EDSE12024 - Digital Pedagogies in Secondary Schools
Term 1 - 2017


All details in this unit profile for EDSE12024 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

This unit explores the technological competencies required within a 21st century connected society. It looks at the theoretical underpinnings of e-learning and how technology provides a platform for inclusivity, creativity and innovation with a particular focus on Web 2.0 interconnectivity. This unit is both theoretical and practical and provides opportunities to develop, refine and reflect upon skills and literacies associated with e-learning. While providing opportunities to expand and enhance the existing repertoire of technological competencies of pre-service teachers, the unit also encourages them to continue to reflect upon the cultural and critical dimensions of technological literacies.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite EDFE11038 Professional Practice 1 - Introduction to 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
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

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 Undergraduate 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 50%
2. Portfolio 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

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
The design of the Moodle course is easy to navigate and well laid out. Moodle The design should be retained and enhanced.
Some students found the Assessment tasks confusing. Moodle Scaffolding, examples and illustrations should be included in the Moodle materials.
On successful completion of this unit, you will be able to:
  1. Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.
  2. Design and create learning plans in which learner engagement is transformed by the use of ICT.
  3. Propose learning strategies that are inclusive and learner-centred.
  4. Model and support legal, safe and ethical practice in learners.
  5. Participate in and contribute to the development of a professional online learning community.

Australian Professional Standards for Teachers (Graduate Level) demonstrated:

1.2 Understand how students learn

1.5 Differentiate teaching to meet the learning needs of students across the full range of abilities

2.6 Information and Communication Technology

3.4 Select and use resources

4.1 Support student participation

4.5 Use ICT safely, responsibly and ethically

6.2 Engage in professional learning and improve practice

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Portfolio

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication    
2. Problem Solving      
3. Critical Thinking    
4. Information Literacy    
5. Team Work        
6. Information Technology Competence    
7. Cross Cultural Competence        
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment    
2 - Portfolio

Textbook Information

There are no required textbooks. Note: There is no set text for this unit.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorWendy Fasso (w.fasso@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

The contemporary learner

Links and readings in Moodle, including:

JISC (2012). Digital futures in teacher education Chapter 1: About Digital Literacy.

Ratinecas, P. (2015). Meet Generation Z.

Willis, J. (2011). The science of learning.

Robinson, K. (2006). Do schools kill creativity?

  • Participate in all Moodle readings and activities.
Week 2 13-03-2017

The nature of digital pedagogy

Links and readings in Moodle, including:

Smartcopying website.

Baker, R. (nd). Pedagogies and digital content in the Australian school sector. Education Services Australia.

Collins, R. (2014) Skills for the 21st Century: Teaching higher order thinking. Curriculum and Leadership Journal, 12(14).

  • Participate in all Moodle readings and activities.
Week 3 20-03-2017

Digital Technologies 1: Web spaces

Links and readings in Moodle

  • Participate in all Moodle readings and activities.
  • Complete Embedded Task 1.
Week 4 27-03-2017

Digital Technologies 2: Digital media

Links and readings in Moodle, including:

Jones, B. & Flannigan, S. (nd). Connecting the digital dots: Literacies of the 21st Century. New Media Consortium.

  • Participate in all Moodle readings and activities
  • Complete Embedded Task 2
Week 5 03-04-2017

Digital Technologies 3: Presenting learning

Links and readings in Moodle

The Australian Curriculum: General Capabilities, ICT

  • Participate in all Moodle readings and activities
  • Complete Embedded Task 3
Vacation Week 10-04-2017
Week 6 17-04-2017

Grow your pedagogy

Links and readings in Moodle, including:

Revington, S. (nd). Defining Authentic Learning.

Australian Curriculum: General Capabilities


  • Participate in all Moodle readings and activities
  • Complete Reflective Synopsis
  • Complete Pedagogy Map
Analysis of Digital Technologies Due Friday (21 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Create your ICT map

Links and readings in Moodle, including:

The Australian Curriculum: General Capabilities, ICT

  • Participate in all Moodle readings and activities
  • Complete ICT Map
Week 8 01-05-2017

Online collaboration and professional learning

Links and readings in Moodle, including:

Dron, J. & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press

UNESCO (2014). ICT4Edu Trends.

NEA (ND). Preparing 21st Century students for a global society: An educator's guide to the "Four Cs"

  • Participate in all Moodle readings and activities
  • Complete Scoop.it collection
Week 9 08-05-2017

Online collaboration and professional learning.

Links and readings in Moodle, including:

Dron, J. & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press

UNESCO (2014). ICT4Edu Trends.

NEA (ND). Preparing 21st Century students for a global society: An educator's guide to the "Four Cs"

Case, J. M., Marshall, D., & Linder, C. (2010). Being a student again: A narrative study of a teacher’s experience. Teaching in Higher Education, 15(4), 423-433. http://dx.doi.org/10.1080/13562510903560028

  • Participate in all Moodle readings and activities
  • Complete Scoop.it collection, collaboration and mini-unit overview
Week 10 15-05-2017 Learning Design with ICT

Links and readings in Moodle

  • Participate in all Moodle readings and activities
  • Complete ICT plan for your mini-unit (to be included in your mini-unit plan)
  • Complete Student narrative
Week 11 22-05-2017

Professional learning: standards and reflection

New technologies

Links and readings in Moodle, including:

AITSL standards - ICT elaborations

New Media Consortium (2016). Horizon Report, K-12 Edition.

  • Participate in all Moodle readings and activities
  • Complete reflection on AITSL standards 6.2 and 7.4 and online collaboration experience.
Week 12 29-05-2017

e-Portfolio, feedback and reflection

e-Learning Design Portfolio Due Thursday (01 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Analysis of Digital Technologies
Task Description

Task Description

This assessment task will be completed in your blog. It comprises Part A: a series of weekly embedded tasks, and culminating in Part B:the submission of a Reflective Synopsis.

Part A: Weekly Embedded Tasks resulting in Reflection 1-3

Each week, of weeks 3, 4, and 5 you will submit a blog posting (reflection 1 – 3) in response to an embedded activity and task. These are outlined in the Moodle unit materials. Each posting will accrue 6 marks (a total of 18 marks out of 50, or 36% of your overall grade for Assessment 1).

Late submission of these embedded tasks will not be allowed except by arrangement with your tutor. Systematic and regular blog postings and participation in course activities is essential. The reflective synopsis component of Assessment 1 (Part B) requires a reflection on your professional learning through blog commenting. The purpose of commenting is to make a timely contribution to the learning of others. Late commenting or posting your own reflections beyond the time frame of each activity will limit your capacity to demonstrate the professional networking requirement of this task.

Reflections 1 – 3 will be graded and responded to within the shortest possible time with formative feedback for improvement discussed in weekly tutorials. They will be drawn from your exploration of three weekly groups of digital tools. Tasks submitted late without prior approval will receive a grade, but no feedback.

The details of these submissions are embedded in the Moodle materials, and more details and the criteria are to be found in the Assessment Details block in the Moodle Home Page..


Reflection 1-3 (approximately 600 - 800 words each)
These reflections will address your weekly selection of one (from each group presented in that week) digital tool.

The content of each reflection should include (but is not limited to) the following:

1. An overview of the technical aspects: what can this technology do? (3 marks)

  • What do the settings of the technology allow you to do?
  • Can you multi-author, do you have privacy settings?
  • Can you customise the tool or space?
  • What other technical considerations are important?
  • Is it easy to use?
  • What experience is needed to operate it?
  • This overview should be accompanied by sufficient evidence of your explorationas to demonstrate your technical skill in using the tool.

2. A discussion of the legal, safety and ethical protocols that should be considered when working with this technology? (1 mark)

3. Suggestions about how this tool might be used in your teaching context. (2 marks).

Note: This is NOT a research essay. It is a reflection. It should be written in first person, and be drawn from your experiences, linking your experiences to what you have learned about digital pedagogy thus far, and proposing how this knowledge will change your thinking in the future. Please consult the unit materials to ensure you understand how to communicate in the form of a reflection.

Part A Submission

Each of your blog reflections will be submitted by 11:45 pm on the Friday of each week (see unit profile for details). The upload links are provided in the Assessment Details section in Moodle. The scaffolded task descriptions are provided in the Engagement activities for each week.

For each reflection, you will submit the URL of your Blog via the correct Moodle Assessment link by uploading a Word document containing your name, student number and blog URL. You must ensure that sites that you have used have viewing enabled in the privacy and sharing settings. Should any of your online spaces such as Blogs or Wikis be inaccessible for marking, it will be assumed that your exploration has been insufficient to support understanding of the technical features of the space, and you will be graded accordingly.

Part B: Reflective Synopsis (1,500 words)

Your reflective synopsis draws together the key ideas and conclusions emerging from your reflections. These reflections include the embedded assessment tasks, as well as your responses to the stimulus questions from Weeks 1 and 2.

It starts with a brief introduction of what you knew, and your beliefs about e-learning prior to commencing this unit of study. It provides an overview of the learning process and what you have learned. It then proceeds to draw upon your experiences by identifying how your beliefs, knowledge and skills (both technical and pedagogical) have grown or been developed. In this process, you should support your claims through a reference to the readings (or other sources presented in the unit) and to your own experience.

It is likely that sub-headings that may be used include references to: a summary of technical enablers across all technologies that have been explored; Modification and Redefinition (SAMR); key elements of digital pedagogy; and complex, higher order thinking processes that are developed through digital approaches to learning; the changing roles of both teachers and learners when engaging in modified and redefined learning.

Each new point should be introduced in a new paragraph and supported by evidence, leading to a conclusion. In this way, you will link the impact and intent of engagement with the resources and activities of this course on your beliefs, knowledge and skills.

Your reflective synopsis will present a summarising conclusion that identifies how your learning will support future learning.

Your reflective synopsis will also include a paragraph on professional learning, and provide justified examples of how online interaction with others in the form of blog postings, through providing and responding to feedback, has enhanced your professional growth and understanding of online professional learning as a teacher. Evidence can be provided through links to blog posts and comments, or through the insertion of screen captures.

Note: Everyone’s learning journey will be different. It is impossible to provide an exemplar of a reflective synopsis given the significant differences between individual entry points and beliefs at the start of the unit, skills and rate of growth, and of course personal and teaching contexts.

Details of Assessment 1 can be found in the Assessment Details block in the Moodle Home Page.

Assessment Due Date Week 6 Friday (21-Apr-2017) 11:45 PM AEST
This assignment includes three small nested tasks, which are due weekly as outlined. The Reflective Synopsis, consolidating learning is due in Week 6.
Return Date to Students This assignment will be returned to students with sufficient time to allow for academic support and advice where necessary, prior to the submission of the next assessment task.
Weighting 50%
Assessment Criteria
  • Propose learning strategies that are inclusive and learner-centred.
  • Participate in and contribute to the development of a professional online learning community.
  • Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.
  • Design and create learning plans in which learner engagement is transformed by the use of ICT.
  • Model and support safe, legal and ethical practice.
Referencing Style American Psychological Association (APA)
Submission Online

Please submit a Word document for each weekly task with a link to your blog and any other relevant online sites. Please submit your Reflective Synopsis as a Word document. If you wish to provide additional information beyond inserted screen captures, please provie these as links within your text.

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

1. Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.

2. Design and create learning plans in which learner engagement is transformed by the use of ICT.

3. Propose learning strategies that are inclusive and learner-centred.

4. Model and support legal, safe and ethical practice in learners.

5. Participate in and contribute to the development of a professional online learning community.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

8. Ethical practice



2 Portfolio

Assessment Title e-Learning Design Portfolio
Task Description

Task Overview

When you plan a sequence of learning experiences, it is always founded upon the nature of the content, and your values and beliefs about effective classroom pedagogy and learning.

This task is designed to make explicit to the reader your decision-making process and thinking as you work towards the engagement of your learners in a short sequence of lessons in your classroom. The designed learning sequence should meet the descriptors of learning at the modification and redefinition levels of SAMR as have been expanded upon in Assessment 1, Reflective Synopsis. It should demonstrate high-end digital pedagogy, and complex, problematic, authentic learning.

  • The learning sequence will be drawn from an idea/site/resource that you have discovered online. The assessment task uses digital curation as a collaborative process through which you will share, and possibly find your selected resource.
  • As part of the process of finding and selecting resources, you will create and share, and engage with others through the creation of a digital curated collection of artefacts in a Scoop.it site. As with Assessment 1, this task is built upon timely and active participation in the course and its activities.
  • As a group, you are inter-dependent, and you will demonstrate and evidence this professional engagement through interchanges in your curated digital collections of teaching ideas. This interchange will inform a final reflection on your professional engagement as it is aligned with AITSL Graduate Standards 6.2 and 7.4.
  • Your decision-making processes will be scaffolded through a series of tasks, embedded in the Moodle materials. Each of the tasks will result in the creation of an artefact. Together, these artefacts will justify your decisions as you plan your learning series, and which act together as a collection of items that are presented in a portfolio that demonstrates your insight.
  • Your portfolio will culminate in a learning narrative, which is written from the perspective of a learner in your classroom. It is the story of the key events experienced by your learner as they proceed through the learning sequence. It will evidence the actioning of the plans that you have drawn together.

Your portfolio will be presented as a Weebly website, however it is anticipated that it will likely include artefacts (linked and embedded) that may be presented in other online sites.

The total length of this task is anticipated to be the equivalent of 3000 words.

Task Details

The portfolio artefacts are created regularly throughout Weeks 6 – 10. Details and models will be presented in the Moodle materials each week.

They must include the following, in the form of your choice:

  • A pedagogy ‘map’ that integrates your personal pedagogical framework (from Week 2) with the Australian Curriculum: General Capabilities for your discipline area.
  • An extension of your pedagogy map to include alignment of ICT with each focus area with reference to their capacity to support learning across the SAMR framework.
  • A link to a curated collection of digital resources, in which a single resource/artefact is selected to underpin the design of a learning sequence that maximises the potential of digital pedagogy. If you are combining more than one element, identify both/all of them.
  • A link to your curator’s insight which is attached to your single resource/artefact (or your nominated collection) in your curated collection that shares your insight into the value of the artefact(s) to support transformative learning design, and how it will be used in your classroom context.
  • The development of a learning sequence, based on this selected resource/artefact that reflects the pedagogy identified in your pedagogy ‘map’, as well as the use of digital technologies to transform learning as identified in your ICT alignment. The pedagogical links should be clearly identifiable. You should include a plan for the use of ICT in this sequence.
  • A brief profile of a representative student in your class, including their learning needs.
    A narrative written from the perspective of the student (written in first person), showing how your students will “live” the digital pedagogy that you have identified in your pedagogy and ICT alignment map.

As in Assessment task 1, these artefacts are regarded as documentation of your learning from Weeks 6 through 12, and it is not intended that they are only created for assessment purposes. Thus, it is anticipated that they are generated progressively through the term in response to the course materials and activities.

More details are available in the in the Assessment Details block in the Moodle Home Page.

Assessment Due Date Week 12 Thursday (01-Jun-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be provided following University Assesment policy.
Weighting 50%
Assessment Criteria
  • Propose learning strategies that are inclusive and learner-centred.
  • Participate in and contribute to the development of a professional online learning community.
  • Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.
  • Design and create learning plans in which learner engagement is transformed by the use of ICT.
  • Model and support safe, legal and ethical practice
Conditions Minimum mark or grade - 50%
Referencing Style American Psychological Association (APA)
Submission Online

Please submit a Word document that contains the relevant sections of the task as outlined above. Please provide a link to your online space within which you have assembled your artefacts as outlined in the task. Please ensure that, where necessary, you include login details (username and password) to allow access to your site.

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

1. Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.

2. Design and create learning plans in which learner engagement is transformed by the use of ICT.

3. Propose learning strategies that are inclusive and learner-centred.

4. Model and support legal, safe and ethical practice in learners.

5. Participate in and contribute to the development of a professional online learning community.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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