Old Irish was the language spoken and written in Ireland in the early Middle Ages, and is preserved in a range of records, from Ogham stones to manuscripts. In this unit students will develop a knowledge of Old Irish grammar and vocabulary, and learn to read texts in Old Irish.

Middle Welsh was the language spoken and written in Wales in the Middle Ages (from about the twelfth to the fourteenth century). The most famous text surviving in Middle Welsh is the Mabinogion, a compilation of mythical and legendary material often of much earlier date. In this unit students will develop a knowledge of Middle Welsh grammar and vocabulary, and learn to read texts in Middle Welsh.

This unit is intended to help students acquire the knowledge and skills needed to evaluate ICT-enhanced learning innovations. It provides an introduction to the theory and practice of evaluations, drawing principles and methods from best practice in program evaluation and the areas of ICT-enhanced learning. Attention is paid to a holistic approach to evaluation, stressing the need to plan, design and implement evaluation in context. It is suitable for those with an interest in formal education, corporate training and professional development.

In this unit we build on work in the learning sciences (psychology, education, cognitive and neurosciences) as we look at psychological models of learning, cognition and motivation, especially as they relate to multimedia and computer-supported learning. Contemporary educational technology use will be analysed from a number of perspectives, including classical information theory, psychological media and communication theories, activity theory, socio-cultural learning theory, constructivist and models of distributed cognition.

This unit is designed for students interested in the newest research developments in the area of learning technology, and those who want to gain a deeper understanding of research methods and techniques, appropriate to the fields of the learning sciences and technologies. It is ideal for those students who want to explore the newest topics of their interest and simultaneously learn about research design in a collaborative peer-supported learning environment. Students will learn to assess critically emergingdomains of learning technology innovation, understand different kinds of research methods and choose appropriate research methods for carrying out empirical studies. Students will participate in debates, research projects. The unit is student-led and involves proactive individual and collaborative exploration of topics.

This unit introduces a range of approaches to research in the area of languate studies. The unit provides frameworks with which students can review and critique previous research as well as framework for writing a research proposal. This is a required unit of study for students who wish to include a Dissertation in their MEd TESOL degree.

This unit introduces students to the major issues underlying qualitative research. It examines the relationship between research questions and appropriate study designs, as well as ethical considerations. Students will develop extensive skills in the use of interviewing, observation case study and focus group research techniques.

This unit introduces students to the basic principles and procedures of quantitative research. Both experimental and survey research strategies are considered; starting with design and development of the research tools (measures, questionnaires, interviews, observation) and progressing to basic analytical statistical methods. The unit provides a thorough introduction to simple statistics and often looks at real research data examples. By the end of the semester students will have developed various research skills as well as a critical perspective on the appropriate application of those skills.

This unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on developing skills for critical evaluation of research reports and the design of research projects. Research strategies, sampling and design issues and various methods of data collection and analysis are examined. Students explore both quantitative and qualitative research approaches. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.

In Australia, one of the standards within the domain of Professional Knowledge describes what teachers must know and be able to do to 'assess, provide feedback, and report on student learning' at the 4 career levels. This unit provides a basic introduction to what teachers need to know and do to meet the assessment requirements of the assessment standards for the Proficiency Career Level.

The pressures and incentives that are driving the need for data literacy for school teachers come from many directions: (a) the move to a standards referenced system, (b) the integration of international, national and statewide high stakes testing programs, and (c) the requirement in the Australian Professional Standards for Teachers that directly address data literacy. In this unit data literacy is broadly defined as the ability to understand and use data effectively to inform teaching and learning decisions.

This unit of study introduces students to a range of research methods and focus on quantitative and qualitative methods. Many other research issues in developing a research proposal will be addressed through the semester. It is intended that, at the conclusion of this unit, students will have developed a research project able to implement through either further study or in workplaces.

This unit provides students with a unique opportunity to gain research experience and deep insight into the future of learning. Students will conduct research on emerging trends in this area together with experts from a wide range of disciplines. Through a series of online discussions and face-to-face seminars, students will expand their understanding of how innovations from diverse disciplinary fields¿such as Information Technology, Psychology, Neuroscience, Architecture, Anthropology, and Economics¿contribute to new ways of learning across formal and informal educational settings as well as organisational contexts. The work produced will contribute to the Centre for Research on Learning and Innovation's report on recent innovations and opportunities for improving teaching and learning titled 'Re-imagining the future of learning'.

A dissertation of between 12000 and 15000 words may be an option for students. This is equivalent to two units of study and will usually be undertaken to complete the degree, that is, later rather than earlier in the student's candidature. This unit involves completing the writing of a dissertation on an approved topic under the supervision of an academic staff member commencing in RLST6921 Dissertation Part 1, and concluding in RLST6922 Dissertation Part 2. Students must consult the Chair of Department or the Postgraduate Coordinator before enrolling in the dissertation.

A dissertation of between 12000 and 15000 words may be an option for students. This is equivalent to two units of study and will usually be undertaken to complete the degree, that is, later rather than earlier in the student's candidature. This unit involves completing the writing of a dissertation on an approved topic under the supervision of an academic staff member commencing in RLST6921 Dissertation Part 1, and concluding in RLST6922 Dissertation Part 2. Students must consult the Chair of Department or the Postgraduate Coordinator before enrolling in the dissertation.

This unit consists of an intensive 6 week overview of skills and techniques for the preparation and presentation of academic research, using such journals as the American Academy of Religion as a guide. Students will then be required to present their own preliminary research topics to the class, to explain issues that require consideration, alternative methodological approaches that might be employed, competing perspectives that must be balanced, and so on. Supervision by an academic member of staff will carry through to the submission of the project. Students must consult the postgraduate coordinator prior to enrolment.

The discipline of Performance Studies has drawn upon a wide range of theoretical positions and resources, from semiotics to New Historicism, cultural studies, feminism, psychoanalysis, discourse theory, deconstruction, phenomenology and hermeneutics. This unit functions as an advanced reading seminar in which you will consider some key theoretical texts and examine how they have been applied to the analysis of performance.

The 'hidden world' of rehearsal is typically off-limits to outsiders but the exceptional creativity of performance-makers makes it a compelling focus for research. Approaching the study of rehearsal through ethnographic theory, we read and apply key texts on participant-observation fieldwork to rehearsal observation and workshop exercises.

This course aims to foster the writing and English language skills of postgraduate Arts and Social Sciences thesis writers. It will support students with their own thesis writing, specifically with the writing of the Research Proposal, Introduction chapter and Literature Review as well as sections of chapters. The course will be particularly useful for students who need to develop their English language proficiency and/or understanding of the requirements of thesis writing in English.

This Unit aims to foster the thesis writing and English language skills of Arts and Social Sciences students who are writing postgraduate theses. As the sequel to 'Writing a thesis chapter 1: Starting a thesis' and 'Writing a thesis chapter 2: The Middle chapters', it further supports students with their own writing by focusing on the completion of the thesis, including the Introduction and Conclusion chapters, Front Matter (including abstracts), the argument of the thesis and proofreading and editing. The course will be particularly useful for students who need to develop their English language proficiency and/or understanding of the requirements of English thesis writing.

This unit introduces theories of professional writing with a specific focus on composing in the workplace. Students will develop abilities in analysing, writing, revising, and delivering workplace texts, both print and multimedia. By examining and discussing a range of actual workplace documents, from emails to websites, students will gain a broader understanding of the rhetorical principles and ethical responsibilities inherent in professional writing practice. They will improve their ability to negotiate the relationships, tensions, and politics that influence workplace writing contexts.

This unit introduces practical techniques for editing workplace documents for increased clarity and effectiveness. Applying theories and principles of visual rhetoric, students will learn how to improve the readability and reception of workplace texts according to audience conventions and expectations. By analysing actual workplace documents, students will develop their critical reading abilities and gain a better understanding of how to edit texts for word economy, improved design and layout, and inclusive language. Editing print texts for digital or oral presentation will also be emphasised.

This elective is designed for International postgraduates who are new to study in an English language university. It supports the development of study, research, and critical thinking abilities, spoken English and academic language. Knowledge acquired in this unit will strengthen written and spoken English to help meet the standards necessary for successful completion of FASS Masters by coursework degrees. It is recommended that this elective be taken during the first semester.

This elective supports development of skills in critical analysis, writing in different genres, research, presentation, and developing individual scholarly 'voice'. While valuable for all commencing postgraduates, it is of particular benefit to those returning to academia after an extended break, or for International students wishing to orient themselves to local standards of practice for academic communication. This unit is structured to have additional seminars and lectures early in the semester and fewer later in the semester so students have the opportunity to apply new skills to all their coursework. The unit is ideally taken in the first semester of study.