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HE Unit Template
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Learning Theories: VET in Context
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EDTAS2001 - Learning Theories: VET in Context
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20260600
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Course
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Unit
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3.0
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070109
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Teacher Education: Vocational Education and Training
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070109 - Teacher Education: Vocational Education and Training
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<a href="http://www.federation.edu.au/locate/unit/edtas2001">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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6
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Advanced Diploma, Associate Degree
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Intermediate
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1
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<p>This unit provides an introduction to learning theories and their implications for, and application to, teaching. The unit covers the full range of learning theories, such as cognitive, behavioural and humanist, and also more recent theoretical developments. It focuses in particular on those most relevant to teaching and training in the vocational education and training (VET) and adult learning sectors. While most students are already working as teachers and trainers, their prior qualifications may not have included a deep or broad theoretical basis. In this unit they have the opportunity to explore learning theory from their own viewpoint as learners, and in the context of their own teaching practice. They will develop a critical stance, to examine tensions in the relationship between learning theories and current policies and practices in the VET sector. There is particular focus on the nature of the learners whom the students are likely to encounter in teaching in the VET sector.</p>
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<p>The content for this unit includes an exploration of both traditional and contemporary theories of learning, and the relationship that these have with vocational education and training, across a diverse range of settings and students. It investigates the different ways in which knowledge might be constructed, and addresses some concerns about the relative value of different types of knowledge and pedagogy. Students are encouraged to apply the theoretical understandings to ‘real life’, by applying them to their own teaching and learning situation, as part of which they appreciate the contribution of subject-specific pedagogy. Students develop an understanding of how, as teachers, they can moderate the influence of national State and institutional policies and practices in VET.</p>
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<p>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.</p>
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2027
Current Year
2026
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Handbook
EDTAS2001 - Learning Theories: VET in Context
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EDTAS2001 - Learning Theories: VET in Context
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Unit
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Semester
Semester 1
Semester 2
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit provides an introduction to learning theories and their implications for, and application to, teaching. The unit covers the full range of learning theories, such as cognitive, behavioural and humanist, and also more recent theoretical developments. It focuses in particular on those most relevant to teaching and training in the vocational education and training (VET) and adult learning sectors. While most students are already working as teachers and trainers, their prior qualifications may not have included a deep or broad theoretical basis. In this unit they have the opportunity to explore learning theory from their own viewpoint as learners, and in the context of their own teaching practice. They will develop a critical stance, to examine tensions in the relationship between learning theories and current policies and practices in the VET sector. There is particular focus on the nature of the learners whom the students are likely to encounter in teaching in the VET sector.</p>
Unit content
<p>The content for this unit includes an exploration of both traditional and contemporary theories of learning, and the relationship that these have with vocational education and training, across a diverse range of settings and students. It investigates the different ways in which knowledge might be constructed, and addresses some concerns about the relative value of different types of knowledge and pedagogy. Students are encouraged to apply the theoretical understandings to ‘real life’, by applying them to their own teaching and learning situation, as part of which they appreciate the contribution of subject-specific pedagogy. Students develop an understanding of how, as teachers, they can moderate the influence of national State and institutional policies and practices in VET.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070109 - Teacher Education: Vocational Education and Training
Offering:
<p><strong>Semester 1</strong><p>On-line Learning</p></p> <p><strong>Semester 2</strong><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edtas2001">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Compare and contrast different learning theories utilised in teaching and assessment practices in VET settings</p>
K2
<p>Describe some means by which learners interpret, understand and make meaning from their experience</p>
K3
<p>Discuss contemporary research which helps to explain how and why learners construct knowledge</p>
K4
<p>Describe the characteristics of learners in VET settings.</p>
K5
<p>Describe the different contexts in which VET and adult education are delivered.</p>
K6
<p>Identify the relative advantages and disadvantages of basing practice on particular learning theories in differing situations.</p>
K7
<p>Critically analyse contemporary learning theories</p>
S1
<p>Select repertoire of skills based on appropriate learning theories and on nature of learner cohort</p>
S2
<p>Identify the most appropriate learning theories for individual learner cohorts</p>
S3
<p>Demonstrate academic skills appropriate for Associate Degree level.</p>
S4
<p>Critically analyse literature on learning theories.</p>
S5
<p>Utilise learning theory to reflect on own teaching performance.</p>
A1
<p>Apply learning theories to own teaching practice or role.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Assessment task 1 will be an online quiz. The quiz will consist of multiple-choice quesions. </p>
<p>Mid-term quiz</p>
<p>40%-60%</p>
K6, S1, S2
2
<p>Assessment task will consist of a discussion on the utility of learning theories in VET in general as well as in the specific student's own teaching context.</p>
<p>Reflective Exploration Task</p>
<p>40%-60%</p>
K1, K2, K3, K4, K5, K6, K7, S1, S2, S3, S4, S5, A1
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>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.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070109 - Teacher Education: Vocational Education and Training
Offering:
<p><strong>Semester 1</strong><p>On-line Learning</p></p> <p><strong>Semester 2</strong><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edtas2001">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDTAS2001 - U3.0