EDED20491 - ICTs for Learning Design

General Information

Unit Synopsis

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

Level Postgraduate
Unit Level Not Applicable
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

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).

Class Timetable View Unit Timetable
Residential School Compulsory Residential School
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Unit Availabilities from Term 2 - 2018

There are no availabilities for this unit on or after Term 2 - 2018

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).

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.

Assessment Tasks

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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2017 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 50.39% response rate.

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.

Source: Student evaluations and emails
Feedback
Greater clarity about Assessment task 2 is requested.
Recommendation
Samples should be provided that scaffold understanding of the requirements of the task.
Action Taken
Samples and weekly task-based scaffolding were provided.
Source: Student evaluations and emails
Feedback
Facilitation and support is excellent.
Recommendation
The facilitation and support that is offered to both on-campus and distance students will continue.
Action Taken
This remains a strength of this unit.
Source: Evaluations, emails, phone conversations
Feedback
Students built both pedagogical insight and digital skills.
Recommendation
This combined focus should be sustained in future units of this nature.
Action Taken
Nil.
Source: Evaluations, emails, phone conversations
Feedback
Students had difficulty in balancing life and study with (often) full-time work commitments.
Recommendation
Students should be asked to create a study plan in the first week of future units of this nature in which they make practical decisions about balancing their work and study load.
Action Taken
Nil.
Unit learning Outcomes

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
• Advanced Level
• Professional 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 • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Advanced Level
• Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical and Written Assessment • • • • •
2 - Practical and Written Assessment • • • • • •