Outline

Overview

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.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Peter Reimann, peter.reimann@sydney.edu.au
Lecturer(s)	Alisha Portolese, alisha.portolese@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Consulting Report In class presentation and written paper in the form of a consulting report.	50%	Formal exam period	3000 words
Outcomes assessed:
Assignment	Wiki on an Emerging Technology for Learning Create a WIKI focusing on an emerging area of educational technology.	25%	Week 04	1500 words
Outcomes assessed:
Assignment	Written Essay Contrast and compare written essay	25%	Week 07	1500 words
Outcomes assessed:
= group assignment ?

Assessment summary

1500 word Wiki on an emerging technology for learning of the students choice
1500 word essay contrasting and comparing two journal articles
3000 words including an in class presentation of 8 minutes and a written paper in the style of a consulting report about learning sciences based ed tech

Assessment criteria

HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard.
FA	Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit, to the learning sciences, and to innovations	Lecture and tutorial (2 hr)
Week 02	Learning Sciences Foundations: Part 1	Lecture and tutorial (2 hr)
Week 03	Learning Sciences Foundations: Part 2	Lecture and tutorial (2 hr)
Week 04	Simulations and modelling tools for learning	Lecture and tutorial (2 hr)
Week 05	Augmented reality with mobile devices	Lecture and tutorial (2 hr)
Week 06	Virtual learning environments and serious games – Part 1	Lecture and tutorial (2 hr)
Week 07	Virtual learning environments and serious games – Part 2	Lecture and tutorial (2 hr)
Week 08	Artificial intelligence in education	Lecture and tutorial (2 hr)
Week 09	Learning analytics; Machine learning; Distance and online education; Hybrid and hyflex learning	Lecture and tutorial (2 hr)
Week 10	Past and present trends in innovative learning technologies; Issues in scaling innovations; Theoretical, methodological, & research issues	Lecture and tutorial (2 hr)
Week 11	Presentations	Presentation (2 hr)
Week 12	Presentations	Presentation (2 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Understand how new views of learning and pedagogical practices interact and co-evolve with technological inventions and innovations in formal and informal learning settings.
LO2. Understand 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.
LO3. Understand 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 AI (artificial intelligence) functionalities.
LO4. Understand theoretical and research perspectives being used to ground new types of learning and teaching experiences enabled by advanced and emerging technologies to better prepare students for the significant challenges and rapid changes of this century.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDPC5023: Innovations in Learning Tech and Practice

Semester 2, 2021 [Normal evening] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links