EDU8117 Networked and Global Learning
|Semester 2, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: David Jones
Moderator: Henriette van Rensburg
The ubiquity and enhanced networking capacity of information and communication technologies (ICTs) coupled with distributed organisations and mobile learners has redefined the learning place. Learners from all over the world are able to join networked and global learning communities. With maturation, questions about the potential of networked and global learning have been replaced by critical examination of conditions conducive to productive learning in these third spaces.
This course aims to critically examine the concept of communities of practice (COP) and the learning management in networked and global learning communities. By situating themselves within networked and global learning communities, learners will investigate, reflect and evaluate the growth and status of COP with reference to theories about the concept, structures and development stages of COP. Participants in this course will also explore and examine the tools and resources (e.g., open source learning management system (LMS), content management system (CMS), learning content management system (LCMS)) for building networked and global learning communities. By analyzing the learning management facilities and strategies, learners will design and implement the learning management to facilitate the growth of COP and learning within the networked and global learning communities.
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 completion of this course students will be able to:
- identify different types of networked and global learning communities and situated self within the communities as a lifelong learning practice (Assignment 1).
- using a collaborative approach within a critical community of learners, use a range of contemporary research literature and personal experience to define and problematise the concepts of learning communities and explore the structures and developmental stages of these communities (Assignment 1).
- analyse and reflect on pedagogies and learner support for individual and collaborative learning with reference to theories within situated networked learning and global learning (Assignment 2).
- design learning experiences for pluralist educational settings that consider educational sustainability, cultural diversity/convergence, inclusiveness/differentiation (Assignment 2).
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (All assignments).
|1.||Definition, structures and developmental stages of learning communities.||20.00|
|2.||The individual and the learning community; the individual and the learning network - the learning experience of identity formation and learning trajectories, participation and outsideness.||20.00|
|3.||Analysis tools as lenses into global learning, networked learning and learning communities - appreciative inquiry, lifecycle biography and activity theory. A third space?||20.00|
|4.||Pluralist educational settings: diversity/convergence, sustainability, inclusiveness/differentation.||20.00|
|5.||Design for pedagogical and learner support within networked and global learning communities||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=2012&sem=02&subject1=EDU8117)
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.
Kimble, C., Hildreth, P. M., & Bourdon, I 2008, Communities of practice: creating learning environments for educators, Information Age Pub, Charlotte, N.C.
Wenger, E 1998, Communities of practice: learning, meaning, and identity, Cambridge University Press, Cambridge, U.K.New York, N.Y.
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||60||60||12 Sep 2012|
|ASSIGNMENT 2||40||40||24 Oct 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 have Internet access to UConnect for this course