EDCU12039 - Design and Digital Technologies
Term 1 - 2017


All details in this unit profile for EDCU12039 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

Design and Digital Technologies introduces students to both the nature of learning in Design and Technology and Digital Technologies to enhance problem solving, innovation and creative thinking skills for 21st century learners. Students develop deep understanding of the thinking processes of planning, producing and evaluating which are essential processes in Design and Technology, and defining, organising and implementing which are essential processes in Digital Technology. They engage in design and digital challenges to build their own content and process knowledge in the learning area and reflect on the value of technological ways of thinking and learning for sustainability and innovation. Students explore a range of digital tools that support their engagement in the Design and Digital Technologies Curriculum content and pedagogy.

Details

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

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. Practical and Written Assessment 50%
2. Presentation 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
There is too much information in the course Moodle, email, tutors. The course should re-focus on the curriculum and remove unnecessary elements.
The content, curriculum focus, and introduction to digital technologies was found to be enabling and valuable. Moodle, email, tutors. This element of the course should remain unchanged.
Some confusion was identified between the embedded weekly learning tasks and the actual assessment. This resulted in a perception that the assessment tasks were too big. Moodle. The alignment between what is demonstrated through participation in the course activities and the assessment task will be clarified in an introduction to engagement and assessment.
Inconsistent engagement in weekly learning tasks led to confusion about the assessment. Moodle, email, tutors. The introduction to engagement and assessment will emphasise the importance of regular engagement in learning. In particular, Assessment 2 should be restructured to take a portfolio approach to weekly engagement.
The hands-on, practical focus of the assessment tasks was found to be valuable. Moodle, email, tutors. The focus of the assessment tasks will remain the same.
On successful completion of this unit, you will be able to:
  1. Participate in individual and collaborative learning processes to improve professional understanding of content knowledge and teaching and learning in the Design and Digital Technologies learning area.
  2. Use current research and examples to explain the value, nature and pedagogical practices appropriate to the Design and Digital Technologies learning area.
  3. Recommend Information and Communications Technologies on the basis of their purposeful application to learning and student engagement in the Design and Digital Technologies curriculum learning area.
  4. Produce digital content by making effective and purposeful use of Information and Communications Technology to model Design and Digital Technologies curriculum learning goals.

Successful completion of the unit Design and Digital technologies provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.2, 2.1, 2.6, 3.3, 3.4, 4.5, 5.2, 6.3 and 6.4.

Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage with evidence specifically related to teaching and learning in the Design and Digital Technologies area of the curriculum. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical and Written Assessment    
2 - Presentation  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
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 - Practical and Written Assessment    
2 - Presentation    

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

Nature of the Technology learning area.

Sites and resources on Moodle site.

Anazagasty, J. (2014) What is Technology? In Cruz-Cruz & W. Frey (Eds) Civis Project – UPRM.

ACARA – Technology Shaping Paper

Australian Curriculum: Technologies rationale, aims and organisation

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 2 13-03-2017

The Technology Design Process

Links and readings in Moodle, including:

Mawson, B. (2003). Beyond ‘The Design Process’. An alternative pedagogy for technology education. International Journal Of Technology & Design Education, 13(2), 117-128.

Education Queensland (2015). Curriculum activity risk management guidelines

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.
Week 3 20-03-2017

Design Thinking

Links and readings in Moodle, including:

Jones, Buntting and de Vries (2013). The developing field of technology education: a review to look forward. International Journal of Technology Design Education 23, 191-212 – an important framing paper.

Lewis, T. (2009). Creativity in technology education: Providing children with glimpses of their inventive potential

Lewis, T. (2005). Creativity – A framework for the design/problem solving discourse in technology education.

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 4 27-03-2017

Design and Sustainability

Links and readings in Moodle, including:

MSA (2014). Sustainability in Practice: Product improvement and life cycle.

University of Woolongong Faculty of Arts (nd). Clean, green technology.

Ecodesigner (2013). Sustainability Resources

Acaroglu, L. (2014). The Good Design Guide (overview only).

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 5 03-04-2017

The Digital Technologies Curriculum

Data 1

Links and readings in Moodle, including:

The Australian curriculum: Technologies. Digital Technologies.

Bell, T.,Witton, I. & Fellows, M. (2010). Computer Science Unplugged. CS Unplugged.org.

CSTA (2012). Special Issue: Computer science K-8: Building a strong foundation.

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Journal and Research Inquiry Due Friday (07 Apr 17) 11:45 PM AEST
Vacation Week 10-04-2017
Week 6 17-04-2017 Data II

Links and readings in Moodle, including:

Barr, V. & Stephenson, C. (2011). Computational thinking to K-12: What is involved and what is the role of the computer science education community. ACM Intoads, 2(1), 48-54.

Computational thinking: http://learn.code.org/s/1/level/22

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 7 24-04-2017

Computational Thinking

Links and readings in Moodle, including:

Scratched, Creative Computing; Computational Thinking connections

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 8 01-05-2017

Coding and Programming

Links and readings in Moodle, including:

The Australian Curriculum: Technologies

Computational Thinking connections of Scratched.

http://scratched.gse.harvard.edu/guide/download.html Creative Computing https://web.media.mit.edu/~mres/papers/Scratch-CACM-final.pdf Underpinning Design

http://scratched.gse.harvard.edu/resources/all

http://scratched.gse.harvard.edu/resources/scratch-programming-concepts

Starter Hopscotch curriculum.

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 9 08-05-2017 Coding and Programming

Links and readings in Moodle, including:

The Australian Curriculum: Technologies

Computational Thinking connections of Scratched.

http://scratched.gse.harvard.edu/guide/download.html Creative Computing https://web.media.mit.edu/~mres/papers/Scratch-CACM-final.pdf Underpinning Design

http://scratched.gse.harvard.edu/resources/all

http://scratched.gse.harvard.edu/resources/scratch-programming-concepts

Starter Hopscotch curriculum.

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 10 15-05-2017

Digital Communication

Links and readings in Moodle, including:

Smartcopying website

Brusic, S & Steinmacher, J. (2015) Communicating without words. Children's Technology and Engineering

Hummell, L. (2015). Communication. Children's Technology and Engineering

Cantu, D. The importance of communication skills (2015). Children's Technology and Engineering

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.
Week 11 22-05-2017

Digital Communication

Links and readings in Moodle, including:

Self-selected resources and sites

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

Week 12 29-05-2017 Preparation of digital media for presentation of Assessment 2

Links and readings in Moodle, including:

Self-selected resources and sites

Engage with the Moodle unit materials and tutorials. Complete all activities as outlined in these materials.

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

1 Practical and Written Assessment

Assessment Title Journal and Research Inquiry
Task Description

Details

Assessment 1 involves a design challenge that consists of two preparatory tasks that lead to the creation and submission of three assessable components. The preparatory tasks are compulsory aspects of the assessment and will be assessed as evidence and justification of the process you have undertaken to develop the three components.

Two preparatory tasks:

  • preparatory learning: the exchange of feedback through an evaluation of this documentation and presentation in a dedicated forum: Design Challenge Evaluation forum
  • preparatory learning: the documentation and presentation of a design challenge in your Weebly site

The submission of three components:

  • a reflection on the process of design and peer feedback exchange as it relates to learning about the technology design process
  • a referenced response to two critical questions about the pedagogy involved in teaching and learning in this curriculum subject
  • a referenced response to one critical question about safe, ethical and sustainable practice with regard to curriculum expectations and your design challenge, contextualised to your classroom

The preparatory tasks are regarded as compulsory. Although not formally submitted, they will be accessed as evidence and justification of the process upon which the submissible components are based.

Details of the assessment task are available in the assessment block within Moodle. Further details are embedded in the weekly unit materials.

Assessment Due Date Week 5 Friday (07-Apr-2017) 11:45 PM AEST
This task must be uploaded using the Assessment 1 link in Moodle.
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
  • Use participation and critical reflective processes to develop professional understanding of content knowledge, and teaching and learning in the Digital Technologies learning area.
  • Ability to seek and respond to constructive feedback to identify professional learning needs.
  • Development of questions to guide professional learning. Focused research into teaching strategies that support the development of conceptual knowledge and technological thinking processes.
Referencing Style American Psychological Association (APA)
Submission Online

Assessment 1 will be submitted as a Word document. Your document should include a link to your Weebly website (or alternative) in which your deisgn challenge is presented.

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

1. Participate in individual and collaborative learning processes to improve professional understanding of content knowledge and teaching and learning in the Design and Digital Technologies learning area.

2. Use current research and examples to explain the value, nature and pedagogical practices appropriate to the Design and Digital Technologies learning area.

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



2 Presentation

Assessment Title Online presentation - Portfolio
Task Description

Task Description

This is a portfolio task. You will develop artefacts that evidence and demonstrate your learning about the Digital Technologies curriculum each week. These will be collected in a digital portfolio in your Weebly website.

The portfolio will include a collection of 5 artefacts. The portfolio will be assessed on your insight into the curriculum concepts and processes that are demonstrated by each artefact. Also assessed will be the suitability for purpose and execution of each artefact in order to communicate the type of data, knowledge and thinking that is addressed.

Artefacts

The following five artefacts will be included, in the form and modality of your choice, in your portfolio. Each artefact will include practical evidence of your own exploration of the relevant technologies, and a reflection on the way this activity will be configured to reflect the Australian Curriculum Technologies: Digital Technology, in your classroom.

  • Portfolio Artefact 1: Initial Reflection
  • Portfolio Artefact 2: Data representation
  • Portfolio Artefact 3: Binary code and data as images
  • Portfolio Artefact 4: Algorithmic and computational thinking
  • Portfolio Artefact 5: Coding and Programming a robot or game

Digital Communication

The Australian Curriculum Technologies outlines expectations of digital communication in the primary school Technologies classroom. You will become familiar with some representative tools that support communication of data and knowledge throughout the course. You will make decisions about the purposeful use of these tools and modalities of communication that best suit the materials and data that you are presenting in your website. Your site will therefore evidence creative and purposeful use of digital communication to share your data, information and thinking with an audience.You will include a short paragraph outlining how you have met the curriculum communication expectations including a brief justification for your selection of a minimum of three methods of representation.

It is also expected that, as outlined in the Curriculum, you adhere to legal, safe and ethical principles in your website as outlined in the course materials.

Details of the assessment task are available in the assessment block within Moodle. Further details are embedded in the weekly unit materials.

Assessment Due Date Week 12 Thursday (01-Jun-2017) 11:45 PM AEST
This task must be uploaded using the Assessment 2 link in Moodle.
Return Date to Students Feedback on this final assessment response will be provided following University Assesment policy.
Weighting 50%
Assessment Criteria
  • Demonstrated ability to seek and respond to constructive feedback to identify professional learning needs.
  • Use participation and critical reflective processes to develop professional understanding of content knowledge and teaching and learning in the Technologies learning area.
  • Focused research into teaching strategies that support the development of conceptual knowledge and technological thinking processes, leading to the development of a framework of questions to guide professional learning.
Referencing Style American Psychological Association (APA)
Submission Online

A Word document will be submitted that provides a link to your website.

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

1. Participate in individual and collaborative learning processes to improve professional understanding of content knowledge and teaching and learning in the Design and Digital Technologies learning area.

3. Recommend Information and Communications Technologies on the basis of their purposeful application to learning and student engagement in the Design and Digital Technologies curriculum learning area.

4. Produce digital content by making effective and purposeful use of Information and Communications Technology to model Design and Digital Technologies curriculum learning goals.

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




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