Postgraduate - UnitEDF5648 - Instructional design: Harnessing digital technologies for learning

This unit entry is for students who completed this unit in 2015 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Level	Postgraduate
Faculty	Faculty of Education
Offered	Clayton Second semester 2015 (Flexible)
Coordinator(s)	Dr Michael Henderson

Synopsis

This unit is directed at educators across school, tertiary, workplace and community settings who are grappling with how best to design, facilitate and assess the use of educational technologies in teaching and learning. To support this, the unit explores theories, models and practical strategies of instructional design that are drawn from cognitive and behavioural psychology, sociocultural theory and emerging models of digital engagement. Students are immersed in a collaborative and student-centred environment as they experience, practise and critique the design of digital technologies, materials, activities and assessments. This unit has a special focus on online teaching and learning but also explores instructional issues relating to emerging technologies and practices, for example, social media, digital games, mobile devices, virtual worlds and augmented reality. The unit is designed for all students regardless of their familiarity with computers.

Outcomes

Upon successful completion of this unit students should be able to:

apply theories, models and practical strategies of instructional design
critique and improve upon the design of digital technologies and materials, including interface, structure, values, content, activity and assessment
describe applications of virtual learning environments, wikis, forums, social media and other digital technologies for the purpose of learning
discuss current and emerging trends in digital technologies and the implications for instructional design
critically evaluate research and practice in instructional design.

Assessment

Learning portfolio (3500 words or equivalent, 40%)
Essay or project (4500 words or equivalent, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

12 contact hours and 24 hours equivalent of online activities over the semester or
36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

independent study to meet the minimum required hours per semester

Chief examiner(s)

Dr Michael Henderson

This unit applies to the following area(s) of study

Digital learning
Expert teaching practice
General education studies

Prohibitions

EDF6447