Assignment 3 Personal Definition of Learning
Assignment 3 Personal Definition of Learning
Due: Nov 11 at 23:59
Take home final exam 40% of your final mark
Overview: This assessment requires you to:
Select and explain a definition of learning;
Apply the definition to explain how two sources of student variability influence learning;
Apply the definition to explain two learning vignettes (released on Nov 7); and
Discuss the strengths and limitations of your definition.
Your response can be in the form of (a) a 1,500-word essay or (b) a 10-minute audio-visual presentation.
Audio-visual presentations can be short movies (mp3), narrated Powerpoints, or filmed oral presentations. They need to include both audio and visual information and have all the same sections as essays (see below).
Details:
Select a definition of learning. This can be one of the definitions you presented in Assignment 1, or a new one. Once you have chosen a definition, revise and expand it to reflect what you have learned during this session. Your expanded definition needs to be clear and include one or more critical attributes that you identify clearly. The inclusion of each critical attribute needs to be justified with comparisons to other definitions of learning and you may also discuss possible noncritical attributes if you definition includes any.
Apply the definition to explain how two sources of variability influence students learning. The sources of variability could include cultural or language differences, learning difficulties, or age. You are free to suggest others as well, but we recommend you avoid writing about gender and intelligence, as they are extremely difficult topics to deal with properly.
Discuss how your definition accounts for learning described in the two vignettes we provide you. Vignettes will be available November 7 at 9am on iLearn. The vignettes depict features of learning, development, and environment, including those experienced by Aboriginal and Torres Strait Islander students.
Finally, conclude with a paragraph that critically evaluates the strengths and limitations of your definition of learning.
Structure
Definition and critical attributes of learning (30% of the mark)
Apply your definition of learning to explain two sources of variability in students learning (20% of the mark)
Apply your definition of learning to explain learning in the provided vignettes (20% of the mark)
Conclusion paragraph (10% of the mark)
References you need a minimum of five scholarly references (academic journal articles, academic books or book chapters, or research reports).
20% of your mark is based on the quality of your references, APA formatting, and the quality of communication (spelling and grammar errors, pace and tone of voice etc.).
EDST1010 Assignment 3: Personal Definition of Learning (40%)
Criteria HD (85-100)
DI (75-84)
CR (65-74)
PA (50-64)
F (0-49)
Definition and critical attributes of learning (30%) Definition is clear, reflects learnings from the unit, and includes critical attributes that are clearly identified and justified persuasively with comparisons to existing definitions. Noncritical attributes may also be noted. Definition is clear and it includes critical attributes that are identified and explained clearly. The justification of critical attributes is partly convincing or incomplete and/or noncritical attributes are not noted. Definition is mostly clear and it includes critical attributes that are identified. The explanation and/or justification of critical attributes in not clear and/or convincing. Definition and/or the critical attributes are not all clearly identified. The explanation and/or justification of critical attributes in not clear and/or convincing Definition and/or the critical attributes are not clearly identified, or the critical attributes are not part of the definition.
Applies learning definition to account for variation in learning (20%) Uses several critical attributes to explain variation in learning. The relationships between the critical attributes and the sources of variation are clearly explained and evident. Uses some critical attributes to explain variation in learning. The relationships between the critical attributes and the sources of variation are mostly explained and evident. Uses one or more critical attributes to explain variation in learning. The relationships between the critical attributes and the sources of variation are only partly explained and evident. Variation in learning is explained with little reference to the definition. The explanation of the relationships between the critical attributes and the sources of variation is missing or not clear. Response does not demonstrate an understanding of possible causes of variations in learning as defined. Explanation does not reflect material covered in the unit.
Applies learning definition to explain learning in the vignettes (20%) Uses several critical attributes to explain learning in the vignettes convincingly. The relationships between the critical attributes and the explanations are clear and convincing.
Uses some critical attributes to explain learning in the vignettes. The relationships between the critical attributes and the explanations are mostly clear and convincing. Uses one or more critical attributes to explain learning in the vignettes. The relationships between the critical attributes and explanations are only partly clear and convincing. Provides a coherent explanation of learning in the vignettes. The relationships between the critical attributes and explanation is insufficient or unconvincing. Response does not demonstrate an understanding of learning as depicted in the vignettes. Explanation does not reflect material covered in the unit.
Conclusion (10%) Provides a thoughtful conclusion that shows clear understanding of the unit material and the strengths and limitations of the definition.
Provides a clear conclusion that shows understanding of the unit material and the strengths and limitations of the definition. Provides a conclusion that shows developing understanding of the unit material and an attempt at critical evaluation of the definition and its limitations. Provides a conclusion that shows some understanding of the unit material and the definition and its limitations. Lacks conclusion or conclusion shows little or no understanding of the unit material or the limitations of the definition.
Communication, research, and referencing (20%) Communication is clear, coherent, and uses academic language effectively.
Highly relevant research is used to support ideas.
Referencing follows APA style.
Communication is clear, coherent, and uses academic language.
Relevant research is used to support ideas.
Referencing follows APA style.
Communication is clear and coherent but lacks academic language.
Partly relevant research used to support ideas.
APA style referencing may have some errors. Communication is satisfactory in clarity and coherence.
Includes sufficient number of references but their relevance is not clear.
APA style referencing includes several errors. Communication lacks clarity and/or coherence.
Does not use sufficient research to support ideas.
APA style referencing includes many errors. Reference list is missing or poorly considered.
