OLTC20001 - Designing for Learning
Term 1 - 2017


All details in this unit profile for OLTC20001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Building upon the themes explored in Nature of Learning and Teaching, this unit focuses on the design of curricula and units within the tertiary education context. Students will draw upon the scholarship of learning and teaching and current developments in tertiary education to design and enhance units and courses that engage and challenge learners. By working with authentic examples of courses and units, students will also analyse the impact of governing instruments, for examples policies, procedures and frameworks and their role in shaping and guiding curriculum development.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-req = OLTC20003 Nature of Learning and Teaching

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment Pass/Fail
2. Written Assessment Pass/Fail

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Moodle site difficult to navigate T1 Unit Evaluations Redesign the Moodle site. This has been completed, with no subsequent complaints in T2.
Review weekly materials for grammar and spelling issues. T1 & T2 Unit Evaluations The materials will be reviewed and re-written to improve readability.
Assessment templates weren't made available at start of time preventing some students from moving ahead of schedule T1 Unit Evaluations Ensure templates are published at commencement of each term. This was also done in T2 offering.
On successful completion of this unit, you will be able to:
  1. Design curricula which are informed by the scholarship of learning and teaching and current developments in tertiary education.
  2. Analyse the impact of governing instruments, for example policies, procedures and frameworks upon curricula.
  3. Design units and courses that engage and challenge students.
  4. Apply the principles of reflective practice to enhance courses and units.

N/A

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment  
2 - Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Knowledge
2. Communication  
3. Cognitive, technical and creative skills  
4. Research      
5. Self-management    
6. Ethical and Professional Responsibility    
7. Leadership  

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Written Assessment  

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • CQU Google Docs
All submissions for this unit must use the Harvard (author-date) referencing style (details can be obtained here), OR American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorDamien Clark (d.clark@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Learning Design Fundamentals

Week 2 13-03-2017

Government, Industry and Institutional policy requirements

Week 3 20-03-2017

Writing Learning Outcomes

Week 4 27-03-2017

Learning Outcomes for your unit

Week 5 03-04-2017

Theories of how learning happens

Vacation Week 10-04-2017
Week 6 17-04-2017

Designing Challenging and Engaging Learning

Week 7 24-04-2017

Your Unit Proposal

Assessment Task One - Unit Proposal Due Friday (28 Apr 17) 11:00 PM AEST
Week 8 01-05-2017

Your Learning Design Approach

Week 9 08-05-2017

Stage 1 of your Learning Design Project

Week 10 15-05-2017

Stage 2 of your Learning Design Project

Week 11 22-05-2017

Stage 3 of your Learning Design Project

Week 12 29-05-2017

Reflection on your unit

Assessment Task Two - Unit Learning Design Due Friday (02 Jun 17) 11:00 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Assessment Task One - Unit Proposal
Task Description

Assessment Aim

The aim of this assessment is two fold:

  1. Take you through the initial steps of unit learning design by creating learning design elements that can inform either a new or change unit proposal for internal accreditation.
  2. Promote a culture of reflective and collegial practice, including giving and receiving feedback.

Assessment Context (Scenario)

Your discipline leader has informed you that there are several current units that need to be redesigned and that they have ideas for a couple of new units. They have asked you to redesign, or design anew one of these units. Which you choose is up to you.

To ensure that you prepare a strong proposal that has the best chance of approval through the internal accreditation process, your discipline leader has insisted that you solicit feedback from colleagues throughout your (re)design process. Timelines are tight, and your discipline leader wishes to avoid delays resulting from rejected unit proposals. Thus, feedback from your colleagues will assist in formulating a quality unit proposal.

You will submit your proposal to the reviewer (Unit Coordinator) for approval. Feedback from the reviewer will then inform your preparation of a complete learning design for your chosen unit (in Assessment 2).

Assessment Details

Your first step will be to select a new or existing unit to work with, which you will do in your first two weeks of term. Ideally, your chosen unit will be part of your staff workload allocation and be one that you are able to teach after its development.

Your Assessment 1 submission will be a collection of unit design elements as explained below using a Unit Proposal pro forma.

Unit Context

Provide a brief overview of the unit you have chosen and its relationship to its course/s of study. Ensure that you include: the modes of study possible with this unit (e.g. on-campus, on-campus metropolitan, distance, mixed mode); the typical student demographic (e.g. mostly school leavers or partly school leavers and mature age part-time); expected student enrolments; and teaching resources available (e.g. how many staff and their roles in delivery of the unit).
(100 – 200 words)

Rationale for Creation/Change of Unit

Explain your reasons for choosing this unit. Your thematic analysis of past student feedback for example would inform this section of your document, if you are redesigning your unit. It may include issues such as: poor student retention; not meeting accrediting authority requirements; you were allocated to teach the unit; adverse student feedback; or low percentage of student feedback etc. If this is a new unit, outline why the unit is required for the course.
(100 – 200 words)

Learning Outcomes

Provide a list of your new or updated learning outcomes for your unit, including enabling objectives as covered in week 4. Your learning outcomes should be measureable; unambiguous; distinct; and scaffolded to appropriate levels of Blooms Taxonomy. You must also identify which assessment/s will test each learning outcome.

Assessment Outlines

Your assessment outlines should include: weighting; type (e.g. Quiz, Exam, Viva, Report, Essay etc); and a brief description of the task. Also include a rationale that explains the design choices you have made (i.e. why you are assessing this way).
(300 – 600 words)

Unit Alignment

Your Unit Learning Outcomes should be aligned to the Course Learning Outcomes of at least one course your unit contributes to. Your assessments should also be aligned to CQU (or your institution’s) Graduate Attributes. The requirements of the Unit Alignment Section shall be completed using the given Unit Alignment pro forma and submitted as a separate file.

Reflections

You are required to reflect upon the process of creating your unit design elements in Assessment 1 and write a summary based on the following leading questions.

  1. Based on the feedback that you received from your GCTE peers, the unit co-ordinator and/or workplace colleagues, what changes or improvements did you make to your learning design? Explain how they improved your design.
  2. Has completing this assessment task caused you to rethink the importance of learning outcomes and curriculum alignment? If so, in what way?

(300 – 600 words)

Additional Notes

If your submission relates to a unit offered at an institution other than CQUniversity, then please include with your Assessment 1 submission, your institution’s generic skills requirements, and relevant frameworks, policies and procedures.

Assessment Due Date Week 7 Friday (28-Apr-2017) 11:00 PM AEST
Return Date to Students Week 9 Friday (12-May-2017)
Weighting Pass/Fail
Assessment Criteria
  1. Learning outcomes developed are:
    1. measurable;
    2. unambiguous;
    3. distinct;
    4. scaffolded to appropriate levels (blooms);
    5. aligned to relevant course learning outcomes; and,
    6. appropriately mapped to your institution’s generic skills
  2. Assessment outlines
    1. are mapped to learning outcomes;
    2. are mapped to your institution’s generic skills
    3. have minimal duplication in terms of measuring the learning outcomes across assessment tasks; and,
    4. can meaningfully measure the learning outcomes.
  3. Unit design elements meet your institution’s frameworks, policies and procedures
  4. There is evidence of collegial activity in the design and development process undertaken.
  5. Reflection on the design process is evident.
  6. Accurate and consistent referencing throughout.
Conditions Minimum mark or grade - Pass. Students must pass both pieces of assessment to pass the unit.
Referencing Style Harvard (author-date) or American Psychological Association (APA)
Submission Online

Submit via Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Design curricula which are informed by the scholarship of learning and teaching and current developments in tertiary education.

2. Analyse the impact of governing instruments, for example policies, procedures and frameworks upon curricula.

4. Apply the principles of reflective practice to enhance courses and units.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



2 Written Assessment

Assessment Title Assessment Task Two - Unit Learning Design
Task Description

Assessment Aim

The aim of this assessment is to incorporate feedback from your Unit Proposal and prepare a complete Unit Learning Design that can inform the future creation of:

  1. Your unit profile (or analogous document for your institution); and,
  2. Your implementation into a Learning Management System

Assessment Description

Your discipline team approved your unit proposal and your colleagues thanked you for your contribution to the course. Your next step is to confirm if there is any feedback or suggestions for improvement noted from the meeting minutes (unit co-ordinator marking feedback) as is customary from discipline team meetings, to strengthen your design.

Your discipline lead has asked you to proceed with the development process so that the unit is ready to teach either next term or the one after. This will involve making any necessary refinements to your existing design proposal elements, along with the creation of new design elements – in particular, a unit design matrix, as explained below.

Assessment Details

It is an expectation that you will seek to collaborate with your colleagues and/or fellow GCTE students in your unit design - in particular, asking them to review and provide feedback on the design elements you have used. Providing evidence of this will enhance the quality of your submission.
Your Assessment 2 submission will be a collection of unit design elements as explained below using a Unit Proposal pro forma.

Unit Overview

Provide an overview for your unit, such as those found in CQUniversity Unit Profiles. Your audience is your students, not your workplace colleagues, so it should be written in plain language avoiding jargon students are not yet familiar with. It should also be written ‘to’ the student, for instance, use the word ‘you’ rather than ‘the student’. It should also be succinct – using only enough words to highlight the key points of the unit.

Unit Context *

(100 – 200 words)

Rationale for Creation/Change of Unit*

(100 – 200 words)

Learning Outcomes *
Assessment Outlines *

(300 – 600 words)

Unit Alignment *

Your Unit Learning Outcomes should be aligned to the Course Learning Outcomes of at least one course your unit contributes to; and CQU (or your institution’s) Graduate Attributes.
Your assessments should also be aligned to CQU (or your institution’s) Graduate Attributes. The requirements of the Unit Alignment Section shall be completed using the given Unit Alignment pro forma and submitted as a separate file.

Unit Design Matrix

A week or topic-based Unit Design Matrix (using a template provided in the Moodle site) that will include:

  1. A list of existing resources you wish to use to support the learning outcomes and assessments, noting those you have identified as requiring creation.
  2. At least two learning activities each week to consolidate knowledge, understanding and skill development.
  3. An explanation of the design each week, making special reference to how you have maximised the opportunities for learning for all students regardless of their mode of study
Reflections

You are required to reflect on your journey through Design for Learning in the creation of your new/updated learning design, and write a summary based on the following leading questions.

  1. What important lessons have you learned from the Designing for Learning Unit?
  2. What changes will you make to the way you design units in the future?

(300 – 600 words)
* Items marked with an asterisk (*) should include any improvements based on marking feedback from Assessment 1 to enhance the quality of your submission.

Other Requirements For Your Learning Design

Your design must be learner-centred with a variety of learning resources and activities to cater for individual differences in learning. It must also be engaging for the learner. For instance, if you specify didactic face-to-face lectures are required, you will need to provide a strong argument and evidence that this is the most effective approach.

Additional Notes

If your submission relates to a unit offered at an institution other than CQUniversity, then please include with your Assessment 1 submission, your institution’s generic skills requirements, and relevant frameworks, policies and procedures.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:00 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting Pass/Fail
Assessment Criteria
  1. A submission that meets the requirements explained in the Assessment Details section
  2. Creation of a learning design:
    1. informed by the scholarship of learning and teaching and current developments in tertiary education;
    2. that engages and challenges students;
    3. using contemporary practices; and,
    4. is learner-centred.
  3. Principles of reflective practice have been applied in the formulation of the learning design.
  4. Sources of ideas, information and feedback received are acknowledged.
  5. There is evidence of collegial activity in the design and development process undertaken.
  6. Evidence of reflection on one’s practice in designing curriculum.
Conditions Minimum mark or grade - Pass. Students must pass both pieces of assessment to pass the unit.
Referencing Style Harvard (author-date) or American Psychological Association (APA)
Submission Online

Submission via Moodle

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Design curricula which are informed by the scholarship of learning and teaching and current developments in tertiary education.

3. Design units and courses that engage and challenge students.

4. Apply the principles of reflective practice to enhance courses and units.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




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