EDED20491 - ICTs for Learning Design
Term 1 - 2017


All details in this unit profile for EDED20491 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 introduces students to contemporary learning design principles that are specifically aimed at building significant student learning engagement. In this unit, students are exposed to effective learning design frameworks that use digital pedagogies to encourage learning and provide challenge for school students. Students engage in effective learning design, including the profiling of student learning needs, to enable them to select pedagogical practices and content knowledge to enhance learning using a range of ICTs. The kinds of technical competencies and conceptual understandings that are required of teachers now and in the future are explored to enable students to use digital pedagogies to enhance student learning. The underlying logic and purposes of e-learning and how the use of ICTs provides a platform for creative and innovative digital pedagogies in contemporary classrooms is covered as well as opportunities to develop, display, refine and reflect upon skills associated with the meaningful use of technology in classrooms.

Details

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

Residential Schools

This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.

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
  • Mixed Mode
  • 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 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. Practical and Written Assessment 50%
2. Practical and Written Assessment 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
Greater clarity about Assessment task 2 is requested. Student evaluations and emails Samples should be provided that scaffold understanding of the requirements of the task.
Facilitation and support is excellent. Student evaluations and emails The facilitation and support that is offered to both on-campus and distance students will continue.
On successful completion of this unit, you will be able to:
  1. Design effective pedagogical strategies that engage and challenge learners;
  2. Profile the learning needs of students through the use of the relevant learning design questions;
  3. Analyse the profile of a learner cohort to select pedagogical practices and content knowledge to enhance learning using a range of ICTs;
  4. Demonstrate effective and efficient use of digital pedagogies to enhance student learning;
  5. Develop, display, refine and reflect upon skills associated with the meaningful use of technology in classrooms.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Practical and Written Assessment  
2 - Practical and Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
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 - Practical and Written Assessment    
2 - Practical and Written Assessment  

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)
  • Blackboard Collaborate - instructions provided in 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, including:

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"

  • 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

Links and readings in Moodle, including:

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

Text Chapter 6: Digital portfolios and the virtual learning environment
e-Learning Design Portfolio Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Practical and 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: a summary of technical enablers across all technologies that have been explored; references to 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. Design effective pedagogical strategies that engage and challenge learners;

2. Profile the learning needs of students through the use of the relevant learning design questions;

4. Demonstrate effective and efficient use of digital pedagogies to enhance student learning;

5. Develop, display, refine and reflect upon skills associated with the meaningful use of technology in classrooms.

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



2 Practical and Written Assessment

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 Friday (02-Jun-2017) 11:45 PM AEST
Return Date to Students The graded assessment and feedback will be returned to students according to the policy on certification of grades.
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. Design effective pedagogical strategies that engage and challenge learners;

2. Profile the learning needs of students through the use of the relevant learning design questions;

3. Analyse the profile of a learner cohort to select pedagogical practices and content knowledge to enhance learning using a range of ICTs;

4. Demonstrate effective and efficient use of digital pedagogies to enhance student learning;

5. Develop, display, refine and reflect upon skills associated with the meaningful use of technology in classrooms.

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




© 2017 CQUniversity
Page generated by apps-prod-02.cqu.edu.au at Fri Mar 24 22:12:34 AEST 2017