General Information
This subject equips students with the knowledge and skills necessary to be a teacher and an employee of the future. It examines transformations in education from the perspective of world megatrends. The science of world megatrends provides a unique insight into the ways the world and its systems are developing. The study of megatrends demonstrates how education is changing and what skills we must develop to confront its dynamic challenges such as increasing student diversity and digital transformations. The first part of the subject focuses on the internationalisation of education in Australia and globally. The second part explores digital transformation in education and the ways educators can prepare better to maximise its gains. The urgency for teachers is to develop knowledge and skills necessary in preparing learners for these challenges. The time is now because, following William Gibson’s quote: “The Future is already here - it’s just not very evenly distributed”.
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Details
Academic unit: Faculty of Society & Design Subject code: LING71-112 Subject title: Megatrends and Education Subject level: Postgraduate Semester/Year: September 2020 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: Attendance and learning activities: Please let your lecturer know if you cannot attend a class: please watch the recorded sessions at the earliest opportunity. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | LING71-112 |
| Subject title: | Megatrends and Education |
| Subject level: | Postgraduate |
| Semester/Year: | September 2020 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: | |
| Attendance and learning activities: | Please let your lecturer know if you cannot attend a class: please watch the recorded sessions at the earliest opportunity. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project Plan Project Part 1: Megatrends and education: Seminar presentation in weeks 7 & 8 (15min) on a topic approved by week 2. 30.00% Week 7 1,2,3,4 Project Report Project Part 2: Project Report on a megatrend/trend selected for the Project (2500 words; graphics; photos). The Report also will include a four-page summary for the distribution in the relevant community. 70.00% Week 11 1,2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project Plan | Project Part 1: Megatrends and education: Seminar presentation in weeks 7 & 8 (15min) on a topic approved by week 2. | 30.00% | Week 7 | 1,2,3,4 |
| Project Report | Project Part 2: Project Report on a megatrend/trend selected for the Project (2500 words; graphics; photos). The Report also will include a four-page summary for the distribution in the relevant community. | 70.00% | Week 11 | 1,2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Megatrends and the World today
What are trends and megatrends? Defining their impact on the future world.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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Megatrends in Education
Megatrends and trends in education: in Australia and globally.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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International Education
Definitions, evolution and models of International Education.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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International education and the pandemic catalyst
International education during and post-COVID-19.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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Remote or Online? From the package to the smartphone
The evolution of online education: Concepts, Definitions and Myths.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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Emerging educational models
Developing flexible learning environments.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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Weeks 7 & 8: Student seminars:
Megatrends and the future world.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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The Changing Learner and The Global Teacher
Preparing professionals for online work delivery: new skills and doing it all.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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Megatrends and gender
Gender in internationalisation and online education.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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Megatrends and the future world
Re-thinking the future & other megatrends: planning for climate change.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.
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The pandemic catalyst: megatrends and COVID-19
Employability and skills for the future or ‘Will I still have my job?’.
SLOs included
- Classify, compare and explain complex issues and processes of world megatrends and how they are reflected in global education.
- Individually and in small teams, evaluate and employ relevant knowledge to developing skills needed in a variety of practical contexts such as developing blended learning environments and developing global teacher skills.
- Formulate a personalised teaching philosophy, to prepare for the challenges of internationalisation and digitalisation of education.
- Employ the knowledge and skills gained in the subject to becoming a global educator and citizen, ready for the challenges of transformations demonstrated by the world megatrends.