Course coordinator
Dr Iffat Jahan
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This is a targeted preparatory course for all students enrolled in the Master of Educational Studies program. It is intended to develop foundational understandings of educational theories that relate to teaching and learning in a globalised context, develop a working knowledge of research methodologies and underpinning ethical issues, enable the acquisition of writing skills for different genres and audiences, further the development of collaborative learning in cross cultural contexts and strengthen students' analytical skills. The course will introduce students to key educational theories, build an understanding of policy and its relation to curriculum and pedagogy, and develop understandings of the role of language and literacy with a particular focus on the globalisation of English.
I hope you enjoy the diverse content and learning opportunities within this course.ﾠTo guide you with your studies I have set up an EDUC7053 Blackboard page where all the learning materials for the course will be provided (e.g. PowerPoint slides, readings and assessment information). Blackboard can be accessed by going directly to the following link:ﾠhttps://learn.uq.edu.au/.ﾠThere will be important content posted on the EDUC7053 Blackboard site throughout the semester, please check this site and your UQ email regularly to stay updated with current information.
Each week we’ll have an interactive lecture where various topics in Global Education will be introduced and discussed. The lecture will be followed by a workshop with tailored activities designed to work on academic and analytical skills related to course content and assessments.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7043
Restrictions
Entry to the Graduate Certificate and Master of Educational Studies (32 unit) programs.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This course is jointly taught with another instance of the same course, i.e. EDUC7053 external. Lectures are timetabled concurrently.
Course contact
Course staff
Lecturer
Dr Iffat Jahan
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The course aims broadly to enable students enrolled in postgraduate programs in Educational Studies to develop and demonstrate foundational understandings and critical analysis of concepts, contexts and issues in Global Education. The course also focuses on developing students’ practical knowledge in the academic skills necessary for the completion of their postgraduate studies.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate foundational understandings and critical analysis of educational concepts and issues that relate to teaching and learning in a globalised context.
LO2.
Demonstrate foundational understandings of educational research and underpinning ethical issues.
LO3.
Demonstrate working knowledge of the academic skills expected in the postgraduate programs in Educational Studies.
LO4.
Demonstrate collaborative learning skills in cross-cultural contexts.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Notebook/ Logbook | Weekly Journal (Reflection) | 20% 500 words |
24/02/2025 - 28/03/2025 |
| Essay/ Critique | Argumentative Essay | 30% 1500 words |
31/03/2025 2:00 pm |
| Presentation | Presentation | 10% |
7/04/2025 - 30/05/2025
Presentation dates will be allocated by tutors and students will be advised in class |
| Paper/ Report/ Annotation | Project Report | 40% 2500 words |
9/06/2025 2:00 pm |
Assessment details
Weekly Journal (Reflection)
- Mode
- Written
- Category
- Notebook/ Logbook
- Weight
- 20% 500 words
- Due date
24/02/2025 - 28/03/2025
- Learning outcomes
- L01, L02, L03
Task description
Between weeks 1-5, students will submit five weekly journal entries via Blackboard (Bb). The weekly journals contain reflections on week 1 to 5 learning.
The purpose of this task is for you to reflect about important aspects of what we are covering/learning. Each week you may like to spend 10 minutes after class to answer the following questions:
- What was the most important things you learned during the class?
- What was something you already knew or had learned but it was reinforced?
- Write down a question or query you have concerning the topic(s) discussed.
You may like to consider including answers to the following questions:
- What are your beliefs about teaching and learning in global contexts?
- How has your belief changed? Or do you still have the same belief about teaching/learning?
Please summarise your reflection and consider how you may be able to apply what we learn in class to your career and/or to your other subjects in the Master of Educational Studies.
There is no need to write answers to each of the questions. These questions are supposed to serve as a guide for your reflection.
Submission guidelines
Submission instructions will be given in class in week 1 and will also be available on Blackboard.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Weekly submissions should be received within respective weeks. If students require an extension for this task due to unavoidable reasons (such as late enrolment), please contact your tutor or course coordinator directly.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Argumentative Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 1500 words
- Due date
31/03/2025 2:00 pm
- Learning outcomes
- L02, L03
Task description
Before starting your essay you need to:
Choose the essay question that you will address in the essay. This question will be answered in your thesis statement. You have to share the question, thesis statement and the title with your tutor for approval by week 5. You will be provided guidance in class on how to conceptualise topics and write a thesis statement. You may start working on your essay after receiving approval of your topic from your tutor.
Write an argumentative essay on your negotiated topic on social justice issues Global Education.
You need to include a minimum of 6 resources in your essay: 3 from the course readings and 3 resources from outside the reading list.
Please remember:
- APA referencing is to be used.
- Genre charateristics of Argumentative essay are to be utilised.
More information on how to structure and develop an argumentative essay will be given in class.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Presentation
- Mode
- Activity/ Performance, Oral
- Category
- Presentation
- Weight
- 10%
- Due date
7/04/2025 - 30/05/2025
Presentation dates will be allocated by tutors and students will be advised in class
- Learning outcomes
- L01, L02, L03
Task description
Individual Presentation (10%)
- You will do a face to face presentation on your experience of writing Assessment 2 (Argumentative essay)
- Your will highlight your essay topic, literature and/or theories you engaged with, thesis statement and sub-arguments. You may talk about the context of your topic, what made you interested in this topic and your personal feelings while writing this essay.
- Please prepare slides to be used as visual support for your presentation.
- The length of the presentation is 6 to 8 minutes.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If students require an extension for this task, please contact your tutor or course coordinator directly.
Project Report
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 2500 words
- Due date
9/06/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Word count 2500 words
During the semester you will interview one of your classmates about their experiences of teaching and learning (it can be just learning if your partner does not have teaching experience). When creating the questions for the interview you should consider how educational experiences are affected by specific national contexts and what influences globalised factors have on local contexts. You may also focus on your partner’s educational experiences abroad (e.g. studying in Australia).
Guidance and practice for interviews will be provided in class.
After the interviews you will write a report where you will present a summary of the interview responses and an analysis of the responses using concepts/theories learned in the course. In your analysis you may choose to concentrate on a specific concept/theory or you may engage with a variety. For example, you can choose to focus on how globalised educational policies influence individual experiences of teaching and learning.
In the report you should include a reflective section where you will analyse your own educational experiences/contexts and draw some comparisons to your partners’ interview data.
The report should include:
- Introduction (include aims and focus of your project)
- Methods (description of the interview process and what techniques/methods were used to collect data, you may include data analysis methods but this is optional)
- A summary of the responses
- Analysis of interview responses using concepts/theories learned in the course
- Reflective section where you analyse your educational experiences/contexts and draw comparisons to your partners’ interview data
- Conclusion
- Reference list
- Appendices (you should add your interview questions here and any other material you used during the project that may be relevant)
More information about report writing will be provided in class.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: No evidence of engagement with assessment requirements and literature.ﾠ No critical analysis of readings, theories and research.ﾠFails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. Very minimal engagement with assessment requirements and literature.ﾠ Critical analysis of readings, theories and research severely lacking.ﾠﾠWritten presentation extremely poor. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements. Lack of engagement with assessment requirements and literature.ﾠ Poor critical analysis of readings, theories and research with substandard written presentation. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements for the course, such as some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the course, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as identifying and debating critical issues or problems, applying ideas to practical situations, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on comprehensive and complex understanding of the course.ﾠAssessment is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
All pieces of assessment must be submitted in order to obtain a final grade.ﾠ
Determining final grades:
The final grades are determined by consideration of the weighting of individual assessment items, ﾠthrough the use ofﾠweighting formula and the profile of individual grades across accumulated assessment tasks.ﾠPlease note that the weighting of an assignment refers to the relative significance of the assignment within the assessment program, not to a number for a grade. The use of these multiple sources of information means that your final grade relates to a position within a grade band and not to a percentage.
Here is an example of this approach:
All fourﾠassignments in this example are given a grade out of 7. The final grade is calculated using the weighting and the individual assignment grades as follows:
Example:
A student receives the following fourﾠgrades
Assignmentﾠ 1 (A1) : grade of 6 at 20% weighting
Assignment 2 (A2): grade of 5 at 20% weighting
Assignment 3 (A3): grade of 7 at 25% weighting
Assignment 4 (A4): grade of 5 at 35% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠ(A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠ ﾠ ﾠ(A3)ﾠ ﾠ ﾠ+ﾠ ﾠﾠ(A4)
(0.20 x 6) + (0.20 x 5) + (0.25ﾠx 7) + (0.35 x 5)ﾠ = 1.2ﾠ+ 1ﾠ+ 1.75 +ﾠ1.75 = 4.7
The final grade would be rounded up to the nearest whole number; in this case the grade would be 5.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Recommended Resourcesﾠfor Academic Writing & Skills
Craswell, G., & Poore, M. (2012). Writing for academic success (2nd ed.). Los Angeles, Calif.: SAGE.
Swales, J., & Feak, C. (2012).ﾠAcademic writing for graduate students: Essential tasks and skillsﾠ(3rd ed., Michigan series in English for academic & professional purposes). Ann Arbor: University of Michigan Press.
Wallace, M., & Wray, A. (2011).ﾠCritical reading and writing for postgraduatesﾠ(2nd ed.). Thousand Oaks, CA: SAGE Publications.
ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Intro to EDUC7053 Teaching and learning in a globalised context: structure of course, expectations and key concepts covered in EDUC7053 Learning outcomes: L01, L02, L03 |
Tutorial |
Introduction to Academic Genres and Academic Skills Focus on reflective writing in preparation for weekly journal entries Learning outcomes: L03, L04 |
|
Week 2 (03 Mar - 09 Mar) |
Lecture |
The Australian Educational System Intro to keys aspects specific to Australian schooling and higher education Learning outcomes: L01, L04 |
Tutorial |
Cross-cultural collaboration How to use the library, find and evaluate sources Learning outcomes: L02, L03, L04 |
|
Week 3 (10 Mar - 16 Mar) |
Lecture |
Intro to Research in Education Research paradigms; Research methodology; Ethical considerations Learning outcomes: L01, L02, L04 |
Tutorial |
Library & Research Workshop Introduction to APA and academic integrity; reading strategies and note taking Learning outcomes: L02, L03, L04 |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
The Role of Globalization & English as Global Language The Role of Globalization & English as Global Language Learning outcomes: L01, L02, L04 |
Tutorial |
Introduction to referencing and academic integrity; reading strategies Working in groups, presentation skills Learning outcomes: L01, L02, L03, L04 |
|
Week 5 (24 Mar - 30 Mar) |
Lecture |
Language and Literacy Focusing on Language and Literacy Learning outcomes: L01, L02, L04 |
Tutorial |
Critical reading Identifying evidence/arguments/claims Learning outcomes: L01, L02, L03, L04 |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
Education policies Focusing on Policies Learning outcomes: L01, L02, L04 |
Tutorial |
Academic writing: Essays Developing your essay, working with evidence/arguments/claims. Learning outcomes: L01, L02, L03, L04 |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
Curriculum and pedagogy Focusing on curriculum and pedagogy Learning outcomes: L01, L02, L04 |
Tutorial |
Academic skill: Presentation Presentation on your Argumentative essay assessment experience Learning outcomes: L01, L02, L03, L04 |
|
Week 8 (14 Apr - 20 Apr) |
Lecture |
Social Justice and Diverse Classrooms Social Justice and Diverse Classrooms Learning outcomes: L01, L02, L04 |
Tutorial |
Brainstorming for final project Learning outcomes: L01, L02, L03, L04 |
|
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 (28 Apr - 04 May) |
Lecture |
Critical perspectives Learning outcomes: L01, L02, L03, L04 |
Tutorial |
Research skill: interviewing Instructions for final project; Tips for interviewing Learning outcomes: L01, L02, L03, L04 |
|
Week 10 (05 May - 11 May) |
Lecture |
Challenging knowledge and its source: Decolonial/Postcolonial Critiques What knowledge(s)? Whose knowledge(s); Decolonial/Postcolonial Critiques Learning outcomes: L01, L02, L04 |
Tutorial |
Introduction to data analysis Analytical skills : Using theories in your analysis Learning outcomes: L01, L02, L03, L04 |
|
Week 11 (12 May - 18 May) |
Lecture |
Feminist-Intersectional critiques Learning outcomes: L01, L02, L04 |
Tutorial |
Writing research report brainstorming final project, examples and Q&A Learning outcomes: L01, L02, L03, L04 |
|
Week 12 (19 May - 25 May) |
Lecture |
Future directions in education: School change Learning outcomes: L01, L02, L04 |
Tutorial |
Developing your analysis/report: peer feedback session Interview Analysis & Reporting Learning outcomes: L01, L02, L03, L04 |
|
Week 13 (26 May - 01 Jun) |
Lecture |
Future directions in education: focusing on technology; Revision of course Learning outcomes: L01, L02, L04 |
Tutorial |
Editing academic work and sharing findings Revision: Academic Skills Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.