are unsure about any aspect of their assessment requirements, they should carefully and completely read and re-read the information in the unit 'Study Guides' about the required assessment tasks. Students should also investigate the links to other sources of information related to the successful completion of the required assessment tasks. Students are expected to contact their lecturer if they are unsure. Alternative assessment tasks may be able to be negotiated depending on each student's specific circumstances.
3. Minor Thesis option Students who might hope to enrol in an Ed D or Ph D degree in their future are advised to take the Minor Thesis AED 6001 (fulltime). This means students have 6 months from the date of enrolment to complete their minor thesis. 10
This option will be available to student with a HD in AED5001 and the choice may be made after either AED5001 or AED5009.Minor thesis students will re-enrol in AED 6001 (Minor Thesis full time) or EED 6031/32 (Minor Thesis part time) instead of Innovation and Evaluation. All Minor Thesis students will attend the class sessions for Innovation and Evaluation, as the teaching is essential for your minor thesis work. The Minor Thesis enables you to enter higher degree programs internationally and particularly in Australia. Criteria for entry to Minor Thesis: In order to qualify to enter the Minor Thesis you must: • •
• • •
Score a HD for AED 5001; or Score a D and attend an interview with the ProgramCoordinator or a nominated person to present evidence of ability to cope with a thesis program. AND Locate, approach and confirm a suitable supervisor from the VU or HanU staff Contact your supervisor via email or Skype regularly for progress checks. Attend the classes for the units Innovation and Evaluation, but follow an altered assessment schedule.
4. Resubmissions If you fail to gain a score of 50% or more on your first submission, you will be required to resubmit within 2 weeks as described by your lecturer. These twoweeks begin as soon as your lecturer advises you of the need for a resubmission. Each student is allowed a maximum of three attempts to successfully complete each of the required assessment tasks in each of the three units of study. If students’ first attempts are not successful they will be required to resubmit the assessment task. Students MUST take careful notice of their lecturers’ comments to make sure that they correct the noted errors. If a student is unsuccessful with their second resubmission they will be given one more opportunity to complete the assignment successfully. Students who do not take note of lecturers’ input will not receive a pass grade. If the third resubmission is not of a pass standard, the student will receive an ‘N’ or ‘Fail’ grade. Such students will have to repeat the unit of study if they wish to graduate from the course, or they may choose to take Intermission and improve their language and academic skills before reenrolling. Please note that students who have to resubmit assignments will be marked to a maximum grade of 50% (Pass). That is, the maximum grade a student can receive after any resubmission is 50% (P). Further information about the Victoria University ‘Assessment’ policy can be found at this website: http://www.vu.edu.au/student-life/getting-help/assessment-progress-help If you have any difficulties with any of the assessment tasks, please talk to or email your lecturer as soon as possible. 11
If you do not have success contacting your lecturer, or do not wish to contact your lecturer, please contact the Course Coordinator or Vietnam Administrator to discuss your academic progress.
5. Policies about due dates For the JANUARY delivery, students must hand in their work FIVE weeks after the completion of the final class. This includes an automatic one week extension for all students to cater for Tet holidays. This makes marking timelines very tight for lecturers so manage your time carefully as additional extensions may not be logistically possible without jeopardizing your chances to enroll in AED5008 in May. The hand in date is Friday 6 March, 5pm Vietnam time. Assignments submitted after the due date, without an approved extension of time, will be marked according to the information below about assignment extensions. As long as you make a request before the due date, your lecturer may be able to grant an extension of either one or two weeks in consultation with the Unit Coordinator. After this, extensions will only be granted when documentary evidence is provided indicating that the student could not complete the assignment in time due to exceptional circumstances. Such evidence will need to be an officially translated and certified copy of a doctor’s certificate or other signed, stamped and officially translated explanation. If such documentation cannot be provided prior to or on the due date for the submission of the assignment and work is handed in late without lecturer or coordinator permission, students will be penalized according to university policy using the following scale: Overdue 1 day Minus 10 marks
Overdue 2-7 days Minus 20 marks
Overdue 8-14 days Minus 30 marks
Overdue >14 days Maximum grade 50%
Also, you need to realize that lateness with assignments will impact on your ability to move to the next subject in the next semester, i.e. lateness will mean you cannot enrol in the next unit Evaluation with your current class and need to wait for the following delivery. Intermission or Leave of Absence After three attempts, options one and two above in ‘English language levels’ will automatically be applicable and students will be encouraged to take intermission or leave of absence (LOA).See: http://www.vu.edu.au/student-life/enrolment/change-your-enrolment/leave-of-absence Plagiarism VU has a serious Academic honesty and Preventing Plagiarism policy: http://wcf.vu.edu.au/GovernancePolicy/PDF/POA040915000.PDF
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If you fail to reference your sources correctly or copy from published sources, you may be guilty of plagiarism. If your lecturer decides that this is true in your case, your essay will be returned to you unmarked and you will be required to resubmit within two weeks with all quotes and references accurate and in accordance with the above policy. In Vietnam there are services where students can have essays proofread, edited or written for payment. Any student who uses such a service will be given a grade of 0 (Zero) and will be subject to disciplinary action according to the Academic Honesty and Plagiarism Prevention policy of the university.
6. MTESOL Course Learning Outcomes Graduates of this course will be able to: 1. Analyse English language learners’ needs; 2. Design, implement, assess and evaluate English as a second or additional language curricula and pedagogical programs that are locally, nationally and internationally applicable; 3. Implement English as a second or additional language learning programs that are underpinned by researched principles of language teaching and a thorough knowledge of the systems of the English language; 4. Undertake applied research relevant to their professional responsibilities and interests in the area of TESOL; 5. Apply the theoretical and practical learning opportunities provided in each unit of study to become accomplished TESOL practitioners; 6. Utilise their enhanced teaching skills and understanding of educational processes to work effectively in second language contexts; 7. Confidently seek employment opportunities for English as a second or additional language teachers in a wide range of local, national and international contexts; 8. Extend their existing professional careers in education by achieving a recognised specialist area qualification; 9. Demonstrate understanding of English as a second or additional language teaching profession in local, national and international contexts.
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Introduction to Innovation AED5009 This unit focuses on innovation and planned change at individual, enterprise and societal levels with a specific emphasis on education in various learning settings, including the workplace, educational settings and the community. It examines values underlying particular innovations and models and strategies for developing, promoting, disseminating and implementing change and factors affecting adoption and institutionalisation. 'Innovation' is synonymous with change and how people and organisations address change is incorporated into the study. The unit includes: the purposes and goals of innovation; theories that inform a culture of innovation; values underpinning change; change and innovation at individual, local, organisational and global levels; strategies for developing innovative education and training practices; professional development models for transformation; strategies for developing communities of inquiry and professional learning teams; case studies of innovation in community learning settings, workplaces and educational and training institutions. The unit ‘Innovation’ introduces theories and models that have been applied to innovations in English Language Teaching (ELT) and learning. This unit examines the implementation strategies associated with the models as well as the features of innovations that may help to ensure successful implementation. It examines national and local cultural issues that may affect, for example, the development and implementation of a communicative curriculum. It also examines the potential contribution of computers and the internet to the teaching of English in Vietnam and other EFL contexts. Both the ‘top-down’ and ‘bottom-up’ management of innovation will be discussed.
1. Unit Content The unit of study will include: The purposes and goals of innovation Theories that inform a culture of innovation and values underpinning change Change and innovation at individual, local, organisational and global levels Strategies for developing innovative education and training practices Professional development models for transformation Strategies for developing communities of inquiry and professional learning teams Case studies of innovation. • • • • • • •
2. Unit Topics The course will cover the following topics: An introduction to the models of innovation currently being applied to ELT including ‘bottom-up’ innovations (implementing innovations from the perspective of the classroom teacher) and ‘top-down’ innovations (implementing innovations from the perspective of a manager or change agent) •
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• • • •
Cultural issues affecting innovations Successful and unsuccessful innovations (this topic is integrated into the other topics) Innovation in curriculum and assessment Innovations in ELT resulting from the use of computer technologies
This unit has been designed to be suitable for those undertaking the MTESOL Program by coursework in Vietnam. As far as possible, priority has been given to including examples from Vietnam and East and South Asia. The unit builds on the ideas of classroom based research, reflective teaching and action research introduced in the previous unit AED5001, Education Research Design and Methods.
3.Unit Learning Outcomes (LOs) At the conclusion of the course the participants will be able to: 1. Analyse the historical, social, political and economic factors influencing innovation in a range of cultural contexts; 2. Relate learning theories, principles and practices to innovation; 3. Identify and critique the values informing innovation; 4. Analyse and compare models of innovation; 5. Develop innovation that is flexible and responsive to the experiences of learners; 6. Collaborate onexperiences of innovation in a range of contexts; 7. Investigate personal and professional needs and strengths in terms of knowledge of innovation. Links between assessments and learning outcomes Assessment 1 Class Tasks: LOs 1, Assessment 2 - Presentation of Innovation Proposal: LOs 4, 6, 7 Assessment 3 - Written Innovation Proposal: LOs 1,2, 3, 4, 5, 6, 7
2,
3,
4. Graduate Capabilities Problem solve in a range of settings Locate, critically evaluate, manage and use written, numerical and electronic information Communicate in a variety of contexts and modes Work both autonomously and collaboratively Work in an environmentally, socially and culturally responsible manner Manage learning and career development opportunities
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5,
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5. Teaching and learning strategies The methods of teaching will be learner-centred and will incorporate classroom activities, workshops, inquiry activities, on-line discussion and peer discourse as the basis for sharing information and experiences. Students will work individually and collaboratively to review literature with Web-based learning support to provide links to resources. Web-based learning support will provide links to resources necessary for planning and conducting action research.
6. Format This unit will be conducted in ‘burst’ mode. There will be 10 lectures / workshops of 3 hours and 30 minutes duration. Classes will be held from Monday to Saturday in the first week and from Monday to Thursday in the second week. A tea break usually of up to20 minutes may be negotiated with the lecturer and the class.
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Course Reading The course reading is outlined below topic by topic.You are expected to read the majority of the articles related to the topics. To make this possible, most of them are now directly available via the VU library website: http://guides.library.vu.edu.au/TESOL It is strongly recommended that you attempt to write brief summaries of the main points of each reading. This study technique assists in the comprehension of complex texts and the summaries are useful to refer to when you are writing your innovation research proposal.You should also note your answers to the ‘guide’ questions as you read. Core text The required reading is the core text for the entire MTESOL: Dalhberg, L. &McCraig, C. (2010). Practical Research and evaluation: A start-to-finish guide for practitioners. Sage: Los Angeles. (Supplied to students of the MTESOL Vietnam) The former core text of AED5009is nowa recommended text: Anderson, P.M. (2009).Pedagogy primer (Peter Lang primers). Peter Lang: New York.
Readings arranged by topic These are available here:http://guides.library.vu.edu.au/content.php?pid=340346&sid=3010454
online
1. Change, innovation and models of innovation Guiding Questions: •
What changes and innovations have you experienced during your teaching career?
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What were these experiences like?
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Have any of these changes or innovations corresponded to the theoretical models presented in the readings? Are any of these theoretical models more likely to be experienced in Vietnam?
1. Ranandya, W.A. (2012). Extensive Listening in the Language Classroom. In Widodo, H.P. &Cirocki, Innovation and Creativity in ELT Methodology (pp.15-28). Nova Science Publishers: New
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York (SeeVU library MTESOL Offshore page for direct link to this chapter, but do examine this book if you get the chance as it contains many models of innovation). 2. Wedell, M. (2009). Innovation in ELT.ELT Journal 63 (4), 397-399. doi: 10.1093/elt/ccp053. (SeeVU library MTESOL Offshore page for direct link). 3. Richards, J. (2002). Thirty years of TEFL/TESL: A Personal reflection. RELC Journal, 33 (2), 135. doi: 10.1177/003368820203300201. (SeeVU library MTESOL Offshore page for direct link). 4. Leask, B. (2008). ‘Internationalisation, Globalisation and Curriculum Innovation’. In Hellsten, M. U Reid, A. (Eds.) Researching International Pedagogies. Springer: Sydney. (SeeVU library MTESOL Offshore page for direct link to the entire e-book). 5. White, R.V. (1988). ‘Language Curriculum Design: Process and Management’. In The ELT Curriculum: Design, Innovation and management (pp. 113-135).Blackwell: Oxford. (Chapter available viaVU library MTESOL Offshore page). 6. Murray, D. E. (Ed.). (2008). Planning change, changing plans: Innovations in second language teaching. Ann Arbor, MI: University of Michigan Press. (Not currently in the library but worth hunting for if you can). 7. Markee, N. (1997). ‘Issues and definitions’.In Managing Curricular Innovation (pp. 4269).Cambridge University Press: Cambridge. (Chapter available viaVU library MTESOL Offshore page). 8. Waters, A. &Vilches, Ma L. C. (2001). Implementing ELT innovations: a needs analysis framework.ELT Journal 55 (2), 133-141. (SeeVU library MTESOL Offshore page for direct link).
2. Cultures and inno vation Guiding Questions •
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How would you characterize your classes(s)? Do you agree with the ways Vietnamese teachers and students are described in the articles?
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What are the features of your local institutional culture? High or low structure context?
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What are the features of the national culture and how do they influence education?
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What are the implications for implementing innovations?
1. Singh, M. (2000). Innovation in TESOL provision: Local responses and engagements with globalization. EA Journal 18 (1), 12-21. (SeeVU library MTESOL Offshore page for direct link).
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2. Tomlinson, B and Dat, B. (2004). The contributions of Vietnamese learners of English to ELT methodology.Language Teaching Research 8 (2), 199-222. (SeeVU library MTESOL Offshore page for direct link). 3. Lewis, M. & Cook, F. (2002). ‘Cultures of teaching: Voices from Vietnam’. ELT Journal 56 (2), 146-153. doi: 10.1093/elt/56.2.146. (SeeVUlibrary MTESOL Offshore page for direct link). 4.Littlewood, W. (2000). ‘Do Asian students really want to listen and obey? ELT Journal 54 (1), 3126. doi: 10.1093/elt/54.1. (SeeVU library MTESOL Offshore page for direct link). 5. Kumaravadivelu B (2006). ‘TESOL Methods: Changing Tracks, Challenging Trends’. TESOL Quarterly 40 (1), 59-81. (SeeVU library MTESOL Offshore page for direct link). 6. Pham, H. (2001). ‘Teacher development: A real need for English departments in Vietnam. English TeachingForum 39 (4), 36-40.(SeeVU library MTESOL Offshore page for direct link). 7. Xiao, L. (2006). ‘Bridging the Gap Between Teaching Styles and Learning Styles: A CrossCultural Perspective’ TESL EJ 10 (3). Available: http://tesl-ej.org/ej39/a2.html(See VU library MTESOL Offshore page for direct link). 8. Hu, G. (2002). ‘Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China’, Language, Culture and Curriculum 15 (2), 93-105. (SeeVU library MTESOL Offshore page for direct link). 9. Tudor, I. (2001). ‘Exploiting local dynamics’. In The dynamics of the language classroom (pp. 157-180). Cambridge University Press: Cambridge. (SeeVU library MTESOL Offshore page for direct link). 10. Holliday, A., Hyde, M. &Kullman, J (2004). Intercultural Communication: An Advanced Resource Book. Routledge Applied Linguistics: London. (See VU library MTESOL Offshore page for direct link to the entire e-book, great case studies).
3. Successful and unsuccessful innovations Guiding Questions •
Can the theoretical models account for the success or failure of these innovations?
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Which factors are responsible for the success or failure?
• •
Have you had any experiences similar to those described? What similarities can you find with the Vietnamese context?
1. Le Pham HoaiHuong (2006).‘Learning vocabulary in group work in Vietnam’, RELC Journal 37 105-121.doi: 10.1177/0033688206063477. (SeeVU library MTESOL Offshore page for direct link).
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2. Yu, L. (2001). Communicative Language Teaching in China: Progress and Resistance.TESOL Quarterly 35 (1), 194–198. DOI:10.2307/3587868. (SeeVU library MTESOL Offshore page for direct link). 3. Wong, M.L. (2009). Perspectives on the English Language Education of Hong Kong’s New Senior Secondary (NSS) Curriculum. Asian EFL Journal 35, article 1. Available: http://www.asianefl-journal.com/pta_April_2009_mlw.php(SeeVU library MTESOL Offshore page for direct link). 4. Tinker Sachs, G. (2000). ‘Teacher and research autonomy in action research’ Prospect 15 (3), 35-49. Available: http://www.ameprc.mq.edu.au/resources/prospect/V15_N2_2000(SeeVU library MTESOL Offshore page for direct link). 5. Nguyen, HoaThi Mai & Hudson, Peter (2010), ‘Preservice EFL Teachers’ Attitudes, Needs, and Experiences about Teaching Writing and Learning to Teach Writing before their Practicum: A Case Study in Vietnam’. Asian EFL Journal 12 (2), article 3. Available: http://www.asian-efl journal.com/June_2010_htn.php(SeeVU library MTESOL Offshore page for direct link). 6. Weedall, Michael (2004). ‘A case study of the fidelity approach in an educational innovation’, International Journal of Educational Management (18), 49-57.(SeeVU library MTESOL Offshore page for direct link). 7. Anderson, N. (2010) ‘Exploring Second Language Reading: Issues and Strategies’, 7(2), September, TESL-EJ. tesl-ej.org.www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7/ SeeVU library MTESOL Offshore page for direct link).
4. Curriculum and Assessment Innovations Guiding Questions •
Are you a traditional language teacher, a communicative language teacher or both? Why?
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How do you assess students and why?
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Is CLT appropriate in all contexts?
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What about your context?
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Can CLT become appropriate?
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How can a new curriculum be designed?
1. Le Van Canh& Barnard, Roger (2009). ‘Curricular innovation behind closed doors: A Vietnamese case study’, Prospect 24 (2). Available: http://www.ameprc.mq.edu.au/resources/prospect/volume_24_number_2,_2009(SeeVU library MTESOL Offshore page for direct link).
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2. Lee, I. (2009). ‘A new look at an old problem: How teachers can liberate themselves from the drudgery of marking student writing’. Prospect 24 (2). Available: http://www.ameprc.mq.edu.au/resources/prospect/volume_24_number_2,_2009 Lee, I. (2012). ‘Feedback revolution. What gets in the way?’ ELT Journal 65 (1), 1-12. (SeeVU library MTESOL Offshore page for direct link). 3. Brown, H. (2007). ‘Communicative language teaching’. In Teaching by Principles: An interactive approach to language pedagogy (pp.42-53). Longman: White Plains, NY. (SeeVU library MTESOL Offshore page for direct link). 4. Sarwar, Z. (2001). ‘Innovations in large classes in Pakistan’.TESOL Quarterly 35 (3), 493-496. (SeeVU library MTESOL Offshore page for direct link). 5. Nunan, D. & Lamb, C. (1996). ‘Changing views on the nature of language and learning: Traditionalism and CLT’ (table). In The Self-Directed Teacher (pp.14-15). Cambridge: Cambridge University Press. (SeeVU library MTESOL Offshore page for direct link). 6. Graves, K. (2001). ‘A framework for course development processes’. In Hall, D. &Hewings, A. (Eds.), Innovation in English Language Teaching, a Reader (pp.178-196). Routledge: London & New York. 7. Lewkowitz J.A. &Nunan, D. (1999). The limits of collaborative evaluation.TESOL Quarterly 33 (4), 681-700. (SeeVU library MTESOL Offshore page for direct link).
5. Innovation using computers and the internet Guiding Questions •
Can computers contribute more to your teaching and your students’ learning?
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What are some ways to increase access to computers?
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Can computers be used to teach communicatively?
1. Nguyen, Long Van (2010). Computer Mediated Collaborative Learning within a Communicative Language Teaching Approach: A Sociocultural Perspective. Asian EFL Journal 12 (1), article 8. Available: http://www.asian-efl-journal.com/March_2010_lvn.php (SeeVU library MTESOL Offshore page for direct link). 2. Andrew, M. (2009). ‘Deepened Mirrors of Cultural Learning: Expressing Identity Through Ewriting’. CALICO Journal 26 (2), 324-336.Available: https://calico.org/html/article_745.pdf (SeeVU library MTESOL Offshore page for direct link). 3. Farrah, M. (2011). ‘Online Communication and Enhancing Language Skills, Motivation, and Cultural Understanding’. AUC TESOL Journal (Fall). Available:
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http://hebron.academia.edu/MohmmedFarrah/Papers/1446082/Online_Communication_and_Enha ncing_Language_Skills_Motivation_and_Cultural_Understanding 4. Warschauer, M. (2002). ‘A developmental perspective on technology in language education’.TESOL Quarterly 36 (3), 453-475. (SeeVU library MTESOL Offshore page for direct link). 5. Pennington, M. (2004). ‘Cycles of innovation in the adoption of information technology: A view for language teaching’. Computer Assisted Language Learning 17 (1), 7-33.(SeeVU library MTESOL Offshore page for direct link). 6. Timcin, M. (2006). ‘Implementing CALL in an EFL context’, ELT Journal 60 (3), 262-271.(SeeVU library MTESOL Offshore page for direct link). 7. Gruba, Paul (2011). Blending Technologies in Second Language Classrooms. Basingstoke: Palgrave McMillan. (SeeVU library MTESOL Offshore page for direct link to the e-book).
6. Ongoing innovations in ELT Guiding Questions •
•
What opportunities do possibilities for online delivery and interaction offer you, and how will this affect your practice? Can googling be a genuine substitute for research?
Survey the following journals for key articles in the field. aInternational Journal of Innovation in English Language Teaching and Research (2012 onwards) https://www.novapublishers.com/catalog/product_info.php?products_id=24870 CALICO Journal: A journal devoted to research and discussion on technology and language learning: https://calico.org/journalTOC.php?current=1 Computer Assisted Language http://www.tandfonline.com/toc/ncal20/current
Learning
CALL
Asciliteconference proceedings (google for 2011, 2012, 2013, 2014 papers). http://www.ascilite.org.au/conferences/sydney10/proceedings.htm http://www.ascilite.org.au/conferences/wellington12/2012/pagec16a.html http://www.ascilite.org.au/conferences/sydney13/program/handbookproceedings.php http://ascilite.org.au/ajet/
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Journal:
Special issue of Prospect (2010), volume 24 number 2 http://www.ameprc.mq.edu.au/resources/prospect/volume_24_number_2,_2010 The Asia-Pacific Program of Educational (APEID).http://www.unescobkk.org/index.php?id=12
Innovation
for
Development
MIT Forum on Educational Innovation. http://oeit.mit.edu/gallery/themes/open-education The Teaching and Learning Technology.http://web.mit.edu/tll/index.html
Laboratory.
Innovation in teaching blog: http://innovationinteaching.org/
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Massachusetts
Institute
of
Assessment Information 1. Description of the three assessments There are three parts to the assessment of this unit. Parts two and three are both related to a proposal for an action research project on your nominated innovation. This is to be implemented in your educational context between the conclusion of the unit Innovation and the start of Evaluation.
Assessment 1-Class Tasks These represent a critical exploration of key issues in this unit, as negotiated with the Program Coordinator and designed to promote your engagement in the classroom experience20% •
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Class Task 1.You willbe required by your lecturer to give a brief 500-word critical summary of one of the key readings. You may be required to informally orally present the critical summary to the class. You will hand in the written version of the summary to the lectureron a date agreed by your lecturer. Hand these to the monitor. Class Task 2. Critical evaluations of two student presentations on each of days(7), 8, 9 and 10 (6-8 in total, depending on number of days of presentations) using the forms at the back of this booklet. These are critical evaluations. You must hand in all completed forms stapled together. Hand these to the monitor, who will give them to the lecturer. Class Task 3. Participation in all aspects of classroom learning: Students are to be engaged actively in the class-based group work. Students are expected to complete all class tasks, usually including a brief summary of one of the readings. All students must attend each lecture for the whole lecture and complete peer assessment tasks Class Task 4. This is due exactly one week after the completion of the course. It is a short description of your innovation research following brief feedback on your oral presentation and your own reflection on what will work well in your research proposal. It should also include your draft of your research instruments. You need to give the exact wording of your topic and research questions. You need to describe your methodologies and justify the methods you use to collect data, with a description of your research instruments. You need to offer an ethical statement about your research. A page describing Class Task 4 appears in this booklet. You can complete this page and send it to your lecturer directly. The purpose is to ensure your research is viable and that your methodologies for data collection and analysis are in line with your research questions. Your lecturer will use this to give you a ‘green light’ for your research or to suggest further changes.
Assessments 2 and 3-Spoken and Wri tten Research Pro po sal (80%) Assessment two is a professional, academicoral presentation of your proposed innovation, while part three is a writteninnovation FULL proposal paper with researchinstruments. You can use the oral presentation as an opportunity to air your ideas and develop your thinking.
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You will receive brief on-the-spot feedback from the class and from your lecturer that can help you to improve your ideas in your written proposal. You are also encouraged to reflect on your own performance and content. This is also the component of the MTSEOL where your oral participation in academic and educational culture is assessed (a requirement of all Australian Masters programs) so there will be a strong emphasis on your spoken and presentational skills. In both the oral and written proposals, you might include responses to the following questions: • • •
• • •
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What is the purpose of your research? What is innovative about your research? How does it fit with innovation theory? What new or additional research can inform my innovation that I did not consider in AED5001? In what ways is your innovation appropriate to the cultures of your context? Who is the audience for/ who are the stakeholders for your research? What do you expect will change as a result of your planned innovation? What needs to happen in order for change to eventuate? What kinds of recommendations do you expect to be able to present once the research is completed? What are the ethical considerations of your innovation research? What sampling techniques will you use? What is the relationship between you as an educator and your research subjects? What exactly are your logistical plans for carrying out the research? What is the procedure for data collection and analysis? How do you plan to ensure the reliability of your data? How do you plan to analyse, interpret and present your data? What further research do you or others in areas close to yours need to complete in the future? What additional gaps in research have you identified?
You should discuss possibilities for your innovation plan with your peers and negotiate your final focus with your lecturer. Assessment 2. Individual oral present ationto the class40% You are required to make a formal academic/ professional presentation of your proposal for pedagogical innovation covering the most appropriate of the above headings. Overall, you are expected to complete and present an innovative research plan about the proposed research project and processes identified in the first Research Methods and Design assessment tasks. You may find your thinking and emphasis has changed or evolved, or even that your line of enquiry needs to change. In AED5009 you are required to design and present an in-depth innovation proposal that is focused on a pedagogical or curricular innovation. It needs to be a full critical appraisal of your innovation, culture and context, plans, and procedures for data collection and analysis, not merely a summary. The focus is on the innovation, the culture of your innovation,
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its ethical, practical and logistical implementation and how you are going to expand your research into it. The literature component will focus on new or fresh readings, building on those from AED5001. This component will not simply use identical readings from AED5001, and will demonstrate how chosen readings are important for your innovation. There needs to be a clear focus on the procedures of conducting research and collecting and analyzing data. Your goal is to convince you audience that your research is viable, i.e. doable, practical, possible, ethical. You will be required to conduct your research in your institution on conclusion of the program, and to present an evaluative report on it in the next unit. The better your planning is, the more chance you have to make well-thought out innovation that will succeed. Length: This presentation should ideally last 12 minutes plus or minus three minutes. Be prepared for 5-8 minutes for questions. If you are using powerpoint, you should aim for a maximum of 20 slides, but remember it is what you say that determines the length and not what is on the slides (See Tips for a successful presentation below). The following should be included in the presentation: The problem:What is the problem you are trying to improve by the innovation? Frame this as the research aim. ‘The aim of the research is to explore how (innovation) might be used to begin to address (problem).’ The origins of the problem: How did you come to identify your problem and why is it important in your context? Provide a brief description of the research site – your institution / context – and of key participants and stakeholders Your beliefs about teaching and learning: How does your innovation fit with what you believe about how language is learned? What theories, eg socio-cultural, socio-cognitive, social constructivist, are important to your beliefs about language learning? What educational scholars impact your beliefs about education? The nature of the innovation: What exactly is innovative about your proposal? How does the innovation fit with innovation theory? New, fresh and key substantive literature (literature about the topic) Why is this innovation a good idea? Describe some texts – books and journal articles and other academic outputs - and tell us how they impact your thinking about your innovation. Why are they relevant? The question(s):The Research Question(s) should be straightforward, simple questions such as: How is (the innovation) to be used in my classroom? How did the students respond to (the innovation)? You may decide to have one main question and several sub-questions. If so, describe why.
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Methodology What methodology will you use and why is it appropriate? How will you collect and analyse data? What methods will you use? Why those methods? How will you ensure your methodology is ethical? How will your methodology create evidence to answer your research question(s)? Researching the innovation Describe how you will recruit participants. How do you choose your subjects? If you are not interviewing everyone, how will you choose? Why? How many? Ensure you demonstrate ethical thinking. What is your timeline for the research? Keep it viable. •
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Implementing the innovation How do you position yourself as teacher/researcher? What are the ethical implications of this? What are you going to do?Over how many lessons? Who are your participants? Are there ways of introducing the innovation and conducting it that might make it easier? Have a clear sense of how the innovation will be introduced, and describe what you expect to happennext and what materials you will need; Envisage and describe the procedures for data collection and analysis. •
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Reflecting on action What problems can you anticipate and what solutions could you offer? What impact do you expect your innovation to have on your students, stakeholders and context? Connection to Class Tasks 2 and 3 Class/ audience participation in question time will be assessed as part of assessment 1. See this as a good chance to explore your ideas and test their feasibility with your colleagues. Tips for a successful presentation • •
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Refer to the assessment criteria to see how you will be assessed Use ‘prompt cards’ small enough to fit in your palm. These cards should contain key words not sentences. Plan ahead – bring your own equipment and ensure your presentation materials work in the designated room. Minimise reading at all times. This includes reading from notes and reading from slides. A voice that reads is boring to an audience compared to voice that speaks to an audience. Rehearse with friends to give feedback on your content and performance. This can help you with your timing too. Write the title of the presentation on the front slide of your .ppt, .pptx(or prezi) before presenting and ensure your audience knows your topic, problem, innovation and context within the first five minutes. Use pausing to capture the audience’s attention, particularly before starting and between sections. Audiences need time to reflect. Build reflection into your presentation wherever possible. 27
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Use body language and eye contact appropriately. This may depend on cultures and contexts, but we characterize good presenters as those who build up good rapports with audiences. Conclude and summarise each of your main points as you go as well as presenting a broad conclusion. The conclusion doesn’t merely summarise, but interprets what has gone before in a way that shows where your project will go. Use appropriate visual aids. Employ dynamics in slides, and use realia (i.e. actual classroom objects) if you can. If you make a handout, make it short and concise or include examples of exercises you might use in your innovation. It needs to have a clear purpose. Ensure your font is at least 20 point. Choose a font that works well in a visual presentation (Ariel, Helvetica, etc). Some fonts such as Times and Palatino are designed for reading on a page. Make sure your use of font is consistent in a presentation, particularly if you do use cut and paste for quotations. Don’t use too many quotations and limit the size of your quotations. It is more dynamic to be able to tell us about your reading in response to the author’s name and some key words. Do not put too much information on each slide. About 4 bullet points is often given as good practice. Ensure your audience comes away with five clear points from your talk. You will be stopped if you overrun your allocated time. Be sensitive to your time-keeper. Check the accuracy of all written information, particularly authors’ names. Slides must be proof-read and accurate. Look at websites and Youtube videos about giving presentations. There are numerous, ever-changing videos available on Youtube (e.g. http://www.youtube.com/watch?v=gNG0etmnwuk). Many websites can provide additional tips, e.g. http://www.makeuseof.com/tag/10-tips-for-preparing-a-professional-presentation/. There are videos about presenting to a group on the VU offshore students’ website. TED has some greater resources: http://www.huffingtonpost.com/2012/02/28/best-tedtalks_n_1307131.html. Even the Microsoft site might help with the organization and display of slides: http://www.microsoft.com/atwork/skills/presentations.aspx#fbid=8soLblU6jHJ
Assessment 3: Innovation Research Proposal - 3,500 wor ds (40%) Your innovation research proposal is a full proposal as opposed to the short proposal in AED5001. It contains the following elements to make it fuller and different: •
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A clear understanding of the connections between your research problem, the gap in the literature and your research questions(s) A focus on new and important literature, particularly studies discovered since AED5001 and the readings of AED5009 Innovation An understanding of the educational theories that inform your innovation A description of what exactly is innovative about your research in the light of innovation theory and other studies you have read A deep analysis of your teaching and learning context and your stakeholders
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• •
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A strong emphasis on researcher ethics An understanding of the rationales for your choice of research methods and methods for data analysis An appreciation of yourself as a researcher, particularly your beliefs and how you express these in your teaching An ability to describe your procedures in a way that convinces your understanding of the viability of your project and the reliability of your evidence An ability to plan and implement your research using the tools of reflection in, on and for action Depth of critical analysis and thinking, demonstrated in relation to your literature and your practices as a teacher/researcher
Components of Assessment 3 The innovation research proposal will have the following elements. It is up to you to order these components in a logical and creative way that takes your reader logically and clearly through your innovation research. A title – your title should indicate to the reader what your proposal is about. A discussion about the ‘ problem’ or ‘i ssue’ – this is where you discuss in-depth the problem or issue you identified in AED5001, including how your reflection on your problem may have changed it during the previous four months. You should include things such as; what it is and why it is a concern, the impacts of the problem on learning or teaching, and the particular impact it has on Vietnamese students. In this section you are not only describing the problem in detail; you are giving reasons why it is important and why it should become a subject of research (remember in the first unit we discussed that research should be ‘of value’ to others). You should also use literature beyond that used in your AED5001 assignments to support your discussion of the problem. You can, of course, describe seminal or germinal studies which will always be central to your topic, but ensure you are explicit about why and how they are relevant. The research question (and sub-questions) – in AED5001 you may have identified up to four research questions. Here you need to identify your primary research question and your sub questions (if any). The primary research question is usually the most important question, the one which all others are related to. You may find your thinking has changed. Your question needs to be of immediate interest to you and of direct relevance to your context. A rationale for the innovation researc h – this is where you discuss and justify your innovation. •
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Situate yourself as a researcher within the scholarly debate, and discuss which studies your experience leads you to agree with; Summarise what literature, particularly recent literature, has said about your innovation, why it is important and to whom. Identify its key points and discuss the significance of the studies to your project, and how the ideas in them contribute to your thinking; Describe what makes you think this innovation can address your problem or issue and what benefits will occur if it is successful.
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• •
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In detail discuss how you are going to implement your innovation procedurally. Consider such questions as: What are you going to do, over how many lessons, what problems can you anticipate, how will you introduce and conduct your innovation? Discuss each step including any resources you may need (refer to your oral presentation notes). Refer to socio-cultural context then develop these ideas further in your innovation research proposal.
A description of the innov ation and cult ural aspects of the research setting – give a clear description of your socio-cultural context, that is,where you will be conducting your innovation and research, including the physical and geographical location, the age, gender and number of participants involved and what type of class it is. When readers such as lecturers read this section they should have a very clear picture of where you are implementing your innovation and the people involved. Describe clearly relevant cultural aspects of your context and its policies (e.g. institutional and national policies). Methodology and Methods – don’t forget these are two very different things. Methodology is the theory of thought which informs your work while the methods are how you collect the information that will become your data. The data you collect will become evidence to be used to answer (not prove) your research question/s. Methodology - Evaluate why you’ve chosen your particular qualitative methodology, and give a clear rationale for choosing it, relating it to your beliefs as an educator and as a researcher.If you use non-qualitative and mixed methods, argue strongly for why these methods are viable and appropriate. Your methodology can be essentially action research, but may be influenced by other methodologies. Methods – Identify and justify the methods of data collection you will use (interviews, journals, artifacts, voice aloud protocols, observations, questionnaires, etc.). When discussing your methods use the literature to support what you say. Why do you think these methods will enable you to collect the evidence that will answer your question? Data collection – how and when will you implement your methods? What will you need to do, what will you need to consider, and what resources might you need? Data analysis – what method of data analysis will you use? Discuss and use the literature to support your choice. Ethics – consider all aspects of ethics at all stages of your innovation research proposal, considering particularly any power differentials between yourself as a researcher and your subjects. Describe procedures you need to take in order to protect your participants and to ensure your processes of data collection, analysis and presentation are ethical. Potential problems and solutions – identify some of the problems you may face when conducting your research and discuss how you think you may overcome these problems. This helps to demonstrate that your research is ‘viable’ that it can be done.
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Conclusion – here you talk about your aims and hopes for your innovation and research. You are reminding the reader what it is that you want to achieve and what they have been reading about. You will demonstrate a capacity for ‘reflection for action’ References – a list of the books and articles that have been used to inform your assignment. Use either the Harvard or the APA referencing system. Be consistent with one style. Always reformat and proofread your references to ensure completeness and consistency.
2. Due Dates Due dates of assessment task 1 Assignment one (Class tasks), task one: In class as instructed by teacher and on Thursday January 23 Assignment one, task two, 6-8 Criti cal Evaluations of Peers’ Presentations: In class as instructed by teacher Assignment one, task three: In class as instructed by teacher Assignment one, task four, Research instruments and revised description of Innovation project: One week after class and on 5 February, 5pm, Vietnam time. Due date of assessment task 2: week 2 of delivery (in class). Due date of assessment task 3:Due FIVE weeks after the conclusion of the course. The date is Friday Friday 6 March, 5pm Vietnam time (8pm Australia time). This already includes one week automatic extension to allow for the Tet holiday. All students should aim to achieve this deadl ine as teachers have very tight schedules for conducting marking. We advise you to work well and aim to do your best work for your FIRST draft, seeking an extension rather than handing in work you know is not good enough. Students who have to submit work twice will normally not meet the eligibility for continuing onto Evaluation in May.
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3. Requirements for the submission of written assignments On the top of the first page of the assignment type your name, the unit title, the topic, your lecturer’s name and the date. Your assignment must: • •
• • • • • • • •
•
be saved with AED5009 your name and ID, e.g. AED5009_PhamPhuongThi_419345 include a completed and signed assignment cover sheet (Please note carefully that you are signing that you did not plagiarise or collude in the production of your assignment) be in Microsoft word .doc or .docx use line spacing of at least one and half, but preferably double spaced employ minimum font size of 12 points haveconsistent use of font and font size throughout apply minimum of 3.5 cm margin on right hand side of page for comments use black font without colour (except for graphics) number all pages, i.e. paginate note word count at the end of the assignment. (The word count includes all of the assignment except the title pages, references list and appendices) be put through TURNITIN software (on VUCollaborate) and then you must send this report to your lecturer along with your proposal
Proofreading Requirement: •
•
•
•
Proofread your assignment before submitting it or better yet exchange papers with another student and proofread each other’s work – practice critical friendship. Provide a full reference list of books and resources used. You need to provide a ‘cited references’ list for the references used in the task. Be careful about plagiarism. All citations must be clearly acknowledged. It is not sufficient to only slightly alter a quotation and present this as paraphrasing. Avoid self-plagiarism. Any cutting and pasting from previous assignments will be noted by Turnitin. It is your duty to employ different wording for similar ideas.
Handing in m ajor assessments •
• • • •
• •
Put your assignment through TURNITIN on the VU Collaborate website. This assures us that your work is original and does not contain copied material. To do this go to https://myvuportal.vu.edu.au/ Click on ‘Log In’ then enter your Victoria University student number and password. Click on ‘VU Collaborate’ (on the right hand side) Click on ‘INNOVATION (AED5009)’ – ‘Assessments’ – ‘Assessment dropbox’ then select ‘Assessment 3’ This will take you to a new page where you can upload your assessment. Keep a copy of your final assignment AND ALSO send it to your lecturer.HAND IN YOUR TURNITIN REPORT with the copy you send to your lecturer.
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Resubmittin g Assignments •
•
• •
If you have to resubmit an assignment, send it directly to your lecturer and cc it to the Course Coordinator,
[email protected] If you are required to resubmit your assignment, you MUST resubmit all versions of your assignment. This way we can easily monitor your changes. The maximum grade for a resubmitted essay is P. Only assignments marked as N will be remarked on request with a strong rationale and sent to the Course Coordinator,
[email protected]
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AED5009 INNOVATION: Mark Sheet: Assessment 1: Class Tasks 1, 2, 3& 4 (20%) Criterion
Mark /20
Class Task 1 - 500-Word Reading Task Critical reading handed in promptly and responds to needs of the task: Related to proposal Up to date article reviewed Writing – expression, grammar - is clear Writing is original Structure of the review is clear and well-paragraphed Class Task 2 - Responses to others’ presentations A sample of peer review forms submitted to give evidence of responsiveness to and learning from others’ work Review forms are present Review forms reflect critical responsiveness Review forms cover four days of responsiveness Class Task 3 - Class participation and group work. Lecturer observes: Cooperativeness and turn-taking in group work Constructive contributions to class discussions Desire to contribute to classroom learning Ability to question, enquire and seek clarification • • • • •
• • •
• • • •
Class Task 4 - Research Plan and instru ments, due the week after classes finish Research plan is completed thoroughly and competently and handed in via email one week after the end of the course. Research instruments (statement for participants, informed consent form and any questionnaires, observation sheets or focus group questions) are included. HD 80%+ A ‘HD’ for class tasks is awarded for regularly initiating discussion. This means coming to class thoroughly familiar with the assigned reading and, therefore, prepared to raise questions, to open discussion, to identify topics of interest in the reading, and actively engage other students in the discussion. All class and homework tasks are completed and are attempted in a thoughtful, informed manner. Completion of class tasks at this level would also show the ability to relate personal professional experiences to the class activities and required readings. The student would be able to give opinions in an interesting manner. These opinions would be supported by evidence.Attendance would be 100% D 70-79% A ‘D’ for class tasks is awarded for regular completion of all class and homework tasks and for being productively engaged in class discussions and tasks. This means being prepared and willing to engage with other students and with the teacher. The difference between a ‘HD’ and a ‘D’ would be the degree of self-initiation and non-reliance on the teacher’s questions to set the agenda for discussion.Attendance would be 90+ % C 60-69% A ‘C’ for class tasks requires regular completion of class and homework tasks, but on a less frequent basis than a ‘D’ or ‘HD’ student. This means being prepared for class, but contributions will indicate that less thought has been given to assigned materials or tasks.Attendance would be 80+% P 50-59% A ‘P’ for class tasks is given for contributing infrequently to discussions and for only partial completion of the required class and homework tasks. Contributions do not appear to arise from thoughtful consideration of the readings.Attendance would be 80+% F 49% or less A ‘N’ or ‘FAIL’ would be given for non-completion of a majority of the class or homework tasks. Attendance is less than 80% (Note: Frequent absences mandate ‘N’ grades for ‘attendance and participation’.
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AED5009 INNOVATION Assessment 1 (Return via email one week after course completion) Class Task 4: Research instr uments and revised descripti on of Innovation project
This task aims to: • •
•
•
Document your response to feedback to your research presentation Provide documentary evidence of the research instruments you will use (questionnaires, focus group questions, observation sheets and so on) Include an understanding of ethical issues in the information for participants and consent forms Satisfy your lecturer that your project is viable and ethical
Assignment length: No more than 1000 wor ds total (excluding forms and instruments) Student name: 1.
Student number:
Title of Innovation Project:
2. What is your innovation? Describe: • • •
What you are planning to do Why it is innovative Rationale for your innovation
3. Research Question/s:
4. Describe your research methodology:
5. List your research methods and describe your research instruments: (These must be handed in with this outline) 1 2 3
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6. List the group/s of participants from whom you plan to collect data:
7. Start date for data collection: _________ End date for data collection: ________ 8. Who will you ask for permission to conduct this research?
Answer the following i f interviews are one of your methods: 9. If you plan to use either individual or group interviews, indicate how long you anticipate the interview will take and identify any ethical issues.
10. List the questions that you will ask, ensuring that the questions apply specifically to your Research Topic and relate to your Research Question/s#
Answer the following i f questi onnaires are one of your methods: 11. If you plan to use a written questionnaire, please identify whether you will use open-ended or closed questions and indicate how long you think it will take participants to complete this Please attach a copy of questionnaire, ensuring that the questions apply specifically to your Research Topic and relate to your Research Question/s.
Answer the following i f observations are one of your methods : 12. Identify who will be observed and who will be the observer. Please attach a copy of the research instrument (e.g. Observation form, field notes guide) and describe any ethical issues that may be involved.
Finally: 13. In addition to the above, attach your ‘Information to Participants’ form and your consent form.
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AED5009 INNOVATION – Feedb ack o n Assess ment 3 – Full Writ ten Innovatio n Res earch Pro posal
AED5009 INNOVATION – Feedb ack o n Assess ment 3 – Full Writ ten Innovatio n Res earch Pro posal Studen t’s Name _________________________________ ID no: _______________ Date: __________________ .VU-HANU MTESOL PROGRAM: INNOVATION –Criteria fo r major asses sment task 3: Proposal Student’s Name _________________ID no: _________________ Date: Januar y 2015 L ectu rer: _____________________________________
Assessment criteria Depth of understanding
Gener al com ments (see detailed descriptors below) Please read these comments in conjunction with the detailed comments made directly onto the essay itself.
Critical analysisof socio-cultural context Targeted response to task description
Critical appraisal of literature Use of quotations and references Structure &Focus Awareness of audience and purpose of task Clarity of Expression Understanding of conventions of academic writing
Overall mark:
/40
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As ses smen t cr iter ia Depth of understanding/ response to task
Critical analysis of socio-cultural context
Critical appraisal of literature Use of quotations and references Structure &focus Aw arenes s of audience/ purpose
Clarity of Expression Understanding of conventions of academic writing
HD 100-80 Impressive and original depth of understanding of topic. Highly reflective use of educational theories relevant to innovation
D 79-70 Thorough and comprehensive understanding of topic. Considered weighing of educational theories relevant to Thorough and convincing innovation analysis of socioSubstantial analysis of cultural context socio-cultural context Scholarly evaluation of the Substantial critical literature. appraisal of Creative and original use of literature. relevant quotations Apposite use of relevant quotations Very clear structure and focus throughout Excellent articulation of ideas, displaying academic rigour and a confident academic voice that impresses the reader.
Clear structure and focus throughout Presented in a fluent, readable and scholarly style, with evidence of original style and voice.
Outstanding clarity and fluency of expression throughout Evidence of excellent proofreading and editing Demonstration of clear understanding of conventions of academic writing
Expression is very clear and fluent throughout Evidence of sound proofreading and editing Demonstration of sound understanding of conventions of academic writing
C 69-60 Clear understanding of topic. Ideas sustained by educational theories relevant to innovation Issues and theories considered critically. Credible analysis of sociocultural context Evidence of critical appraisal of literature, with a recognition of different perspectives Effective use of relevant quotations Appropriate structure; may lack a clear trajectory Generally clear focus throughout
P 59-50 Adequate understanding of topic. Occasional tendency to assertions not supported by relevant material, little reference to innovation Limited interpretation and critical analysis. Adequate analysis of sociocultural context
F 49 or less Conversant with topic but serious gaps or errors. General lack of evidence in supporting arguments Lacks depth of understanding and demonstrates undeveloped critical analysis.
Limited criticality in appraisal of literature Inconsistency in quality of use of quotations
Literature presented with little or no critical engagement Choice and use of quotations is often inappropriate or narrow, barely goes beyond study guides
Structure adequate but with some limitations and occasional digressions
Noticeable limitation in organising material.
Ideas presented cogently and clearlybut may lack originality or voice.
Focus not always clear; reader may struggle with logical progression; only tracesof original voice.
Expression is clear and fluent throughout
Inconsistencies in clarity and expressionthroughout
Some proofreading and editing required
Substantial proofreading and editing required
Demonstration of some understanding of conventions of academic writing
Negligible understanding of conventions of academic writing
Overall mark: 38
/100=
Inconsistent and inadequate analysis of socio-cultural context
Unclear focus, meanders from topic to topic, frequent strain for reader to follow the flow of the assignment. Little/ no evidence of original voice.
Tendency to incoherence Absence of adequate proofreading and editing Insufficient evidence of understanding the conventions of academic writing
/40= Grade _______
As ses smen t cr iter ia Depth of understanding/ response to task
Critical analysis of socio-cultural context
Critical appraisal of literature Use of quotations and references Structure &focus Aw arenes s of audience/ purpose
Clarity of Expression Understanding of conventions of academic writing
HD 100-80 Impressive and original depth of understanding of topic. Highly reflective use of educational theories relevant to innovation
D 79-70 Thorough and comprehensive understanding of topic. Considered weighing of educational theories relevant to Thorough and convincing innovation analysis of socioSubstantial analysis of cultural context socio-cultural context Scholarly evaluation of the Substantial critical literature. appraisal of Creative and original use of literature. relevant quotations Apposite use of relevant quotations Very clear structure and focus throughout Excellent articulation of ideas, displaying academic rigour and a confident academic voice that impresses the reader.
Clear structure and focus throughout Presented in a fluent, readable and scholarly style, with evidence of original style and voice.
Outstanding clarity and fluency of expression throughout Evidence of excellent proofreading and editing Demonstration of clear understanding of conventions of academic writing
Expression is very clear and fluent throughout Evidence of sound proofreading and editing Demonstration of sound understanding of conventions of academic writing
C 69-60 Clear understanding of topic. Ideas sustained by educational theories relevant to innovation Issues and theories considered critically. Credible analysis of sociocultural context Evidence of critical appraisal of literature, with a recognition of different perspectives Effective use of relevant quotations Appropriate structure; may lack a clear trajectory Generally clear focus throughout
P 59-50 Adequate understanding of topic. Occasional tendency to assertions not supported by relevant material, little reference to innovation Limited interpretation and critical analysis. Adequate analysis of sociocultural context
F 49 or less Conversant with topic but serious gaps or errors. General lack of evidence in supporting arguments Lacks depth of understanding and demonstrates undeveloped critical analysis.
Limited criticality in appraisal of literature Inconsistency in quality of use of quotations
Literature presented with little or no critical engagement Choice and use of quotations is often inappropriate or narrow, barely goes beyond study guides
Structure adequate but with some limitations and occasional digressions
Noticeable limitation in organising material.
Ideas presented cogently and clearlybut may lack originality or voice.
Focus not always clear; reader may struggle with logical progression; only tracesof original voice.
Expression is clear and fluent throughout
Inconsistencies in clarity and expressionthroughout
Some proofreading and editing required
Substantial proofreading and editing required
Demonstration of some understanding of conventions of academic writing
Negligible understanding of conventions of academic writing
Overall mark:
/100=
Inconsistent and inadequate analysis of socio-cultural context
Unclear focus, meanders from topic to topic, frequent strain for reader to follow the flow of the assignment. Little/ no evidence of original voice.
Tendency to incoherence Absence of adequate proofreading and editing Insufficient evidence of understanding the conventions of academic writing
/40= Grade _______
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Summary of Assessed Grades HD (80% +)The text is coherent, with no or insignificant grammatical or spelling errors. The text uses a consistent style, using academic voice. The style of the writing is clear, consistent and appropriate to the assessment task. The writing is clearly ‘signposted’, i.e..the direction of the response is clear. A framework for the discussion is established and followed. Referencing is consistent and correct. The overall presentation of the assignment is of a professional standard and is clear, consistent and appropriate to the assessment task. All administrative requirements are complete. The response to the t ask indicates its direct relationship to current, future or past work settings in a critical and reflective manner. The context is appropriately defined and focused. The response to the task addresses significant and relevant issues. The choice of the selected research is defended comprehensively and convincingly. The implications of the response to the task are clearly outlined, i.e.. directions for future research are clearly outlined. Subjective judgments are avoided, or if present are well defended and add depth to the completion of the assessment task. The writer demonstrates the capacity for analysis at a high level. D (70–79%)Text is coherent, with very few and very minor grammatical or spelling errors. Text uses a consistent style, using academic voice, and is applied consistently, with very few and very minor lapses, and is appropriate to the assessment task. The style of the writing is generally clear, consistent and appropriate to the task. The writing is‘signposted’ but there may be occasional lapses in the clarity of the direction of the writing. A framework for the discussion is established. Referencing is complete and consistent with only a few, minor errors. Presentation is of a professional standard with occasional lapses in format. All but a few, unimportant administrative requirements are complete. The response to the task indicates its relationship to current, future or past work settings. The response to the task addresses relevant issues. The choice of the selected research is defended. Implications of the response to the task are suggested, i.e. directions for future research are noted. Subjective judgments may be present but are well defended. The writer demonstrates the capacity for analysis. C (60-69%)The writing is coherent, appropriate and follows academic conventions. There may be a number of grammatical and spelling errors but comprehension is never impeded. There may be lapses in the signposting of the direction of the writing. The response to the task indicates its relationship to current, future or past work settings. The response indicates that a significant issue is being addressed. The response indicates an awareness of a critical approach. A framework for the discussion is established but there may be lapses in this framework being consistently followed. The use of a referencing technique is evident but this is occasionally, inconsistently or incorrectly applied. P (50-59%)The writing is at times personal or subjective. The writing may lose coherence occasionally through a lack of use of academic conventions, however is still comprehensible. Grammatical and spelling errors may be noticeable but these do not interfere with the overall comprehension of the writer’s ideas. The response to the task is literal but adequate. There may be no attempt to link the response to the task to current, future or past work settings. Referencing technique is used inconsistently or inappropriately. F / RESUBMIT (49% or less )The response to the task is not appropriate. Recommendations about how the task is to be completed have not been followed. The response to the task is personal and subjective.
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Summary of Assessed Grades HD (80% +)The text is coherent, with no or insignificant grammatical or spelling errors. The text uses a consistent style, using academic voice. The style of the writing is clear, consistent and appropriate to the assessment task. The writing is clearly ‘signposted’, i.e..the direction of the response is clear. A framework for the discussion is established and followed. Referencing is consistent and correct. The overall presentation of the assignment is of a professional standard and is clear, consistent and appropriate to the assessment task. All administrative requirements are complete. The response to the t ask indicates its direct relationship to current, future or past work settings in a critical and reflective manner. The context is appropriately defined and focused. The response to the task addresses significant and relevant issues. The choice of the selected research is defended comprehensively and convincingly. The implications of the response to the task are clearly outlined, i.e.. directions for future research are clearly outlined. Subjective judgments are avoided, or if present are well defended and add depth to the completion of the assessment task. The writer demonstrates the capacity for analysis at a high level. D (70–79%)Text is coherent, with very few and very minor grammatical or spelling errors. Text uses a consistent style, using academic voice, and is applied consistently, with very few and very minor lapses, and is appropriate to the assessment task. The style of the writing is generally clear, consistent and appropriate to the task. The writing is‘signposted’ but there may be occasional lapses in the clarity of the direction of the writing. A framework for the discussion is established. Referencing is complete and consistent with only a few, minor errors. Presentation is of a professional standard with occasional lapses in format. All but a few, unimportant administrative requirements are complete. The response to the task indicates its relationship to current, future or past work settings. The response to the task addresses relevant issues. The choice of the selected research is defended. Implications of the response to the task are suggested, i.e. directions for future research are noted. Subjective judgments may be present but are well defended. The writer demonstrates the capacity for analysis. C (60-69%)The writing is coherent, appropriate and follows academic conventions. There may be a number of grammatical and spelling errors but comprehension is never impeded. There may be lapses in the signposting of the direction of the writing. The response to the task indicates its relationship to current, future or past work settings. The response indicates that a significant issue is being addressed. The response indicates an awareness of a critical approach. A framework for the discussion is established but there may be lapses in this framework being consistently followed. The use of a referencing technique is evident but this is occasionally, inconsistently or incorrectly applied. P (50-59%)The writing is at times personal or subjective. The writing may lose coherence occasionally through a lack of use of academic conventions, however is still comprehensible. Grammatical and spelling errors may be noticeable but these do not interfere with the overall comprehension of the writer’s ideas. The response to the task is literal but adequate. There may be no attempt to link the response to the task to current, future or past work settings. Referencing technique is used inconsistently or inappropriately. F / RESUBMIT (49% or less )The response to the task is not appropriate. Recommendations about how the task is to be completed have not been followed. The response to the task is personal and subjective.
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AED5009 INNOVATION Ass essm ent 2:Pre sent atio n of Innovation Proposal Studen t’s Name _____________________________________________ ID no : _________________ Date: __________________________ Marker: ______________________ Moderato r: ____________________ Criteria
Comments
Content: Max 20Clearly states and exemplifies how the research plan has been influenced by the pedagogical context Highlights and explains the practical difficulties and pedagogical tensions that might occur during the research Demonstrates how method and methodological procedures are to be operationalised Indicates what has been done previously and how previousresearch can be extended Shows good content knowledge in question session Structure/Sequencing: Max 10 Introduces each section and develops ideas in logical sequence Briefly describes the relevance of the topic for the specific audience Defines & clarifies key vocabulary (as necessary and as appropriate) Indicates the relationship between the context and the research questions
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AED5009 INNOVATION Ass essm ent 2:Pre sent atio n of Innovation Proposal Studen t’s Name _____________________________________________ ID no : _________________ Date: __________________________ Marker: ______________________ Moderato r: ____________________ Criteria
Comments
Content: Max 20Clearly states and exemplifies how the research plan has been influenced by the pedagogical context Highlights and explains the practical difficulties and pedagogical tensions that might occur during the research Demonstrates how method and methodological procedures are to be operationalised Indicates what has been done previously and how previousresearch can be extended Shows good content knowledge in question session Structure/Sequencing: Max 10 Introduces each section and develops ideas in logical sequence Briefly describes the relevance of the topic for the specific audience Defines & clarifies key vocabulary (as necessary and as appropriate) Indicates the relationship between the context and the research questions
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Indicates the relationship between the context and research processes Supports statements or claims with specific, relevant examples or from specific, relevant references Ac ademi c and pro fess ion al per for manc e: Max 5 Shows familiarity with and interest in the content of the presentation Uses appropriate body language & gestures to punctuate delivery Maintains appropriate eye contact / rapport with the audience Effectively and appropriately uses handouts / materials / resources / technologies Controls/ manages questions and comments/ Manages allocated time Spoken delivery/ communication: Max 5 Clearly pronounces words Fluently expresses ideas Maintains interest by varying pitch/ intonation Speaks loudly and clearly Uses appropriate pausing and varies speed TOTAL MARK
/100=
/40
GRADE: 41
Indicates the relationship between the context and research processes Supports statements or claims with specific, relevant examples or from specific, relevant references Ac ademi c and pro fess ion al per for manc e: Max 5 Shows familiarity with and interest in the content of the presentation Uses appropriate body language & gestures to punctuate delivery Maintains appropriate eye contact / rapport with the audience Effectively and appropriately uses handouts / materials / resources / technologies Controls/ manages questions and comments/ Manages allocated time Spoken delivery/ communication: Max 5 Clearly pronounces words Fluently expresses ideas Maintains interest by varying pitch/ intonation Speaks loudly and clearly Uses appropriate pausing and varies speed TOTAL MARK
/100=
/40
GRADE: 41
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Crit i al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 IINNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
Name:_______________________ ID:__________________________ Date: ________________________
AED5009 INNOVATION As sessm ent 3: Class Task 2: Cri ti al Evaluation of Peers’ Presentations
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(Hand i two per day to monitor)
“The current official version of this policy is maintained on the Victoria University Central Policy Register and downloading and printing of this policy will produce an uncontrolled copy which may not be current ."
This handout is designed as a short, clear and educative model for a student guide. Please modify as appropriate.
How to avoid plagiarism A good introduction to Plagiarism and strategies for avoiding plagiarism is provided through the on-line workshop at the University of South Australia. Take some time to work through the activities on the link providedhttp://www.unisanet.unisa.edu.au/learningconnection/student/a-z/quick-find.asp Including material from your reading in your essay There are several ways of including material from your reading in your essay. The most common ones aredirect quotation, paraphrase and summary. The most important thing to remember is that use of material from your sources must be referenced. This means that you must tell the reader where you found the material. Even if you have only used an idea, and you have written about it completely in your own words, it must be referenced. If you do not do this, you are implying that the idea or words are yours, and this is called plagiarism. Plagiarism is considered a very serious academic ‘crime’! Many students do not know what a direct quotation is. Direct quotations When you use the exact words from a source such as a book or article, you are using a direct quotation. Direct quotations should be carefully selected and copied exactly from the text/article. They should be used only when: You may wish to modify the 10% maximum.
the original words of the author are expressed so concisely and aptly that it would be impossible to adequately write them in your own words you want to use a specific word or phrase that the author uses to express a central concept you are giving a specific description or definition you are stating the law or a particular regulation etc
Many do not know the rules about changes in quotes – they may need to be taught this.
Direct Quotations Use direct quotations carefully. They should constituteno more than 10% of the words of your essay. Do not use them to make your points, but to support them. Reference all direct quotations and use the correct method to present them. This means: Man do not know technical terms like ‘inverted commas’. You may wish to modify the 90% minimum.
inverted commas (‘’) if the quotation is three lines or less, or indentation (highlight the quotation and click on INCREASE INDENT) if it is more than three lines long.
Students ma need com utin instructions, too. Paraphrase and Summary If you do not use a direct quotation, you should paraphrase or summarise the writer’s words. In this process,you must change 90% of the words. If you use whole phrases that are the same as the writer’s without showing they are direct quotations by using inverted commas (‘’) or indentation, you will be accused of plagiarism. To avoid plagiarism, you must also reference the source of the ideas even if they are rewritten in your own words.
Many students worry that their written work will be too full of referencing brackets. Don’t worry – it’s normal for academic writing to look like that! See below for examples of what a mixture of direct quotation, paraphrase and summary might look like.
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Version 4
“The current official version of this policy is maintained on the Victoria University Central Policy Register and downloading and printing of this policy will produce an uncontrolled copy which may not be current ."
The University’s Guide to citation and referencing conventions on the URL provided should also be highlighted to studentshttp://w2.vu.edu.au/library/infolink/webref/style.htm
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Version 4
