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Unit of study_

EDPR6012: Developing Integ eLearning Env Higher Ed

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

This unit will offer you the opportunity to develop your understanding of theoretical and practical issues in designing integrated eLearning environments in higher education. Participants will have the chance to consider their own teaching approaches in relation to students' experience of technology-enabled learning activities. Drawing on recent research into technology-enabled teaching and learning theory and practice, participants will design, develop and evaluate integrated learning activities that are relevant to their own teaching and learning contexts.

Unit details and rules

Unit code EDPR6012
Academic unit Education
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
None
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Eszter Kalman, eszter.kalman@sydney.edu.au
Lecturer(s) Samantha Clarke, samantha.clarke@sydney.edu.au
Jessica Frawley, jessica.frawley@sydney.edu.au
Pippa Yeoman, pippa.yeoman@sydney.edu.au
Danny Liu, danny.liu@sydney.edu.au
Type Description Weight Due Length
Assignment Final design with implementation and evaluation plan
n/a
35% Formal exam period 2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Assignment Problem analysis and initial design concept
n/a
25% Week 04 1500 words
Outcomes assessed: LO1 LO3 LO2
Assignment Early-mid design and feedback
production of a 7 minute video plus feedback on other video submissions.
40% Week 09 7min video + feedback
Outcomes assessed: LO1 LO5 LO4 LO3 LO2

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

For more information see sydney.edu.au/students/guide-to-grade
s

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

WK Topic Learning activity Learning outcomes
Multiple weeks Student consultations Seminar (9 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 02 Contexts of edtech; design Seminar (3 hr) LO1 LO3 LO4 LO6
Week 04 Tools, cases, and applications Seminar (3 hr) LO1 LO2 LO3 LO4 LO6
Week 05 Design to implementation Seminar (3 hr) LO2 LO3 LO4
Week 10 Sustainability, risk, and evaluation; practicalities Seminar (3 hr) LO1 LO5 LO6
Week 12 Review and consolidation of learning Seminar (3 hr) LO1 LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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.

Required readings

All readings and resources for this unit can be accessed through the unit’s Canvas site.  

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.

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

  • LO1. adopt a scholarly approach to the conceptualisation, design, development and evaluation of integrated eLearning environments
  • LO2. conceptualise the integrated learning environment in relation to the needs of your students, the demands of their context and research closely associated to their focus
  • LO3. engage in an educationally-led process of design, development, review and evaluation of integrated learning
  • LO4. develop student-centred environments that promote active learning
  • LO5. relate your integrated learning environments to sustainable and appropriate assessment and teaching strategies
  • LO6. critically review other integrated learning environments from a scholarly perspective.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

This unit of study was highly rated in 2019. However, USS feedback indicated that there were also opportunities for improvement in 2020. Based on the feedback in the USS, some of the changes we will be introducing into 2020 EDPR5001 are: - Group discussions - the plan is to have smaller group breakout sessions between whole-group-seminars. We hope that this will help to distribute the discussion more evenly amongst participants so that all voices can be heard. - Class content - there was a mixed perception of too much or too little content with requests for “real” examples of best practice use of technology. The whole-group-seminar plus breakout structure outlined above will hopefully help with breaking up the content and allow deep dives into some topics with best practice examples from around the University. - Assessments - in keeping with FASS rules, the word count will be increasing on all assessments which should provide more scope for deeper exploration - Video assignment - there was again a mixed perception of this. Our plan is to provide better guidance on how to access support and being clearer about how the video aligns in the assessment structure. - Implementation and evaluation - The class content and subsequent assessment 3 showed some weakness in covering this theme. To strengthen these aspects of the unit, more explicit discussions and the introduction of practical frameworks will be trialled in 2020. - Pedagogy - we will try to be more explicit across the whole program in why we are teaching and assessing in the ways that we do. A great asset in the Grad Cert are you and the other participants - we want to keep capturing this vast experience base in the room but recognise that some prefer teacher-telling. - Canvas - we will rename some elements to make navigation easier and also provide a welcome video that introduces the Canvas site and its key elements. - Feedback accessibility - we will have feedback emails as well as feedback portals that are embedded within Canvas so that your feedback is more easily accessible. We may also leverage these portals to bolster the feedback cycle (e.g. asking participants to reflect on feedback actively) as well as provide more regular updates.

Our aim is to provide feedback on your work within two (2) weeks of the date that we receive your assignment. In providing feedback on your work, our emphasis is on qualitative descriptions of each grade rather than the numerical marks. So each project will receive a grade (e.g., ‘Credit’) based on the qualities demonstrated in accordance with the rubrics and marking guidelines for each. Your overall grade for the semester will be based on your results across all weighted assessments, relative to the weightings indicated in this unit of study outline.

Any updated information will be provided via Canvas, announcements, and emails to your official University email address associated with your Canvas student access.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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