Outline

Overview

This unit provides foundational knowledge for understanding and facilitating curriculum innovation and change in teaching and learning settings. It considers change at various levels: individual, group, institutional, community, and society. The unit introduces core models of organizational learning and offers a range of tools for exploring educational challenges and co-designing learning innovations. Students will learn systems inquiry and design concepts and methods, gaining hands-on experience by applying them to analyse complex teaching and learning challenges, facilitate joint learning, and co-design practical tools for leading curriculum innovation in their future workplaces.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christine Grice, christine.grice@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person written or creative task	Group project Create a digital facilitator’s guide with resources and tools for facilitating the development and implementation of an educational innovation. Graduate Quality: Information and Digital literacy (use of digital resources, tools and strategies).	50%	Multiple weeks Due date: 18 May 2026 at 23:59 Closing date: 31 May 2026	2500 words	AI limited - refer to Canvas
Outcomes assessed:
Case studies	Case study: Analysis of an educational challenge Apply concepts of systems inquiry and learning across individual, group, organisational, community and societal levels to analyse an educational challenge from your personal or professional context Graduate quality: Interdisciplinary effectiveness	25%	Week 06 Due date: 02 Apr 2026 at 23:59 Closing date: 31 May 2026	1000 words	AI allowed
Outcomes assessed:
Portfolio or journal	Facilitation task and learning journal Facilitate peer learning and create a mini-portfolio that demonstrates your leadership and responsibility for joint learning and outcomes in the group project Graduate Quality: Influence (confidence and self-efficacy in leading others).	25%	Week 13 Due date: 25 May 2026 at 23:59 Closing date: 08 Jun 2026	1000 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Case study: Analysis of an educational challenge: Apply concepts of systems inquiry and learning across individual, group, organisational, community and societal levels to analyse an educational challenge from your personal or professional context (25%, 1000 words)

Graduate quality (GQ): Interdisciplinary effectiveness (understanding of multiple viewpoints and practices). 

Facilitation task and learning journal: Facilitate peer learning and create a mini-portfolio that demonstrates your leadership and responsibility for joint learning and outcomes in the group project (25%, 1000 words)

GQ: Influence (confidence and self-efficacy in leading others). 

Group project: Create a digital facilitator’s guide with resources and tools for facilitating the development and implementation of an educational innovation (50%, 2500 words)

GQ: Information and Digital literacy (use of digital resources, tools and strategies). 

Assessment criteria

Assessment grading

The University awards common result grades, set out in the Coursework Policy (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	The learning outcomes of the unit of study have not been met to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Facilitating Learning innovation and change: an introduction	Lecture (1 hr)
Week 01	Facilitating Learning innovation and change: an introduction	Tutorial (2 hr)
Week 02	Module 1: How people learn	Lecture (1 hr)
Week 02	Module 1: How people learn	Tutorial (2 hr)
Week 03	Module 1: How groups learn	Lecture (1 hr)
Week 03	Module 1: How groups learn	Tutorial (2 hr)
Week 04	Module 1: How organisations learn	Lecture (1 hr)
Week 04	Module 1: How organisations learn	Tutorial (2 hr)
Week 05	Module 2: Systems inquiry and Systems thinking	Lecture (1 hr)
Week 05	Module 2: Systems inquiry and Systems thinking	Tutorial (2 hr)
Week 06	Module 2: Introduction to leading and facilitation	Lecture (1 hr)
Week 06	Module 2: Introduction to leading and facilitation	Tutorial (2 hr)
Week 07	Module 3: Leading collaboration	Lecture (1 hr)
Week 07	Module 3: Leading collaboration	Tutorial (2 hr)
Week 08	Module 3: Leading learning outcomes	Lecture (1 hr)
Week 08	Module 3: Leading learning outcomes	Tutorial (2 hr)
Week 09	Module 3: Leading for transformation and sustaining	Lecture (1 hr)
Week 09	Module 3: Leading for transformation and sustaining	Tutorial (2 hr)
Week 10	Module 4: Approaches to design for learning	Lecture (1 hr)
Week 10	Module 4: Approaches to design for learning	Tutorial (2 hr)
Week 11	Module 4: Practical tools for design for learning	Lecture (1 hr)
Week 11	Module 4: Practical tools for design for learning	Tutorial (2 hr)
Week 12	Module 4: Sustainable Development Goals & learning	Lecture (1 hr)
Week 12	Module 4: Sustainable Development Goals & learning	Tutorial (2 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate an understanding of the complexities of teaching and learning transformations at the individual, group, institutional, community and society levels.
LO2. Apply systems’ inquiry concepts, methods and tools for analysing teaching and learning challenges in a context.
LO3. Demonstrate an understanding of the role of facilitation in designing and implementing teaching and learning innovations
LO4. Use participatory co-design methods and tools to plan learning innovation projects.
LO5. Demonstrate leadership and responsibility for joint learning and outcomes in collaborative projects.
LO6. Use key project planning and management methods and tool such as stakeholder mapping, project logic mapping, and Gantt charts.
LO7. Understand the role of shared documents/artefacts and use digital technologies to organise and manage innovation projects.
LO8. Integrate the United Nations Sustainable Development Goals into leadership for learning transformation.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 6. Professional Engagement: Standard 6 - Engage in professional learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Knowledge: Standard 1 - Know students and how they learn
2		Professional Knowledge: Standard 2 - Know the content and how to teach it
3		Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
4		Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments
5		Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
6		Professional Engagement: Standard 6 - Engage in professional learning
6.3		Engage with colleagues and improve practice
7		Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Assessment grading

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDUF4031: Facilitating Learning and Change

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Assessment grading

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links