EDUC 7067OL - Leading Wellbeing

Course Details

Course Code	EDUC 7067OL
Course	Leading Wellbeing
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
Location/s	Online
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Assessment	Literature Review (35%), Essay (45%), Discussion Boards (20%)

Course Staff

Course Coordinator: Dr Lynda MacLeod

Course Timetable

The full timetable of all activities for this course can be accessed from .

This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer. You will complete regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community. You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:

Please refer to MyUni for more details.

Course Learning Outcomes

On successful completion of this course students will be able to:		APST (Lead)*
1	Analyse and evaluate how to lead positive approaches to wellbeing in education.
2	Interpret and evaluate wellbeing leadership theories to enable flourishing.
3	Create a strategy to lead wellbeing in diverse educational contexts.

* Australian Professional Standards for Teachers (APST):

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1,2,3
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1,2,3
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1,2,3
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	3
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 2, 3
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1,2
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1, 2, 3
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1,2,3

Required Resources

All readings for this course will be made available upon enrolment via Leganto on the course's page.

Recommended Resources

All readings for this course will be made available upon enrolment via Leganto on the course's MyUni page.

Online Learning

This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer.

You will complete regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community. You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:

* PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.

**80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning outcomes for this course.

Learning & Teaching Modes

This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer. You will complete regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community. You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:

* PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.

**80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning outcomes for this course.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Delivery or Engagement Mode	Hours
Online synchronous intensive workshops (4 days)	14 hours
Asynchronous recorded material for intensives	14 hours
Online discussion	6-8 hours
Assignments, reading and research (Approx 12 hours per week)	120 hours
	Total 156 hours

Learning Activities Summary

Intensive 1

Module	Topic
1	Introducing leading and wellbeing
2	Critical discernment; ‘reading’ the educational ‘context’
3	Leading with relational sensibilities
4	Purpose-driven intentional engagement and practice

Interactive Online Activities

Modules 5-9 (Interactive discussions on MyUni)

Topics include: Emotional competencies and understanding the challenges of leading positive change, Culture, context, values in building change in wellbeing education, Leadership approaches in the context of positive wellbeing for teachers, Relationships: the essence of leadership, Inspiring and motivating sustained development, growth in learning and wellbeing.

Intensive 2

Module	Topic
10	Multilevel change - resonant relational leadership in organisations
11	Interpretation and evaluation of wellbeing leadership - case studies
12	Appreciative Inquiry into leading wellbeing initiatives
13	Creating a plan for sustainable wellbeing in an educational context

Interactive Online Activities

Modules 14-18 (Interactive discussions on MyUni)

Topics include: A qualitative approach for researching leadership and well-being, Leading for well-being in an ideological context - Critical discourse, Leadership formation and wellbeing, A leadership perspective, looking forward from looking back, course wrap-up and reflection.

PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.

*80% attendance at both intensives is required for students to participate in structured learning activities to achieve the learning
outcomes for this course.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome	APST (Lead)
2000-word Literature Review	Summative	35%	1, 2
2000-word Research Essay	Summative	45%	1, 2, 3
Discussion Forum (x4)	Summative	20%	1, 2, 3

Assessment Detail

Assessment Task	Description	Due Date
Literature Review (2000 words; 35%)	After reflecting on the many discussions during the first intensive choose a contemporary topic from the field of wellbeing in education (schools and/or higher education) that interests you in consultation with your lecturer. Contemporary refers to within the past 5 - 10 years. For example, topics could include defining wellbeing, measurement, use of technology, culture and context. Write a literature review of peer-reviewed articles published over the past five-ten years. Your review should: Determine what has already been written on a topic Provide an overview of critical concepts Identify major relationships or patterns Identify strengths and weaknesses Identify any gaps in the research Identify any conflicting evidence About the task: A literature review: provides an overview of information available on a subject identifies the main authors in the subject area evaluates the ideas in the sources included (rather than just describing them) includes your own interpretation of the findings. Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please refer to the 成人大片 Referencing Guides for assistance.	Refer to MyUni
Research Essay (2000 words; 45%)	A 2,000-word research essay chosen from three topics. About the tasks: A common form of university assessment is the essay. The purpose of essays is for you to demonstrate your understanding of certain key concepts associated with your course and communicate this understanding in a formal, structured way. Essays involve more than simply repeating information from your readings and lecture. They require analysis rather than description, as well as an evaluation of the material and the formation of an argument or interpretation of the set topic. Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please refer to the 成人大片 Referencing Guides for assistance.	Refer to MyUni
Discussion Forums (20%)	There are eight (8) discussion forums for this course. Four (4) discussion boards will be assessed where your comments will be assessed using a marking rubric. Students will complete a total of 6 hours’ worth of discussion boards over the duration of the course.

Submission

All assessment is submitted online via MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

成人大片