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Unit of study_

EDPR6012: Developing Integ eLearning Env Higher Ed

Semester 2, 2022 [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
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Samantha Clarke,
Lecturer(s) Eszter Kalman,
Jessica Frawley,
Danny Liu,
Samantha Clarke,
Pippa Yeoman,
Type Description Weight Due Length
Assignment Final design with implementation and evaluation plan
35% Formal exam period
Due date: 24 Nov 2022 at 23:59
2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Assignment Problem analysis and initial design concept
25% Week 05
Due date: 01 Sep 2022 at 23:59
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
Due date: 06 Oct 2022 at 23:59
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

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 13 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:

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

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

Based on the feedback from the 2021 USS and discussions within the teaching team, some of the changes we will be introducing into 2022 EDPR6012 are: Building cohort community: online vs face-to-face teaching - to help address the diverse needs of the cohort and effectively utilize the two synchronous teaching modalities on offer (i.e. online and face-to-face), our plan is to run most EDPR5002 sessions in HyFlex mode (COVID-19 restrictions permitting) and some fully online. This will allow some intentional opportunities to meet face-to-face for those able to attend in person, while still always providing an option to join online. We hope to keep the GradCert accessible to as many staff as possible while aiming to create a sense of community through opportunities to meet in person. If we are required to stay online we will continue to keep on looking at ways for us to improve this learning environment and experience where possible. Class content - there was a mixed perception of too much or too little content with value placed on “real” examples of best practice use of technology. We aim to introduce more deep dives in the breakout rooms to allow you to explore some topics in greater depth. Pedagogy - we will try to be more explicit across the whole program about 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. Assessment tasks - we will ensure that the timing, instructions, and guidance around assessment tasks provides support and clarity. We will explicitly articulate how each assessment coheres with the intended learning outcomes. Video assignment - there was again a mixed perception of this. Our plan is to provide better guidance on how to access support, including optional workshops on basic video editing. Breakout room activities - we will aim to provide explicit explanations of the required task outputs and what we hope you will take away from the activities. We hope that HyFlex teaching will also permit some on-campus opportunities for face-to-face interaction. Different contexts of EDPR6012 learners - to better reflect and cater for the diverse contexts of the cohort, we aim to provide explicit guidance for both standard and non-standard teaching roles. We will also continue to try and offer flexibility and be responsive in how we teach and learn together under what continues to be very demanding circumstances due to the ongoing impacts of the pandemic and the subsequent continuing flux of the context in which we work, teach, and learn.

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.


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

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