Melbourne MicroCert

Teachers' Transition to Innovative Spaces

Develop strong reflective practices to enhance teaching and learning in innovative spaces.

Study mode
Online
Duration
4 weeks (42 hours)
Skills area
Industry-specific
Series
Leading Change in Learning Environments

Upcoming sessions

Monday 30 August 2021

Overview

Both the design of physical learning spaces and the teaching and learning practices used within them are shown to have a profound effect on how students learn. When it comes to impact within innovative learning environments, this relates to how teachers think. Leading education researcher Professor John Hattie describes a teacher or school leader’s mindframe as the mediating variable that directs how they engage in all aspects of teaching.

This Melbourne MicroCert will help you to be reflective about the way your frame of mind and belief systems shape your professional and teaching practices in innovative learning environments.

Led by experts from the Melbourne Graduate School of Education (MGSE) and the Faculty of Architecture, Building and Planning Building (FABP), you will develop a range of reflective practices to improve your own and your students learning within innovative environments.

Teachers’ Transition to Innovative Spaces is part of the Leading Change in Learning Environments series, which focuses on equipping educators to lead change in schools through implementing and transitioning to innovative learning environments.

Who is it for?

This MicroCert is for educators in the K-12 school sector and practitioners (including architects, educational consultants and administrators) who have access to an educational setting wanting to upskill to lead change in schools. It is ideal for those applying for Highly Accomplished and Lead Teachers certification, as it provides evidence of achievement against the relevant Australian Institute of Teaching and School Leadership (AITSL) standards.

Key topics

You will explore a range of topics, including:

  • Theoretical and practical conceptions of teacher mindframes
  • The impact of teacher mindframes in innovative learning environments
  • Reflective and reflexive teaching practices
  • Leading others to implement reflective and reflexive practices in innovative spaces.

Learning outcomes

On completion of the course, you will be able to:

  • Demonstrate knowledge of teacher mind frames and belief systems
  • Establish a practice of self-reflection to deliver evidence-based teaching and critically analyse the impact to enhance learning.

Learning experience

This MicroCert is an initiative of the Learning Environment Applied Research Network (LEaRN), a multidisciplinary community of scholars investigating the impact of learning spaces in different contexts.

In our innovative online environment, you will learn alongside other educational and industry professionals and undertake guided learning, involving contributions from industry and those in the teaching profession. This includes video, workshops and interactive peer activities. You will also undertake independent study, including reflective exercises and reading. Fully online delivery offers a convenient way to develop your skillset, from a location that suits you.

Who will you learn from?

Dr Marian Mahat is a Senior Research Fellow at the Melbourne Graduate School of Education. Her research focuses on improving student learning and outcomes in various educational contexts. She has researched and written extensively on the impact of school learning environments on student learning.

Dr Wesley Imms is an Associate Professor in the Melbourne Graduate School of Education, Head of Visual Art and Design Education, and Co-Director of the Learning Environments Applied Research Network. He is the lead Chief Investigator on two Australian Research Council Linkage Projects aimed at improving the design and use of learning environments.

Workload

This MicroCert is taught over four weeks. The total time commitment is 42 hours, consisting of approximately six hours guided learning, 26 hours self-guided study, and 10 hours for assessment tasks.

Assessment includes:

  • Discussion board commentary around focused reflection in innovative learning environments (30%)
  • Professional journal entries around growth in mind sets and improvements in practices in innovative learning environments (70%).

Digital certificate

Upon completion, you will be awarded your Teachers’ Transition to Innovative Spaces Melbourne MicroCert. This digital certificate will warrant the achievement of knowledge, skills and capabilities outlined in the learning outcomes. It may also include artefacts (such as videos and written material) related to both experiential and work-integrated learning, including translatable assessment that is practical to your professional life.

Links to industry

This Melbourne MicroCert has been developed in consultation with the education and architecture and design sectors. It is informed by research and key findings from LEaRN’s Innovative Learning Environment and Teacher Change (ILETC) project. The ILETC project is an Australian Research Council Linkage project involving 17 education and industry partners in Australia, New Zealand, Sweden and the United States.

The MicroCert is aligned with the AITSL standards of professional knowledge, practice and engagement.

At Radford we recognise that we are all learners, and transitioning to flexible and perhaps unfamiliar learning environments needs a structured implementation so that teachers know how they can optimally design and facilitate learning in new environments. Our involvement with the University of Melbourne’s Plans to Pedagogy has greatly supported our transition to innovative learning environments through a contextualised action research project. Based on our experience, we expect that the Teachers Transitions to Innovative Spaces MicroCert will be a valuable learning experience, from which participants will gain insights into practices and pedagogies for innovative learning spaces, with practical steps to apply in their own context.
– Fiona Godfrey, Principal, Radford College, Canberra

Pathways to further study

Teachers’ Transition to Innovative Spaces can be taken as a stand-alone course, or you can complement it with any other Melbourne MicroCert in the Leading Change in Learning Environments series, in whatever order you choose.

Other Melbourne MicroCerts in this series include:

Teachers’ Transition to Innovative Spaces is designed to provide a pathway – otherwise known as advanced standing – into the Master of Education. To use it in this way, you will need to complete all four Melbourne MicroCerts in the Leading Change in Learning Environments series, as each MicroCert is equivalent to one quarter of a standard subject, then apply for credit towards the qualification.

Expiry of Melbourne MicroCert

Teachers’ Transition to Innovative Spaces will expire seven years from the date of issue as particular knowledge and/or skills may need to be updated or refreshed.

Eligibility requirements

You should be a currently practicing K-12 educator or have experience and access to an educational setting, such as architects, educational practitioners and administrators.

Upcoming sessions

Monday 30 August 2021

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