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The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDU8111 Emerging Environments for Learning

Semester 3, 2012 Online Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 30 December 2013

Contents on this page

Staffing

Examiner: Janice Jones
Moderator: Roderick Fogarty

Rationale

Learning environments are designed, developed and implemented using theories and technologies that are constantly evolving. Those working in the field require knowledge of contemporary learning environments together with the capacity to locate and evaluate information about new developments. Engagement in relevant professional communities is a powerful way of accessing and contributing to shared knowledge about emerging learning environments.

Synopsis

Theories, including constructivism and connectivism, associated with the design and adoption of learning environments will be reviewed with a focus on developing understanding of how theory can inform effective design and implementation of learning environments appropriate to a variety of contexts such as formal education, workplaces, and leisure. Students will be introduced to sources and communities from which they can obtain knowledge of current developments in learning environments and associated theories and technologies. They will collaborate to identify and evaluate relevant knowledge from a variety of sources and will be encouraged to participate as members of relevant professional communities. They will construct shared artefacts that contribute to the professional discourse of emerging learning environments and demonstrate appropriate design of learning environments for specific purposes. Where appropriate, students will work with emerging and experimental technologies.

Objectives

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:

  1. identify and evaluate information relevant to a range of emerging environments for learning (Assignment 1)
  2. critically examine the use of emerging tools in the context of technology development, educational trends, usage patterns and innovation adoption (Assignment 3)
  3. investigate future trends in learning technologies in various educational contexts (Assignment 2)
  4. apply a range of technologies to the design of learning environments (Assignment 3)
  5. work professionally and collaboratively on projects related to emerging learning environments. (Assignment 2)
  6. Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 3)

Topics

Description Weighting(%)
1. Course framework 10.00
2. Technology development trends 10.00
3. Emerging technology usage patterns 10.00
4. Emerging trends in education 10.00
5. Innovations adoption and outcome trends 10.00
6. Emerging technologies and tools 40.00
7. Conclusion and future developments 10.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=03&subject1=EDU8111)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Albion, P.R 2008, Virtual Worlds: Exploring Potential for Educational Interaction. In J. Luca & E.R. Weippl (Eds.), Proceedings of Ed-Media 2008: World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 5100-5107), Association for the Advancement of Computing in Ed, Chesapeake, VA.
  • Brown, J. S 2006, 'New Learning Environments for the 21st Century:', Exploring the edge, vol. 38, no. 5, p. 18.
  • Chen, C. J 2006, 'Australian Journal of Educational Technology', The design, development and evaluation of a virtual reality based learning environment, vol. 22, no. 1, p. 39.
  • Hazel, P 2008, 'Toward a narrative pedagogy', for interactive learning environments, vol. 16, no. 3, p. 199.
  • Herrington, T,. & Herrington, J. (Eds.) 2005, Authentic learning environments in higher education, Information Science Pub, Hershey, PA.
  • Irlbeck, S., Kays, E., Jones, D., & Sims, R 2006, 'The Phoenix Rising:', Emergent models of instructional design, vol. 27, no. 2, p. 171.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..

Student workload requirements

Activity Hours
Assessments 60.00
Directed Study 60.00
Private Study 40.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 20 20 28 Nov 2012
ASSIGNMENT 2 30 30 02 Jan 2013
ASSIGNMENT 3 50 50 30 Jan 2013

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the student's responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item.

  3. Penalties for late submission of required work:
    If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There will be no Deferred or Supplementary examinations in this course.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing

Other requirements

  1. Students will require access to e-mail and Internet access to UConnect for this course.

  2. Students enrolling in WEB courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The levels of equipment required may change from time to time, with the most recent specification listed at http://www.usq.edu.au/currentstudents/computingstandards/default.htm. You can check whether your computer system meets these requirements from USQAssist (http://usqassist.usq.edu.au/).