| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Pedagogies in the Workplace |
| Unit ID: | EDTAS3001 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070109 |
| Other Change: | |
| Brief description of the Unit |
This unit covers the theories and practices of workplace learning, focusing on applied pedagogies, guided engagement, participatory learning, and student-centered learning approaches in practical workplace settings. It examines both formal and informal learning environments, emphasising problem-solving, work-based learning, and experiential learning. The unit is framed by competency-based learning and assessment strategies aimed at effectively engaging learners in the workplace. Assessment and feedback strategies will be critically analysed concerning student outcomes. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Develop an understanding of the relationship between competency based training and effective pedagogy for student outcomes in a workplace setting. |
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| K2. | Investigate key strategies, theories and approaches that engage students in the area of problem-solving, confidence and autonomy in the workplace. |
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| K3. | Identify student centred approaches, problem solving and critical thinking that enhance students’ ability to apply knowledge gained in practical settings |
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| K4. | Determine the role of the workplace, its culture, environment, and industry practices in shaping effective workplace pedagogies. |
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| K5. | Identify the challenges and opportunities of integrating formal and informal learning in workplace settings. |
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| K6. | Critically reflect on workplaces as effective learning environments. |
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| Skills: |
| S1. | Design the implementation of workplace-based learning programs that align with industry standards and employee development needs. |
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| S2. | Evaluate the effectiveness of workplace learning programs through feedback and other performance measures. |
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| Application of knowledge and skills: |
| A1. | Develop structured learning plans tailored to workplace contexts and diverse learner needs. |
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| A2. | Collaborate with industry stakeholders to create authentic and engaging workplace learning opportunities. |
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| A3. | Adapt pedagogical strategies to suite the evolving needs and skill levels of employees in a workplace environment. |
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| Unit Content: |
Topics include: - Competency based training teaching practices and strategies.
- The theories and practices of workplace pedagogy.
- Applied pedagogies.
- Problem solving and critical thinking approaches in a practical setting.
- The culture and nature of the workplace.
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K4, K6, S1, S2, A2, A3 | Visit an organisation in order to identify and analyse their work based learning model. Critically review the model, drawing on the key theories of workplace pedagogy. Write an report on the impact of workplace culture on learning, and strategies for integrating formal and informal learning.
| Case Study | 40%-60% | | 2. | K3, K5, A1 | Develop a workplace learning plan for a specific individual in in a chosen industry context. Identify the learning needs of the organisation and employees. Propose a series of learning strategies (e.g., coaching, mentoring, shadowing), and align these with organisational goals. Include an evaluation framework to assess the program’s impact on employee performance and development. | Project | 40% -60% |
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