Understanding How We Learn: A Visual Guide

Yana Weinstein

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Reviews

The worst unit I've taken during my year at university. Considering this was compulsory, I was forced to stick around and try to get the subjective opinion-based marking on my side so I could have a good result, but even appealing doesn't work because (as stated in other reviews), the convenor and the rest of the staff had NO IDEA what they were doing. Also, Rauno was extremely rude when asked questions as though he was being personally attacked. When asked for feedback and given negative feedback, Rauno said that we should do better (blamed US for a horrible unit) and was condescending. It felt like a waste of time and a waste of money. Extremely disappointed. Hated this unit with a passion.

Anonymous, Semester 2, 2019

OKAAAAY. I actually reallyyy enjoyed this unit at first. It was super interesting, and contrary to the others, I had found writing my own theory really enjoyable. It wasn't too early (disagreed by some others) for a first year, because I've done this sort of stuff in highschool (society & culture). I got a HD in the first self creating Learning Theory assignment, so I found myself defending it a lot. BUT THEN! Second assignment comes around where you're supposed to do this paper based on three school visits you do in earlier weeks (instead of tutorials). Why was the 2nd assignment bad? THE TUTORS WERE NEVER UNDERSTANDING WHAT THE HELL THE CONVENER WANTED. THEY NEVER CONSULTED EACH OTHER APPARENTLY ON WHAT THE CORRECT INSTRUCTIONS ARE. THEY MARKED SO DIFFERENTLY TO WHAT WAS TOLD. I can go on & on, but I'll pick one example: They told us to write your paper according to x, y or z, right? Then when some of us pick X, IN OUR FEEDBACK THEY WRITE "you can't write about X when there wasn't much conclusions to draw on it from the school visits" - THEN WHY THE HELL DID YOU TELL US WE CAN DO X? AND WHY THE HELL DID YOU DESIGN THOSE VISITS THEN? They acted like we were the ones who designed the school visits! After the uproar, they went around editing/deleting that comment from the feedback but still keeping the mark the same. ALSO, I FOLLOWED THE CONVENER'S SENTENCE-BY-SENTENCE TEMPLATE STRUCTURE, AND GUESS WHAT? The marker (who wasn't the convener) said the structure was incorrect! WTF. So there you have it, the markers don't even read the convener's instructions and the convener withholds info from the instructions. We had a group chat and we were all being driven crazy. So #1 advice: MAKE A GROUP CHAT. Ask others if they want one in the general discussion forum for the unit! It worked so well, and when they tutors didn't explain shit correctly, we helped each other. Watch out for the 2nd assignment!! Expect disaster if the unit isnt changed (although I think Rauno said it will be changed in 2020)

Anonymous, Semester 2, 2019

If I could rate this unit a 0, I would. This unit was appalling. I honestly cannot tell you what I learnt at the end of this unit apart from "critical attributes", and even then, I still do not even know what they are. The content was irrelevant to the assessments, there was no flow, each week felt random and out of place and even Rauno himself would say "I don't know what I am doing next week so I'll try to teach myself stuff". Nothing felt relevant at all to the profession and the assessments were extremely problematic. How is one to write a research report concluding findings following ONE 10 minute observation session - of course EVERYTHING is going to be speculative! The definition of learning was an absolute disaster in its self and did not assess ANYTHING we needed to know. The tutorials were even MORE useless than the lectures. What a disaster. None of the tutors knew what was going on and upon asking a question it was always "ask Rauno". When we did that, the response was always passive aggressive or he'd say something about how he "is not use to Australian students" and "spoon feeding". We were given two random group tasks to complete over the holidays and in our own time. Not only that, but there was 0 weighting given to class participation AND the task, so to say that many felt unmotivated to do the task is an understatement. Not only that, he set these presentations to be due on the same day as our assessments and during extremely busy times stating that we "had to be there". Some of us were not given enough time to organise our lives around the presentations - giving us 2 weeks notice for something 'compulsory' is far from disgraceful. Such a disgrace considering we pay over $800 to be taught how to be better teachers. Only thing I got out of this unit was how NOT to be a teacher.

Anonymous, Semester 2, 2019

honestly this unit is so bad. i'm not even sure how a unit could be this bad but it just is. its the first time being run so i can give it a bit of slack there but fr it is such a waste of time and effort. nothing and i mean NOTHING is explained clearly. youre pretty much clueless the entire time as to what is expected of you. the organisation is horrid and the tutorials and lectures are actual trash i can't even explain. im pissed at the whole situation for just being such a waste of a sem.

Anonymous, Semester 2, 2019

Such a boring unit compared to Edst100! The assignments are so vague with little to no help that you think you are doing something very wrong! Only positive thing about it is some observational placements in the beginning. Other then that hope they make some major improvements to this unit !! Good luck!

Anonymous, Semester 2, 2019

Lecture content (when they are lectures... probably only 5 a semester) are very good and interesting... just boring. Rauno's assignments are very very very vague and just help is very limited and sometimes do not relate to what you ask. The only good thing is the placements early on (only 3). tutorials are not eve compulsory and have no relevance but only minor to assignments. MAKE A GROUP CHAT WITH EVERYONE IN THE UNIT YOU CAN ONLY HELP EACH OTHER OUT.

Anonymous, Semester 2, 2019