units

EDF5648

Faculty of Education

18 September 2017 22 November 2024

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This unit entry is for students who completed this unit in 2016 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.

Monash University

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Coordinator(s)

Dr Michael Henderson

Offered

Clayton

  • Second semester 2016 (Flexible)

Singapore

  • Term 1 2016 (Online)

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:

  1. apply theories, models and practical strategies of instructional design
  2. critique and improve upon the design of digital technologies and materials, including interface, structure, values, content, activity and assessment
  3. describe applications of virtual learning environments, wikis, forums, social media and other digital technologies for the purpose of learning
  4. discuss current and emerging trends in digital technologies and the implications for instructional design
  5. 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 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.) Requirements for offshore Kaplan-based students:

  • one intensive block (usually from Thursday to Sunday)
  • at least 14 hours of online study per term

(c.) Additional requirements (all students):

  • independent study to meet the minimum required hours per semester

See also Unit timetable information

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