EDU8114 Online Pedagogy in Practice
|Semester 1, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Petrea Redmond
Moderator: Roderick Fogarty
Research and experiences tells us that teaching and learning in an online environment differs from teaching and learning in 'traditional' educational environments. Internet technology has created opportunities for interactive and collaborative learning that represents alternatives to traditional, autonomous approaches to learning. In addition the use of blended learning where web based technologies are infused into face-to-face learning is becoming popular in a range of educational contexts. Online learning provides a flexible approach for the learner, however for the educator the challenge is to focus on extending the theories and principles related to emerging online pedagogies.
While this course focuses on pedagogical approaches to online learning, the main objective is to connect learners with each other so that collaboratively they may explore, investigate, formulate and challenge ideas about online pedagogy in relation to pedagogical frameworks that can be applied to particular educational settings. The design of the course has been strongly influenced by Garrison, Anderson and Archer's (2000) Community of Inquiry. The skill and ability of the online facilitator is important to the success or otherwise of online and some blended learning environments, both in terms of management and facilitation of discussion. Learners will look at what makes for successful facilitation of online environments and explore strategies for engaging learners through the electronic medium. Learners will engage with current theories suitable for online learning and teaching in order to make the links between theory and practice. Learners and facilitators will work collaboratively to consider, explore, trial, and adapt online pedagogical principles in practice.
The course objectives define the student learning outcomes for a course. the assessment itme)s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- conduct an analysis of current literature and practice to reveal differences between strategies and practices for effective online learning and teaching and learning and teaching in other contexts (Assignment 1 and 2)
- demonstrate skills in facilitating and managing online learning (Assignment 2)
- prepare and present an inquiry into how online pedagogy can improve outcomes for learners (Assignment 2
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assignments)
|1.||Analysis of Current literature and practice in the field of Online Pedagogy||40.00|
|2.||Analysis, presentation and review of emerging principles and practices of online pedagogy||30.00|
|3.||Investigating topics and practice of current interest and relevant to online teaching and learning||30.00|
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=01&subject1=EDU8114)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no prescribed text for this course.
Collison, G., Elbaun, B., Haavind. S., & Tinker, R (2000), Facilitating online learning: Effective strategies for moderators, Atwood, Madison, WI.
Conrad, R., & Donaldson, J (2004), Engaging the Online Learner: Activities and resources for creative instruction, Jossey-Bass, San Francisco, CA.
Dabbagh, N., & Bannan-Ritland, B (2005), Online Learning: concepts, strateties and application, Pearson, Columbus, OH.
Salmon, G (2006), e-tivities: The key to active online learning, RoutledgeFalmer, New York.
Salmon, G (2007), e-moderating: The key to teachering and learning online, RoutledgeFalmer, London.
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
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||28 Mar 2012|
|ASSIGNMENT 2||50||50||23 May 2012|
|REFLECTIVE DIARY||10||10||06 Jun 2012|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora scheduled for them, and 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. This course contains a discussion forum where students' participation is formally assessed and successful participation in that discussion group is required to complete the requirements to be awarded a passing grade in the course.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
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.
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.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
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.
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
Students will require access to e-mail and Internet access for this course.
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/).