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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.

EST4100 Designing Digital and Blended Learning Spaces

Semester 2, 2019 Online
Short Description: Designg Digtl&Blnd Learn Spces
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 070105 - Teacher Education: Secondary
Grading basis : Graded

Staffing

Examiner: Petrea Redmond

Requisites

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

Other requisites

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.

Rationale

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.

Synopsis

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.

Objectives

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:

  1. analyse relevant issues around the evolving nature of digital technologies in learning and teaching (APST 4.5)
  2. analyse strategies that support the safe, responsible and ethical use of digital technologies in learning (APST 4.5)
  3. select, evaluate and plan using a range of digital technologies and resources to engage diverse students in their learning (APST 3.4)
  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)
  5. apply knowledge of digital technologies to implement teaching strategies that expand curriculum learning opportunities (APST 2.6)
  6. understand the relevant and appropriate sources of professional learning for teachers (APST 6.2).

Topics

Description Weighting(%)
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=02&subject1=EST4100)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/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.
Howell, J 2012, Teaching with ICT: digital pedagogies for collaboration and creativity, Oxford University Press, South Melbourne, Victoria.
Leask, M & Pachler, N (eds) 2013, Learning to teach using ICT in the secondary school: a companion to school experience, 3rd edn, Oxon Routledge, Milton Park, Abingdon, UK.
Russell, T 2017, Teaching and using ICT in secondary schools, 1st edn, David Fulton Publishers, London.
Woollard, J 2007, Learning and teaching using ICT in secondary schools, Learning Matters, Exeter, UK.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 12 Aug 2019
ASSIGNMENT 2 60 60 25 Oct 2019

Important assessment information

  1. Attendance requirements:
    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.

  2. 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.

  3. 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)

  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 aggregate of the weighted marks obtained for each of the summative items for the course.

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

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  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. 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.

  2. 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.

  3. 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:

  1. 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
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. 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.