This unit introduces participants to the tertiary education environment through contemporary adult learning theories, frameworks and principles. This introduction is consolidated by the application of contemporary learning and teaching approaches to participants' practice. Drawing on their experiences and evidence-based research, participants will address the critical elements of quality teaching and learning promoted by the VU Block model when students study one subject at a time; active, collaborative, engaged and flexible tertiary education for all. Participants will apply those elements to specific disciplines or fields of study, and link theory and practice through a range of interactive activities. A variety of teaching and learning contexts and modes of delivery for diverse student cohorts or learning spaces are explored. To further develop participants' teaching practices, this unit of study includes peer review and teaching observation of active teaching and learning techniques accompanied by constructive feedback. Participants will also demonstrate and justify the selection of relevant teaching frameworks by creating purposeful lesson plans.

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Critique and advocate use of contemporary adult learning theories to inform their teaching practice in innovative tertiary education environments such as the VU Block mode;  
  2. Contextualise the elements of learning and teaching, and articulate how these elements influence their own teaching practice;  
  3. Evaluate teaching practice through reflection including observation and constructive feedback for continuous improvement  
  4. Reconstruct their own teaching practice; with a justification of changes combining theoretical knowledge, peer observation, feedback and learner performance.  


Assessment type Description Grade
Assignment Teaching Observation: provide constructive feedback, and analyse and reflect on impact 20%
Review Critique observations of teaching through adult learning theories frameworks 35%
Portfolio Scholarly informed and evidence-based teaching plan 45%

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