EST4100 Designing Digital and Blended Learning Spaces
|Semester 1, 2019 On-campus Springfield|
|Short Description:||Designg Digtl&Blnd Learn Spces|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Teacher Education and Early Childhood|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
Examiner: Vicki Farwell
Pre-requisite: ESP3100 and Students must be enrolled in the following Program: BEDU
Enrolment is not permitted in EST4100 if EDC3100 has been previously completed
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Digital technologies are transforming industry and society. However, despite agreement from Australian governments that technologies should be used to enhance learning and teaching and to develop essential skills for employment, the effects of digital technologies on education have generally been less than in other fields. Pre-service teachers need to be able to imagine how learning and teaching with digital technologies might be different in their future professional lives compared to their own experiences as learners. The Australian Professional Standards for Teachers expect graduate teachers to be able to use digital technologies and resources to design teaching strategies and learning experiences that engage students. The design of digital and blended learning spaces to support engaging learning experiences requires extensive knowledge of the affordances of digital technologies coupled with a deep understanding of curriculum and pedagogy.
This fourth-year course is designed to help pre-service teachers further develop and harness knowledge of digital technologies, curriculum, and pedagogy to analyse and design digital and blended learning spaces that safely, ethically, and effectively enhance student learning experiences. This course engages pre-service teachers in a number of different digital and blended learning spaces and asks them to analyse their prior experiences with digital technologies. In the process, pre-service teachers develop and apply knowledge of how digital technologies can best enhance and transform learning and teaching within their disciplinary contexts. Finally, pre-service teachers are expected to reflect on the implications and possibilities digital technologies will hold in their careers as educators.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- analyse relevant issues around the evolving nature of digital technologies in learning and teaching (APST 4.5)
- analyse strategies that support the safe, responsible and ethical use of digital technologies in learning (APST 4.5)
- select, evaluate and plan using a range of digital technologies and resources to engage diverse students in their learning (APST 3.4)
- analyse existing plans for learning, applying knowledge of digital technologies, curriculum and pedagogy to plan for engaging applications of digital technologies for learning (APST 3.4)
- apply knowledge of digital technologies to implement teaching strategies that expand curriculum learning opportunities (APST 2.6)
- understand the relevant and appropriate sources of professional learning for teachers (APST 6.2).
|1.||Digital technologies: societal and pedagogical implications||20.00|
|2.||Strategies for safe, responsible and ethical use of digital technologies: examining digital citizenship and blended learning spaces||20.00|
|3.||Digital technologies resources to engage students||10.00|
|4.||Planning and using digital resources||10.00|
|5.||Digital technologies: teaching strategies to expand curriculum learning and professional learning.||40.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=EST4100)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||25 Mar 2019|
|ASSIGNMENT 2||60||60||07 Jun 2019|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities 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.
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 for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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.
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination 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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.