CQUniversity Unit Profile
EDSE20016 Digital Learning and Teaching
Digital Learning and Teaching
All details in this unit profile for EDSE20016 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.
General Information

Overview

This unit explores the technological competencies required within a 21st Century digitally connected society. In this unit you will explore 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 you to continue to reflect upon the cultural and critical dimensions of technological literacies.

Details

Career Level: Postgraduate
Unit Level: Level 9
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-requisite EDFE20036 Professional Praxis 3

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 1 - 2021

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 50%
2. Portfolio
Weighting: 50%

Assessment Grading

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 Policy for more details of interim results and final grades.

Previous Student Feedback

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 from Self reflection

Feedback

5 assessment items (4 in task 1) required continual marking from UC from Week 3 onwards and is not sustainable

Recommendation

Revise assessment model to continue scaffolded learning but not require 4 separate submissions for Assessment Task 1.

Feedback from Student feedback

Feedback

Depth of knowledge attained was extensive however learning curve was steep and nature of assessment overly time consuming; feedback times needed to be shorter

Recommendation

Streamline assessment requirements to facilitate timely feedback and mandated word counts.

Unit Learning Outcomes
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.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

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

7.4 Engage with professional teaching networks and broader communities

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment - 50%
2 - Portfolio - 50%

Alignment of Graduate Attributes to Learning Outcomes

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

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment - 50%
2 - Portfolio - 50%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Online blog and website
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Glenda Hobdell Unit Coordinator
g.hobdell@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Mar 2021

Module/Topic

THE CONTEMPORARY TEACHER

THE CONTEMPORARY LEARNER

Chapter

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?
  • refer to Week 1 Reading List

Events and Submissions/Topic

  • Topic 1 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 1:

  • Set up Blog
Week 2 Begin Date: 15 Mar 2021

Module/Topic

THE NATURE OF DIGITAL PEDAGOGY

Chapter

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).
  • refer to Week 2 Reading List

Events and Submissions/Topic

  • Topic 2 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 1:

  • Complete Blog Introductory Post
Week 3 Begin Date: 22 Mar 2021

Module/Topic

DIGITAL TECHNOLOGIES 1: Web spaces

Chapter

Links and readings in Moodle

  • refer to Week 3 Reading List

Events and Submissions/Topic

  • Topic 3 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 1:

  • Complete and publish Reflection Task 1 for peer feedback by 28/3
Week 4 Begin Date: 29 Mar 2021

Module/Topic

DIGITAL TECHNOLOGIES 2:

  • Digital media
  • Presenting learning

Chapter

Links and readings in Moodle, including:

  • Jones, B. & Flannigan, S. (nd).
    Connecting the digital dots: Literacies
    of the 21st Century. New Media
    Consortium.
  • The Australian Curriculum: General
    Capabilities, ICT
  • refer to Week 4 Reading List

Events and Submissions/Topic

  • Topic 4 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 1:

  • Complete and publish Reflection Task 2 for peer feedback by 5/4
Week 5 Begin Date: 05 Apr 2021

Module/Topic

GROW YOUR PEDAGOGY:

  • Authentic, problem-based learning
  • The Australian Curriculum General Capabilities

Chapter

Links and readings in Moodle, including:

  • Revington, S. (nd). Defining Authentic Learning.
  • Australian Curriculum: General Capabilities
  • refer to Week 5 Reading List

Events and Submissions/Topic

  • Topic 5 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 1:

  • Complete and publish Reflection Task 3 for peer feedback by 9/4
  • Work toward completion of Reflective Synopsis for Assessment Task 1 (Due 21/4)


Toward assessment task 2:

  • Complete Portfolio item General Capabilities statements
Vacation Week Begin Date: 12 Apr 2021

Module/Topic

GENERAL CAPABILITIES AND DIGITAL PEDAGOGY

Chapter

Links and readings in Moodle, including:

  • Australian Curriculum: General Capabilities
  • refer to 'Break' Week Reading List

Events and Submissions/Topic

  • Topic 6 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 2:

  • Complete Portfolio item General Capabilities Pedagogy Map
Week 6 Begin Date: 19 Apr 2021

Module/Topic

ONLINE COLLABORATION AND PROFESSIONAL LEARNING 1

Chapter

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"
  • refer to Week 6 Reading List

Events and Submissions/Topic

  • Topic 7 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 2:

  • Create digital curation collection
  • Complete Scoop.it collection, collaboration and networking

ANALYSIS OF DIGITAL TECHNOLOGIES Due: Week 6 Tuesday (20 Apr 2021) 11:59 pm AEST
Week 7 Begin Date: 26 Apr 2021

Module/Topic

ONLINE COLLABORATION AND PROFESSIONAL LEARNING 2

Chapter

Links and readings in Moodle, including:

  • 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
  • refer to Week 7 Reading List

Events and Submissions/Topic

  • Topic 8 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 2:

  • Start mini-unit design
Week 8 Begin Date: 03 May 2021

Module/Topic

LEARNING DESIGN WITH ICT

Chapter

Links and readings in Moodle

  • refer to Week 8 Reading List

Events and Submissions/Topic

  • Topic 9 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 2:

  • Design mini-unit
  • Complete ICT plan for your mini-unit (to be included in your mini-unit plan)
Week 9 Begin Date: 10 May 2021

Module/Topic

PROFESSIONAL LEARNING: Standards and reflection

NEW TECHNOLOGIES

Chapter

Links and readings in Moodle, including:

  • AITSL standards - ICT elaborations
  • New Media Consortium (2016). Horizon Report, K-12 Edition.
  • refer to Week 9 Reading List

Events and Submissions/Topic

  • Topic 10 Moodle – readings and activities (expected)
  • ZOOM Session – Thursday 10-11am (unless otherwise advised)


Toward assessment task 2:

  • Complete student narrative
  • Complete reflection on AITSL standards 6.2 and 7.4 and online collaboration experience.
Week 10 Begin Date: 17 May 2021

Module/Topic

ePORTFOLIO, FEEDBACK AND REFLECTION

Chapter


Events and Submissions/Topic

  • ZOOM Drop-in Session – Thursday 10-11am (unless otherwise advised)

* All Assessment must be submitted prior to professional placement attendance.


e-LEARNING DESIGN PORTFOLIO Due: Week 10 Friday (21 May 2021) 11:59 pm AEST
Week 11 Begin Date: 24 May 2021

Module/Topic


Chapter


Events and Submissions/Topic

    Professional Praxis 4
    Term Specific Information

    It is important to keep up to date with the scaffolded Tasks in this unit as peer feedback and discussion is a key criteria for success.

    Assessment Tasks

    1 Written Assessment

    Assessment Title
    ANALYSIS OF DIGITAL TECHNOLOGIES

    Task Description

    Task Overview

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

    Part A: Weekly Embedded Tasks – Blog Reflections 1-3 – 30%

    Each week of weeks 3, 4, and 5 you will publish a blog posting (Reflections 1–3) in response to an embedded activity and task to address three different digital tools (one from each week). These are outlined in the Moodle unit materials. Each posting will equate to a possible 10 marks at the time of final grading (a total of 30 marks out of 50, or 60% of your overall grade for Assessment 1).

    Late submission of these embedded tasks will not be permitted except by arrangement with your tutor. Systematic and regular blog postings and participation in course activities is essential. You are required to comment on the posts of at least 2 peers. The purpose of commenting is to make a timely contribution to the learning of others. Late commenting or posting of your own reflections, beyond the time frame of each activity, will limit your capacity to demonstrate the professional networking requirement of this task. Improvements can be made to your posts following formative peer feedback and discussion, up until the final AT1 due date.

    You must use one of the provided Models of Effective Peer Feedback to guide your comments. The Reflective Synopsis (Part B of Assessment Part 1) is a culminating reflection on your professional learning through blog commenting.

    References are required on each blog post.

    Part B: Reflective Synopsis – Pecha Kucha 20%

    Pecha Kucha ("chit chat" in Japanese) – a 20x20 presentation format showing 20 chosen images, each for 20 seconds. In other words, you've got 400 seconds to tell your story, with voice supported by visuals to guide the way.

    Your reflective synopsis, to be presented as a Pecha Kucha:

    • draws together the key ideas and conclusions emerging from your reflections including the embedded assessment tasks, as well as your responses to the stimulus questions from Weeks 1 and 2.
    • 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 reference to the readings (or other sources presented in the unit) and to your own experience. 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 with regard to digital pedagogy and e-learning;
    • will present a summarised conclusion to identify how your learning will support future learning;
    • will also include an evaluation of professional learning, with justified examples of how online interaction with others (providing and responding to feedback in through blog posting comments), 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.

    The Pecha Kucha format is important. It is there to ensure that you are:

    • concise and relevant in the reflection on and evaluation of your learning;
    • knowledgable in your planning of an academically rigorous discourse
    • able to present a coherent case. You must adhere to the provided template format.

    Task Details

    • WORD COUNTS Embedded Tasks 1-3 500-700 words each + images and references; Pecha Kucha(spoken) 900-1200 words + references... 20 slides + title and reference page/s
    • DUE DATES Formative Reflection Tasks 1-3 (28/3, 5/4, 8/4) + timely peer feedback throughout; Reflective Synopsis – Pecha Kucha (20/4)
    • A Pecha Kucha transcript, with referencing, must be uploaded onto Moodle for a TurnItIn check.
    • Further details of these tasks together with the marking criteria are embedded in the Moodle Assessment Portal. Weekly Moodle materials provide additional support.


    Assessment Due Date

    Week 6 Tuesday (20 Apr 2021) 11:59 pm AEST

    This assignment includes three nested tasks, which are due weekly in Weeks 3, 4 and 5 for peer feedback. See Unit Profile Schedule. Together with the formative peer interactions and Reflective Synopsis, the full task 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 and materials in which learner engagement is transformed by the use of ICT.
    • Model and support safe, legal and ethical practice.


    Referencing Style

    Submission
    Online

    Submission Instructions
    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 provide these as links within your text.

    Learning Outcomes Assessed
    • 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
    • Propose learning strategies that are inclusive and learner-centred
    • Model and support legal, safe and ethical practice in learners
    • Participate in and contribute to the development of a professional online learning community.


    Graduate Attributes
    • Knowledge
    • Communication
    • Cognitive, technical and creative skills
    • Self-management
    • Ethical and Professional Responsibility

    2 Portfolio

    Assessment Title
    e-LEARNING DESIGN PORTFOLIO

    Task Description

    Task Overview

    When you plan a sequence of learning experiences it is should always be founded upon the nature of the content, the learning outcomes, 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 expanded upon in Assessment 1, Reflective Synopsis. Your work 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 unit 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 a portfolio artefact which will be uploaded and stored in your website portfolio. Together, these artefacts will justify your decisions as you plan your learning series, and will act together as a collection of items that are presented in your portfolio to demonstrate 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 website (Google Sites/Wix/Weebly/Wordpress), 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.

    The portfolio must include the following, in a form of your choice:

    • A pedagogy ‘map’ that integrates digital pedagogy with the Australian Curriculum: General Capabilities for your discipline area.
    • 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 (mini-unit), 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 plan.
    • 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 10, 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.

    • Further details are available in the Key Unit Information in the unit Moodle Home Page.


    Assessment Due Date

    Week 10 Friday (21 May 2021) 11:59 pm AEST

    as above


    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


    Referencing Style

    Submission
    Online

    Submission Instructions
    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
    • 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
    • Propose learning strategies that are inclusive and learner-centred
    • Model and support legal, safe and ethical practice in learners
    • Participate in and contribute to the development of a professional online learning community.


    Graduate Attributes
    • Knowledge
    • Communication
    • Cognitive, technical and creative skills
    • Self-management
    • Ethical and Professional Responsibility

    Academic Integrity Statement

    As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

    Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

    When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

    Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

    As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

    What is a breach of academic integrity?

    A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

    Why is academic integrity important?

    A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

    Where can I get assistance?

    For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

    What can you do to act with integrity?