EDUP4093: Semester 2, 2025

Units EDUP4093 Semester 2 2025 [Normal day]

Unit outline_

EDUP4093: Digitally Enhanced Learning

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

This unit prepares initial teachers to effectively integrate technology to facilitate differentiated learning experiences for all students in primary classroom settings. Through an experiential, problem-based learning model utilising a design thinking framework, participants will engage in multidisciplinary projects that apply emerging technologies such as artificial intelligence (AI) and augmented reality (AR) to meet the varied needs of primary learners. Initial teachers will gain vital experience creating differentiated, technology-integrated learning experiences specifically for primary contexts.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	36 credit points of 3000-level EDUP-coded units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Catherine Smyth, catherine.smyth@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person written or creative task	Individual Reflection In this task, you will critically examine your understanding and application of design thinking principles in creating inclusive and user-centred learning experiences	25%	Multiple weeks Closing date: 22 Sep 2025	1500wd	AI prohibited
Outcomes assessed:
Presentation	Design Thinking: empathy map and learning persona In groups of 2-3, follow the Design Thinking Process and create a 1) Learning Persona and 2) Empathy Map using data and based on a group of learners. In-class Presentations	35%	Week 05	2000wd equivalent	AI allowed
Outcomes assessed:
Presentation	Prototype of stand-alone digital resource (group presentation) In your group, your task is to create, with Google Slides, a design-a plan, a prototype-of a stand-alone digital resource that follows UDL principles to engage students with specific learning needs	40%	Week 08	2500wd equivalent	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Reflective Writing task: This assignment will require you to integrate information from lectures and practicals to create a concise written argument.

Assessment criteria

The grades of high distinction, distinction and credit indicate work of a standard
higher than that required for a pass

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introductory Lecture: Overview of the course, key concepts, theories, policies and frameworks	Lecture (1 hr)
Week 01	Steps in the Design Thinking process, AI Literacy and using Riff Bot to reflect on AI literacy	Workshop (2 hr)
Week 02	The use of digital technologies and generative AI in the classroom- ethical considerations, equity, cyber safety and other issues	Lecture (1 hr)
Week 02	Developing a learner persona using data, playtime and discovery at USYD Think Space & Create Space, using Riff Bot to reflect on student-focused learning experiences	Workshop (2 hr)
Week 03	Universal Design for Learning: technology through a human focused lens Guest Lecture presented by Professor David Evans	Lecture (1 hr)
Week 03	Ethical dilemmas in the profession, using a learner persona in learning design, reflecting on ethics and values using Riff Bot	Workshop (2 hr)
Week 04	School snapshots of practice Guest lecture presented by teachers at Chatswood Public School	Lecture (1 hr)
Week 04	Using UDL principles in learning design.	Workshop (2 hr)
Week 05	Computational Thinking, Machine Thinking and other skills (Online Guest Lecture presented by Professor Peter Reiman)	Independent study (1 hr)
Week 05	Task 1 Group Presentations in Workshop: Empathy map and Learning persona. Peer and tutor feedback, Ideation. Use Riff bot to reflect on learning outcomes	Presentation (2 hr)
Week 06	Developing stand-alone digital teaching resources for diverse learners	Lecture (1 hr)
Week 06	Prototypes in the Design Thinking process: Iteration and refinement	Workshop (2 hr)
Week 07	Teaching about digital literacy in K-6	Lecture (1 hr)
Week 07	Digital Literacy	Workshop (2 hr)
Week 08	Task 2 presentations and peer feedback + in-class individual reflection task (secure)	Presentation (3 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.

Required readings

Please see reading list on canvas

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. Demonstrate knowledge of the types of thinking needed to work effectively with digital technologies, including systems thinking, design thinking, and computational thinking
LO2. Apply appropriate theoretical frameworks and contemporary research to support the design and implementation of technology-enhanced educational experiences, utilising a variety of teaching strategies
LO3. Apply universal design for learning (UDL) principles to plan inclusive experiences that integrate technologies in ways that enhance learning and communication opportunities for children with diverse learning needs
LO4. Critically reflect on the affordances and challenges of technology-enhanced teaching/learning contexts in schools, particularly regarding inter-disciplinary (cross-curricular) problem-solving, innovation and creativity, collaboration and communication skills, and specific syllabus requirements
LO5. Identify ethical, health and safety, security and legal issues associated with the use of various digital technologies and ICT, and propose appropriate strategies to manage risks
LO6. Reflect on your personal and professional learning and attitudes regarding collaborative problem solving, finding digital solutions, and adapting to new technologies

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.

This is a new unit of study in the B.Ed. Primary degree.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links