EDU5601 Designing for Flexible Learning Environments
|Semester 1, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Peter Albion
Moderator: Catherine Arden
At the heart of educational practice lies effective learning design. The ability to design effective learning environments, sequences, experiences, courses and programs for diverse learners in a range of settings that meet individual and organisational needs and requirements is based on consideration of a complex array of factors including an understanding of the nature of the desired learning outcomes, processes of learning, learner characteristics and needs and the context in which the teacher and learning will occur. Learning design also includes making decisions about the alignment of content, strategy and objectives, whilst providing maximum flexibility within operational and resource constraints, and taking advantage of developments in media and technologies that can be used to enhance learning.
This course aims to provide learners with the opportunity to develop knowledge of contemporary theories and principles that inform learning and instructional design, ranging from the more traditional learning contexts and environments to those using, for example, social networks and mobile technologies. In order to do this, learners will engage in processes of collaborative learning with their peers in online discussion forums to explore contemporary theories and perspectives of learning, learners and their learning contexts, as well as contemporary theories and practices of learning and instructional design, to inform the design of a learning program that will address a particular learning/training need in their context. In addition, some detail of plans and strategies for evaluation will be addressed.
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 learners will be able to:
- demonstrate understanding of contemporary and emerging theories and perspectives of learning, and learning/instructional design, and their application in context (All Assignments)
- demonstrate understanding of the principles, practices and procedures of needs and context analysis and specification of learning outcomes/objectives (Assignment 1; Assignment 2; Assignment 3)
- develop and justify a learning design that addresses an identified need demonstrating a match of content, learning strategies, delivery media and assessment in the learning design (Assignment 2; Assignment 3)
- demonstrate an ability to select appropriate media and methods for supporting attainment and assessment of learning outcomes (Assignment 2; Assignment 3)
- demonstrate understanding of the role of evaluation in learning design (Assignment 2; Assignment 3)
- demonstrate competence in written language and scholarly writing including correct spelling, grammar and bibliographic referencing (All assessment items)
- demonstrate a willingness and ability to engage in discussion with peers in the online learning environment (Assignment 2)
|1.||Theoretical perspectives and models of learning and instructional design and flexible learning.||20.00|
|2.||Learning needs and context anyalysis and specification of learning objectives or outcomes.||20.00|
|3.||Specifying, sequencing and synthesising content and learning strategies.||20.00|
|4.||Aligning content, strategies, media and assessment.||20.00|
|5.||Assessing learning outcomes and evaluating the learning program.||20.00|
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=2013&sem=01&subject1=EDU5601)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There are no prescribed texts in this course.
Recommended reference materials are referred to in the Online materials.
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||10||10||27 Mar 2013|
|ASSIGNMENT 2||30||30||01 May 2013|
|LD PROJECT||60||60||12 Jun 2013|
Important assessment information
There are no attendance requirements for this course. However, it is the students' 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.
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 available for each assessment item
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 weighted aggregate of the marks or grades 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:
There will be no Deferred or Supplementary examinations in this course.
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
This course contains a discussion forum where students' participation is formally assessed and successful participation in that discussion group is required for the student to be awarded a passing grade in the course.
Students enrolling in ONLINE 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 Ask USQ (http://www.usq.edu.au/askusq-current).