Education (Digital Technologies)

Unit outlines will be available through Find a unit outline two weeks before the first day of teaching for 1000-level and 5000-level units, or one week before the first day of teaching for all other units.
 

Digital Technologies

Master of Education (Digital Technologies)

Students must complete 48 credit points, including:
(a) 24 credit points of core units of study; and
(b) minimum of 6, maximum of 12 credit points of capstone units; and
(c) minimum of 12, maximum of 18 credit points of selective units; and
(d) a maximum of 12 credit points of postgraduate Education units chosen from any Master of Education program.
(e) any additional elective units of study from Table A to satisfy a total of 48 credit points for the course

Graduate Diploma in Educational Studies (Digital Technologies)

Students must complete 36 credit points, including:
(a) 24 credit points of core units; and
(b) minimum of 6, maximum of 12 credit points of capstone units; and
(c) minimum of 0, maximum of 6 credit points of selective units; and
(d) any additional elective units from Table A to satisfy a total of 36 credit points for the course.

Graduate Certificate in Educational Studies (Digital Technologies)

Students must complete 24 credit points, including:
(a) 24 credit points of core units.

Stream specific units

Core
EDPF5020 Digital Technologies Fundamentals

This unit of study is not available in 2022

Credit points: 6 Session: Semester 1,Semester 2 Classes: 1x1hr online lecture/week, 1x1hr online tutorial/week Assessment: 1x3000word Portfolio: Digital technologies resources (50%), 1x1200word Digital technologies school-based project (20%), 1x1800word Developing DT classroom resources (30%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
This unit introduces the structure and key concepts of the Australian Curriculum: Digital Technologies, including digital systems, data representation, algorithms and implementation. Students will develop practical skills in data collection and interpretation, visual or general-purpose programming, and user interface design. Students will consolidate their skills by designing a digital technologies resource or assessment task for use in the classroom.
EDPF5021 Data Representation and Analysis

This unit of study is not available in 2022

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr online lecture/week, 1x1hr online tutorial/week Assessment: 1x3000word Portfolio: Data representation and analysis resources (50%), 1x1200word School-based project: Data concepts (20%), 1x1800word Developing data resources for the classroom (30%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
In this unit students will investigate the concepts of data representation and data analysis, including patterns in data, and the internal representations of data in digital systems. Students will develop practical skills in the use of data analysis tools, including the access, storage, and visualisation of data. Students will further develop skills by designing a data-centric digital technologies resource or assessment task for use in the classroom.
EDPF5022 Programming and Digital Systems

This unit of study is not available in 2022

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr online lecture/week, 1x1hr online tutorial/week Assessment: 1x3000word Programming and networking systems portfolio (50%), 1x1200word School-based project: programming and networking (20%), 1x1800word Developing programming and networking resources (30%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
This unit explores the technical foundations of programming and computer networking, including the flow of data and how the internet works. Students will develop practical skills in solving real-world problems with code, and tracing and testing solutions. Students will develop a digital technologies classroom resource or assessment task around authentic programming problems.
EDPC5024 Systems, Change and Learning

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2hr seminar/week - evening Assessment: 2x1500wd short assignments (2x25%) and 1x3000wd group project and presentation (50%) Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) evening
In this core unit we will use 'systems inquiry' as a conceptual framework to explore change and learning processes, on the individual, group and organisational level. We focus on a theory-based approach to change management and organisational learning, so that students can come to appreciate the complexity and non-linearity of bringing about change in schools, corporations and other organisations. Drawing on contemporary research in the learning sciences, we will explore group and individual learning and conceptual change processes. Students will apply modern conceptual change approaches to investigate their own learning process, and will gain hands-on experience as they apply systems inquiry concepts and methods to analyse change problems in their own professional environment.
Selective
EDPF5023 Advanced Programming and Data Analysis

This unit of study is not available in 2022

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1hr online lecture/week, 1x1hr online tutorial/week Prerequisites: EDPF5021 and EDPF5022 Assessment: 1x3000word Advanced programming and data technologies portfolio (50%), 1x1200word School-based project: Advanced programming and data (20%), 1x1800word Developing integrated advanced programming resources (30%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
This elective unit is designed to build the technical capability necessary to effectively teach and assess high school Information Technology courses, including senior courses. Students will develop a deeper understanding of data, its role in digital systems, and the internal structures of digital solutions. Students will consolidate programming skills, applying them to complex problems in context, including developing an integrated project.
EDPA5011 Effective Leadership and Change

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr lecture/week, 1x1hr seminar/week Assessment: 1x2000wd essay (30%), 1x3000wd case study (60%), 1x1000wd online discussion post (10%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Educational institutions throughout most parts of the world are confronted by a period of rapid and dramatic change. The external demands placed upon them to change and improve are considerable. The keyelements of leadership, vision and mission and their relationships to the development of unique organisational cultures and practices are essential ingredients for leadership effectiveness, excellence and continuing improvement. This course focuses upon the internal and external forces that influence the culture of educational organisations, examining competing theories and alternative approaches to successful leadership.
EDPA6015 Leadership: international perspectives

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1hr lecture/week, 1x1hr seminar/week Assessment: 1x1000wd online discussion post (10%), 1x2000wd essay (30%), 1x3000wd critical review of literature (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Leadership purpose, qualities and practices are important to the development of a successful educational organisation. This course is intended to familiarize participants with research-informed principles, trends and issues of leadership in education from international perspectives. It will provide opportunities for individuals to reflect upon, analyse and critique their own leadership, relative to their own experiences, and the leadership of others within their own local and national contexts. The course will combine theoretical and empirical knowledge to illuminate, contextualise, and critically assess associations between contemporary policies, social trends, and organisational practices.
EDPB5017 International Policy Trends in Education

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: on-line Assessment: 500wd minor overview (10%) and 1200wd review essay (20%) and 1500wd minor essay (20%) and 2500wd case study (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
Investigation and analysis of key trends in education change and reform in major Western countries including: shifting priorities in education policies; increasing emphasis on educational outcomes, testing and international comparisons of learning achievement; significance of shifts fostering lifelong learning and human capital formation; trends in educational accountability; changes in the role of the state and implications for the financing of education; privatisation and decentralisation of education. Impact of major demographic, economic and labour market developments on education policies; impact on youth policy and transition from school to work, and their educational implications. Opportunity to draw upon personal experience working in the field of international testing, or related areas of policy formation and
EDPC5012 Evaluating Learning Tech. Innovation

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2hr seminar/week evenings Assessment: 2x1500wd short assignment (2x25%) and 1x3000wd final paper (50%) Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) evening
This unit is intended to help students acquire the knowledge and skills needed to evaluate ICT-enhanced learning innovations. It provides an introduction to the theory and practice of evaluations, drawing principles and methods from best practice in program evaluation and the areas of ICT-enhanced learning. Attention is paid to a holistic approach to evaluation, stressing the need to plan, design and implement evaluation in context. It is suitable for those with an interest in formal education, corporate training and professional development.
EDPC5021 Foundations of Learning Sciences

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2hr seminar/week- evening Assessment: 4x2000wd group projects (65%) and 1x2000wd short individual assignment (35%) Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) evening
In this unit we build on work in the learning sciences (psychology, education, cognitive and neurosciences) as we look at psychological models of learning, cognition and motivation, especially as they relate to multimedia and computer-supported learning. Contemporary educational technology use will be analysed from a number of perspectives, including classical information theory, psychological media and communication theories, activity theory, socio-cultural learning theory, constructivist and models of distributed cognition.
EDPC5022 Design for Learning

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2hr seminar/week - evening Assessment: 2x1500wd short assignments (2x25%) and 1x3000wd final paper (50%) Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) evening
This course provides a framework for considering many of the core problems facing those who carry out the work of educational design. It offers a model of the architecture of learning situations and focuses on three main design components that influence the character and outcomes of learning: the design of good learning tasks, the design of physical and digital resources and spaces for learning, and design intended to evoke convivial learning relationships. The course does not aim to teach specific design techniques - for example, the steps in Instructional Systems Design (ISD). Rather, it suggests ways of identifying which tools and techniques, from the many now available, are most likely to be appropriate for a specific design challenge. The course therefore offers an overview of selected, contemporary approaches, techniques and tools of relevance to designing for other people's learning. It also provides an opportunity to review empirical research on how designers design and what knowledge they draw upon in design work.
EDPC5023 Innovations in Learning Tech and Practice

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2hr seminar/week - evening Assessment: 2x1500wd short paper (2x25%) and presentation and 1x3000wd group project (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
This unit explores how new views of learning and pedagogical practices interact and co-evolve with technological inventions and innovations in formal and informal learning settings. Course readings cover emerging theoretical and empirical research in the field of the learning sciences related to how people learn, how to teach, and how to assess higher order knowledge, skills, and dispositions, as well as recent technological developments such as virtual worlds and game environments, 3D computational modeling and visualization tools, mobile communication devices, and "Web 2.0" systems that are increasingly being augmented with intelligent agents and semantic web functionalities. A central themes of this course include how theoretical and research perspectives are used to ground new types of learning and teaching experiences enabled by advanced and emerging technologies, which in turn have the potential to better prepare students for the significant challenges and rapid changes of this century.
EDPC5025 Learning Technology Research Frontiers

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2hr seminar/week - evening Assessment: 1x3000wd weekly contributions to debates and learning technology forecasts (50%) and 1x3000wd final paper (50%) Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) evening
This unit is designed for students interested in the newest research developments in the area of learning technology, and those who want to gain a deeper understanding of research methods and techniques, appropriate to the fields of the learning sciences and technologies. It is ideal for those students who want to explore the newest topics of their interest and simultaneously learn about research design in a collaborative peer-supported learning environment. Students will learn to assess critically emergingdomains of learning technology innovation, understand different kinds of research methods and choose appropriate research methods for carrying out empirical studies. Students will participate in debates, research projects. The unit is student-led and involves proactive individual and collaborative exploration of topics.
Capstone
EDPZ6720 Dissertation

Credit points: 12 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Assessment: 1x12000wd dissertation (100%) Campus: Remote Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methodology unit of study prior to undertaking the Dissertation, which will support the proposal development.
EDPZ6724 Dissertation Part 1

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester Campus: Remote Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester.
EDPZ6725 Dissertation Part 2

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd dissertation (100%) Campus: Remote Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.
EDPZ6730 Special Project 1

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: 24 credit points of units Assessment: 1x6000wd project (100%) Campus: Remote Mode of delivery: Supervision
Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action research or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.

Elective units

EDPZ5010 Individual Profession Learning Portfolio

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: independent work; several meetings across the semester Assessment: 1x6000wd professional learning portfolio (100%) Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may undertake this unit by completing the development program for Research Higher Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty.
EDPZ6010 Prof Learning Leadership Portfolio

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: independent work; several meetings across the semester Assessment: 1x6000wd professional leadership portfolio (100%) Campus: Remote Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have led others to improve the work in your formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty.