ETL111
Educators as Effective Communicators
Unit Information
2012 Semester 1
© Charles Darwin University
CRICOS provider 00300K
First published 2012
(Template version 1.0)
Published by ACIKE, a partnership between
Batchelor Institute of Indigenous Tertiary (BIITE)
Education and Charles Darwin University (CDU)
Unit Information <Unit Code> <Unit Name> / Version1.0
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Welcome Announcement
Dear Student
Welcome to ETL111 - Educators as Effective Communicators
To participate in this unit you will need a computer with an internet connection as
all learning resources are only accessible online.
All information related to ETL111 can be downloaded from the Charles Darwin
University online learning platform Learnline from the first day of the Semester.
Your lecturer this semester is Janine Oldfield from Batchelor’s Desert People’s
Centre in Alice Springs and will be available for you to contact from start date
here.
Contact details are below
Email: Janine.oldfield@batchelor.edu.au
Phone: 08 8951 8362
Fax: 08 8951 8362
Mobile: 0402424103
Things to do before starting your unit:
Locate and bookmark the CDU home page for easy reference
http://www.cdu.edu.au/
Locate and bookmark your learnline sites for easy reference
http://learnline.cdu.edu.au/
Please take some time to explore the CDU website and locate the following sites:
Students Portal http://www.cdu.edu.au/studentportal/
Important dates,
http://www.cdu.edu.au/studentportal/calendar.html?q=studentnet/calendar.html
Library http://www.cdu.edu.au/library/
School of Education, home page http://www.cdu.edu.au/ehs/education/index.html
Read the system requirement
http://learnline.cdu.edu.au/support/learnline/systemrequirements.html
Login to Learnline and click on the Education Community tab and explore this site.
Login to your Learnline Units on the first day of semester and explore the site
to locate Unit Information please read this area carefully before preceding
though the rest of your Learnline site.
During the semester:
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Regularly check Learnline announcements as this is where important information for
students will be posted
Regularly check your CDU student email or your preferred email contact for
communication from CDU
Contact 24 hour Learnline Support ph 1800 55 9347 if you are having any technical
difficulties
Contact ITMS for problems logging into Learnline: http://www.cdu.edu.au/itms/ Tel:
(08) 8946 6600 or Email: itms-support@cdu.edu.au
Please note
It is the student's responsibility to ensure you:
Have read and understood the unit information
Your computer is setup correctly (see system requirements)
Contact the lecturer if you have any queries
Have current phone and email contact details registered with CDU
Equipment required:
Computer with internet access
Headset with microphone and/or the ability to listen to podcast, view
videos and interact in live classrooms
I hope you enjoy this unit and look forward to meeting you online.
Regards
Janine Oldfield
Batchelor Institute of Indigenous Tertiary Education
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UNIT DESCRIPTION
This unit is set out in themes to do with communication, weekly topics build and deepen knowledge, and
within these topics you have your weekly sessions
This unit is divided into Three modules. The Learning modules for this unit are:
Module 1: Interpersonal Communication – Week 1-8
Module 2: Intercultural Communication – Week 9-10
Module 3: E Communication – Week 11-12
Credit points: 10
UNIT CONTACTS
Unit Coordinator: Donna Robins
phone:
email:
location:
Lecturer (Workshop): Janine Oldfield
phone:
08 8951 8362
mobile:
0402424103
email:
janine.oldfield@batchelor.edu.au
location:
Batchelor, Desert People’s Centre, Alice Springs
LEARNING OUTCOMES
On the successful completion of this unit should enable you to:





Identify some of the principles of contemporary communication theories
Describe a range of skills for personal and interpersonal communication
Describe elements in intercultural communication
Use E-technologies for enhancing effective communication
Apply a range of skills in interpersonal and intercultural communication in an
education setting
PREREQUISITES AND ASSUMED KNOWLEDGE
None
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TEACHING AND LEARNING STRATEGIES
Delivery Modes and Participation
This unit is offered in workshop delivery and external modes. The workload requirements for the
unit are equivalent to 100 hours during the semester. The distribution of work varies depending
on the mode of delivery you are enrolled in and is outlined in the table below.
You can find more information of when learning activities and readings are scheduled and when
assignments are due for your delivery mode in the study maps located at the end of this
document.
Delivery Modes
Workshop
Workshop study is conducted at
Desert Peoples Centre, Alice Springs..
This delivery mode is available to
Indigenous students only.
In workshop mode you will be required
to attend and participate actively in 1.5
weeks of face-to-face workshop and to
complete set tasks outside of
workshops. If you live locally, you will
need to travel to the campus on a
daily basis to attend the workshop. If
you live at a distance, you may be
required to attend the workshop on a
residential basis.
Participation Requirements
You will be required to attend and
participate actively in two intensive
workshops, and to complete learning
activities and assignments outside
workshops, via Learnline. In
workshops you will be supervised by
lecturers and tutors, and outside
workshops lecturers will communicate
with and follow your progress via
phone and email according to a set
contact schedule.
The workload will normally be
distributed as follows: Supervised
study 30 hrs, Private study 30 hrs,
Assessment 40 hrs.
ACIKE GRADUATE ATTRIBUTES
Graduate attributes are the skills, qualities and understandings that students should acquire
during their time at university. Graduate attributes are embedded in every course of study
offered at CDU and BIITE. The ACIKE Graduate Attributes are based on the CDU and BIITE
Graduate Attributes, but have been customised to represent the aims of ACIKE. They can be
viewed on the ACIKE Community site at
http://online.cdu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_400_1
RESOURCES
Required text (s)
The set text is:
A range of learning resources are provided to support this unit. You will need to purchase the following:
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Terry Mohan, Helen McGregor, Shirley Saunders and Ray Archee (2007), Communicating As
Professionals (Second Edition) , Cengage Learning, South Melbourne, Victoria, Australia.
Recommended Text
Hawking, McCarthy & Nikakis (2003), The 2007 Stable, An Introduction to Microsoft Office.
The 2000 XP or 97 version of this text can also be used.
(if your skills with Microsoft applications are at beginners level, this text is highly recommended)
We have the texts in the Alice Springs and/or Batchelor library and required textbooks can be
ordered from the CDU Bookshop through their website at www.cdu.edu.au/bookshop
Learnline (Online Learning System)
ACIKE units will be located on Learnline, Charles Darwin University’s on-line learning system. It
is recommended that all students have access to regular and reliable broadband access to
complete unit requirements. If your access to the internet is limited you should contact the
course co-ordinator to make arrangements for course materials to be sent to you in another
form. You will still need to have access to a computer and the internet for some activities.
You can access Learnline at: http://learnline.cdu.edu.au
Information about studying online is available in the ACIKE Community site at:
http://online.cdu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_400_1
eReserve
You may be provided electronic readings through the eReserve system. Links to readings
located in eReserve are located in the Learnline site for this unit. You can also access eReserve
at http://ereserve.cdu.edu.au.ezproxy.cdu.edu.au/cgi-bin/library.
This site is password protected. You will need to use your CDU student login to access
eReserve. You can search for items by lecturer, unit code, title, author, keyword, year or date.
Internet Sites (for powerpoint presentation)
http://www.animation.pawmedia.com.au/?page_id=2
http://www.bushmechanics.com/home.htm
Library
ACIKE students have access to both CDU and BIITE Libraries and resources. Information on
library locations and opening hours can be accessed from the CDU library website at
http://www.cdu.edu.au/library/ and the BIITE library website at https://www.batchelor.edu.au/lis
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ASSESSMENT
Overview of Assessment
Task Description/Focus
Value
1.
Online survey
Discussion Board
Individual Journal
2.
Interactive task
Ongoing Group Task
20 %
3.
PowerPoint presentation and 1500 essay
30%
4.
Research and essay
50%
0%
Due dates
The due dates for assessment will be different depending on how you are enrolled to study. The
following table shows assessment due dates by delivery mode.
Mode
Assessment 1
Assessment 2
Assessment 3
Assessment 4
End of Semester
Week 7, 13
April
Week 3, 9
March
Week 15, 15
June
Workshop
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Assessment Item 1
Description/Focus:
Value:
Length:
Due date:
Online survey
Discussion Board
Individual Journal
0%
1000 words
Workshop
Task:
You
End will
of Semester
need to participate
– 15 June in a Discussion Board which will involve discussion on issues pose
h
ave learned through the unit
Preparation:
The online survey only occurs at the beginning of the unit.
You will need to participate in the Discussion Board on Learnline or a designated
WIKISPACE as negotiated with your lecturer.
You journal will require reflective thinking – a description of an element that you
find important or interesting and an interpretation of that event.
Presentation:
Your journal can be done on the Learnline site, it can be a word document or it
can be a pen and paper booklet.
Discussion board entries need to be in the allocated digital space.
You will need to use the Batchelor Harvard referencing (guide on library page)
Assessment criteria: The marking criteria for this assessment can be accessed in the Learnline site for
this unit.
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Details of Assessment
Assessment Item 2
Description/Focus:
Value:
Interactive Group Task, Ongoing Group Task
20 %
Length:
Due date:
1000 words
Workshop
Task:
Week 2, March 9
W
hat is a group or team? What are the characteristics of groups? How do groups work
effectively? How do groups communicate effectively? Are there cultural differences?
How do Indigenous people build a team? Is it different to other non-Indigenous
groups? Do Indigenous teams work differently to other teams? If so, how? Are
there different roles? Are there different modes of communicating in Indigenous
teams? Does Aboriginal English have I messages and active listening or their
equivalents? How do Indigenous teams resolve or avoid conflict? (think also
about the conflict management model and how Indigenous people operate)
In this task you will be required to work in small and larger groups. By working in small
and larger groups while reading and researching you will have the opportunity to utilise,
share, discuss, understand and evaluate key ideas and strategies. You will also have an
opportunity to get to know and use some current Web 2.0 IT tools.
For this task you will be using a group wiki. Wikis are commonly used by people as an
interactive tool to share and create information. Click on this link to find out more about
Learnline Wikis
(http://ondemand.blackboard.com/r91/movies/bb91_student_creating_editing_wiki_page
.htm)
Preparation:
During weeks 1 to 3 you are required to self enrol in a wiki group to
complete the group task.
Each wiki group will consist of 6 to 8 students.
This task involves several stages: ETL111 Group Discussion Task Outline.pdf (see next
page)
Stage One: Think
Once you have joined a wiki group you will work together to create a framework for
"Working in Effective Teams". Your framework should be presented on a single A4
page.
In Stage One you will need to:
 Share your readings, research, thoughts and ideas within a
small group
 Negotiate tasks and activities and presentation design
 Establish roles and responsibilities
This link will take you to a Mind Map site (http://www.mindmeister.com/) you might
find it useful to work together in these early stages as it allows you to work
simultaneously on a Mind Map. The basic start up allows 3 free Mind Maps.
Stage Two: Pair
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You will now be required to share your "Working in Effective Teams" document with
several other teams (further information to follow so you know which teams will be
working together).
You will need to compare and evaluate within a larger group. As this larger group, you
will need to either:
 Create a new document or
 Choose a document from one of the groups or
 Choose a base document from a group to edit
In this stage you will need to:
 Share your readings, research, thoughts and ideas within a
larger group
 Evaluate and provide feedback
 Negotiate and influence
Stage Three: Share


Presentation:
By now there will be 7 or 8 large groups who have created or finalised a finished
product to be presented on the Discussion Board. Once on the discussion board the
final 7 or 8 "frameworks" will be open to everyone for further discussion and
feedback.
In this stage you will:
Provide and receive feedback
Evaluate
You can present your Working in Teams Document to other Wiki groups in a
Wiki space delegated for this
You can present your working in teams document to the entire class in another
Wiki group space.
You will need to use Batchelor Harvard referencing styles
Assessment criteria: The marking criteria for this assessment can be accessed in the Learnline site for
this unit and is below.
Unit Information <Unit Code> <Unit Name> / Version1.0
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Assessment Item 3
Description/Focus: PowerPoint presentation and 1500 essay
Value:
30%
Length:
Due date:
1500 words (10-15 pages of powerpoint)
Internal
External
Workshop
Week 7, 13 April
Task:
The ability to communicate effectively is a powerful tool in any workforce. As an educator, your
ability to effectively communicate across a range of settings, audiences and for a variety of purposes
is essential.
In this task you will explore the use of PowerPoint in effective communication.
PowerPoint as a tool for communication is a highly debated topic. Over use of PowerPoint or
ineffective use of PowerPoint can cost time as a presenter agonizes over graphics, audios and links
in a conscious effort to impress and engage their audience; but is it effective?
1. Choose an audience – this can be colleagues in a workplace, a school setting: teachers
(small team, whole staff or leadership), parents, students, professional organisation or
your peers.
2. Choose a topic – What are you really passionate about? What is an area of interest?
3. Using presentation and slide design principles, develop a 10 to 15 slide PowerPoint with
notes
4. In your essay "Exploring the Effectiveness of PowerPoint"; describe, analyse and discuss
the issues related to effective communication through ICT mediums.
5. It would be of benefit to students to present their PowerPoint and presentation to an
audience for feedback. However, this section is not compulsory.
Preparation: You will find a range of information and links in your Learning Materials - Module
One: Presentations.
Your assessment will be completed in 2 parts:
The PowerPoint:






Presentation of ideas
Clarity of information
Effectiveness and presentation of slides:
Fonts, graphics
Slide transitions and animations as appropriate
Purposeful and effective use of tools such as hyperlinks, audio files etc
The Essay:
In your essay you will need to include:
 A general overview/introduction: audience, purpose/goal, topic
selection and issue to be addressed
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



Outline and discuss key ideas, issues and considerations in planning an effective
PowerPoint and presentation
Outline and discuss key ideas, issues and considerations for presenting
Reflection
Summary
Presentation:
The first part of the assignment needs to be on PowerPoint and the second
assignment (essay) is a word document generated assignment with minimum
of
2 cm margins
1.5 line spacing
Indented paragraphs
Assignment page
Harvard referencing styles – Batchelor
Assessment criteria: The marking criteria for this assessment can be accessed in the Learnline site for
this unit.
A simple plan for your analyse:
1. Identify the parts of the system
2. Describe the boundaries of the system
3. Describe how parts affect each other
4. Identify various parts of the system and for each explain what would happen if this part changed
or stopped working.
Assessment Item 3
Description/Focus: Essay
Value: 50%
Length: 2000 words (10-15 pages of powerpoint)
Due date:
Task:
Internal
External
Workshop
14 May
In this assignment
participants will be required to identify, describe, analyse, evaluate and discuss the
effectiveness of the communication in organisations. You have a choice of two approaches
Preparation:
Participants will need to:
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Either
1. Outline a communication system within their experience, preferably a school workplace.
2. Identify the parts of the system and the manner in which they interact.
3. Provide an analysis of aspects of communication in light of communication principles and theories;
and
4. Evaluate the effectiveness, discuss solutions or issues
Or
Analyse an educational system in terms of the influence of western and Indigenous culture and
values of its parts
5. Identify the parts of the system and how these parts interact
6. Describe the underlying cultural beliefs and values of each part
7. Provide an analysis of methods and strategies of communication between these parts and how
this relates to underlying cultural beliefs, values and context that influence this interaction
8. In this way, describe how each part has been effected by the other (in terms of, perhaps, a
school, regional or territory/state policy decision and/or practice) and any issues and solutions
that arose from this interaction
Suggestions of graphic organisers to support your analysis:
Graphic organisers are useful tools in systems analysis. Graphic organisers have a range of
functions to identify and demonstrate relationships in organisations. Here are some examples
you might find useful:






Concept Maps – describe, compare and contrast
Flow Charts- classify and sequence
Roundhouse diagrams – show and sequence relationships
Hierarchy Chart - classify
Venn Diagrams – compare and contrast
Cause and effect
Presentation:
The first part of the assignment needs to be on PowerPoint and the second
assignment (essay) is a word document generated assignment with minimum
of
2 cm margins
1.5 line spacing
Indented paragraphs
Assignment page
Harvard referencing styles – Batchelor
Assessment Criteria:
The marking criteria for this assessment can be accessed in the Learnline site for this unit.
ASSESSMENT SUBMISSION
Cover Sheet
Unit Information <Unit Code> <Unit Name> / Version1.0
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All assignments must be submitted as a single document with the assignment coversheet as the front
page. An electronic version is located in the Assessment Overview page of the Learnline site for this unit.
How to submit
Unless stated otherwise, assignments must be submitted through Learnline. Instructions on how to
submit in Learnline are found in the Assessment Overview area in the Learnline site for this unit. Contact
the course coordinator or lecturer for this unit if you have any difficulties submitting your assignments.
Note that assignments should be submitted using the standard file naming convention in the format:
Last Name and Initial_Unit code_Assignment Number
Eg: MurphyJ_CIK240_Assignment1
Academic Integrity
ACIKE wishes to provide an environment conducive to the pursuit of academic and scholarly
activities by promoting high standards of academic integrity. Academic integrity is based on the
values of honesty, trust, fairness, respect, and responsibility. Plagiarism and collusion are
breaches of academic integrity.
Please refer to the following documents:
Assessment Rules
http://www.cdu.edu.au/governance/documents/AssessmentRules.pdf
Academic and Scientific Misconduct Policy
http://www.cdu.edu.au/governance/documents/AcademicandScientificMisconductPolicyv1.03Jan
2011.pdf
Student Breach of Academic Integrity Procedure
http://www.cdu.edu.au/governance/documents/StudentBreachofAcademicIintegrityProceduresv1
.01Jun2011.pdf
REFERENCES
Indigenous Higher Education Advisory Council (IHEAC) (2011). National Best Practice
Framework for Indigenous Cultural Competency in Australian Universities, (pending).
.
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Study Map: Workshop Mode
ETL 111 Educators as Effective Communicators
Semester 1, 2012
Week of Week starts:
semeste
r
1
Module
Activity
22 February
Unit 1
Humanmetrics Type
Communi Indicator test
cation
On campus workshop: Alice Springs - DPC
2
Monday 5
Unit 1
RAT
March
Unit 2
Questions relating to
Unit 6
communication theory
Unit 7
Beliefs, values and
Australian national values –
are they compatible with
Indigenous rights?
Tuesday
Unit 8
Teams, conflict and active
6 March
Unit
listening
10,11
World View & Identity –
effects on schools
Wednesday
7 March
Working in Teams
Powerpoint Presentation
Thursday
8 March
Working in Teams
Powerpoint Presentation
Friday
9 March
Report back
Workshop evaluation
Reading
Assessment
Study Guide
Tomasello
Tomasello
John Howard
Arthur Kelly
World Views
Margot Ford
Delpit
Nakata
Assess 1
Readings
Assign 2
readings
Using Digital
Technology with
Indigenous
people
Assess 1
Readings
Assign 2
readings
Using Digital
Technology with
Indigenous
people
Assign 1
Assign 2
Assign 1
Assign 2
Off campus study
3
12 March
Unit 2
Commun
ication
Theory
Communication Models
Unit Information <Unit Code> <Unit Name> / Version1.0
Study Guide
Mohan,
McGregor,
Saunders and
Archee
page 16
Study Map: Workshop Mode
ETL 111 Educators as Effective Communicators
Semester 1, 2012
Week of Week starts:
semeste
r
Module
Activity
Reading
4
Unit 3
Word
Processi
ng
Unit 4 –
written
communi
cation
Download Word document,
page layout
Study Guide
Unit 5 –
planning
written
commu
nic
Unit 6 –
Social
Element
s and
Commu
nication
Best Cooking instructions
4 basic principles
Study Guide
Selected
internet
resources
Define - Beliefs, values,
facts
National values – are they
compatible with
Indigenous values &
identity
Study Guide
Selected
Internet
resources
Howard
19 March
5
26 March
6
2 April
Assessment
Writing letters
Audience, purpose of
different texts
On campus workshop: Alice Springs DPC
7
Tuesday
10April
Wednesday
11 April
Unit 5 –
Planning
written
communi
cation
Unit 10 –
system
communi
cation
Unit 9
Unit 2
Assign 2 – design factors to
consider – using a checklist
Selected Assign
2 readings
Assign 2
Assign 3
Selected Assign
3 readings
Assign 2
Assign 3 – Communication in
Organisations – School
Communication –
Brainstorm, flow chart,
heirachy chart
Thursday
12 April
School Communciation
Communication theory
Presentation of Assign 2
School Communciation
Communication theory
Friday
13 April
Report back
Workshop evaluation
Assign 3
Assign 3
Off campus study
8
16 April
Unit 7
Interper
sonal
Strategi
es
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Study Map: Workshop Mode
ETL 111 Educators as Effective Communicators
Semester 1, 2012
Week of Week starts:
semeste
r
Module
Activity
Reading
6
2 April
30 April
Define - Beliefs, values,
facts
National values – are they
compatible with
Indigenous values &
identity
Strategies
Teams
Group Roles
Conflict
Managing conflict
Team Building
Traditional Models
Study Guide
Selected
Internet
resources
Howard
10
11
7 May
12
14 May
Unit 6 –
Social
Element
s and
Commu
nication
Unit 7 –
Interpers
onal
communi
cation
Unit 8 –
Conflict
Resoluti
on
Unit 9 –
School
Protocol
s and 10
–
Intercult
ural
Commun
ication,
Unit 11 –
Issues in
Intercult
ural
Commun
ication
13
21 May
14
28 May
Revision Week
15
4 June
Exam Period
16
11 June
Exam Period
System Communication
Defining culture
World Views
Non-verbal
communication
Identity
Unit Information <Unit Code> <Unit Name> / Version1.0
Assessment
Study Guide
Study Guide
Study Guide
Margot Ford
World Views
Delpit
Nakata
Assign 3
page 18
Higher Education Assessment Grades
Notation
Grade & Explanation
Percentage
HD
High Distinction
Demonstrates imagination, originality or flair,
based on
proficiency in all learning objectives of the unit;
work is
interesting or surprisingly exciting, challenging,
well read or scholarly.
Distinction
Demonstrates awareness and understanding of
deeper and
less obvious aspects of the unit, such as ability
to identify
and debate critical issues or problems, ability to
solve nonroutine
problems, ability to adapt and apply ideas to
new situations, and ability to evaluate new
ideas.
85% and over
Credit
Demonstrates ability to use and apply
fundamental
concepts and skills of the unit, going beyond
mere
replication of content knowledge or skill to
show
understanding of key ideas, awareness of their
relevance, some use of analytical skills, and
some originality or insight.
Pass
Satisfies all of the basic learning requirements
of the unit,
such as knowledge of fundamental concepts
and
performance of basic skills; demonstrates
satisfactory,
adequate, competent, or capable achievement
of the
60-74%
D
C
P
F
PU
objectives of the unit.
Fail
Fails to satisfy the requirements of the unit.
Pass (Ungraded)
Indicates that the Unit is assessed only on a
basis of pass or fail and that the
75-84%
50-59%
Below 50%
student's work has achieved a pass level.
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