Year
2024Credit points
5Campus offering
Incompatible
UNHE505 Technology-Enhanced Learning in Higher Education
Unit rationale, description and aim
When you plan a learning sequence for your students, you are likely to draw on technology for digital tasks and resources. This microcredential will help you consider the design and implementation of these sequences using scholarly evidence.
This unit aims to improve the learning outcomes of all the students you teach and help prepare them for digital workplaces and communities through the pedagogically informed selection and implementation of technologies for learning and teaching.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | On successful completion of this microcredential, you should be able to design and implement a learning sequence that incorporates technology for learning | GC1, GC2, GC7, GC8, GC10 |
Content
Topics may include:
- Curriculum of care
- Laurillard's conversational framework
- design inquiry
- Activity-centred analysis and design
Learning and teaching strategy and rationale
In this microcredential, you will make use of learning design approaches to plan learning sequences that address a teaching challenge that you identify and then develop a prototype of the digital elements that you would need to implement this learning sequence.
Assessment strategy and rationale
The assessment for this micro-credential is to prepare a design for a learning sequence that includes technology and to collect or build the elements required to implement this sequence, at least as a prototype. The idea of “prototyping” is to make a version of the sequence elements that is good enough to show how the technology works and that gives you confidence that you could further develop the prototype and teach with it. Formative feedback is available throughout the term so you can develop your design and your ability to create a working prototype.
To pass this micro-credential, you are required to complete all elements of the design relevant to your challenge and develop a prototype as required by the design.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Challenge in context Statement of teaching challenge/goal, analysis of context, related learning outcome(s) and students’ prior knowledge. | For feedback | LO1 |
Assessment Task 2: Draft design Draft design with supporting literature on decision in the design such as task and technology selection. | For feedback | LO1 |
Assessment Task 3: Summative assessment Design (with revisions if wished) and prototype of a learning sequence. | 100% | LO1 |
Representative texts and references
Bearman, M., Nieminen, J. H., & Ajjawi, R. (2022). Designing assessment in a digital world: An organising framework. Assessment & Evaluation in Higher Education. http://www.tandfonline.com/doi/abs/10.1080/02602938.2022.2069674
Beetham, H., & Sharpe, R. (2020). Rethinking pedagogy for a digital age: Principles and practices of design (3rd ed.). Routledge.
Boettcher, J., & Conrad, R. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey-Bass
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Group.
Dabbagh, N., Marra, R., & Howland, J. (2019). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge.
McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology-enhanced learning: An ecological framework for investigating assets and needs. Instructional Science, 43(2), 181–202. https://doi.org/10.1007/s11251-014-9337-2
Mor, Y., & Mogilevsky, O. (2013). The learning design studio: Collaborative design inquiry as teachers’ professional development. Research in Learning Technology, 21(1), 1–15. https://doi.org/10.3402/rlt.v21i0.22054
Sharpe, R., Bennett, S., & Varda-Atkins, T. (Eds.). (2022). Handbook of digital higher education. Edward Elgar Publishing. https://www.e-elgar.com/shop/gbp/handbook-of-digital-higher-education-9781800888487.html
Veletsianos, G. (2011). Designing opportunities for transformation with emerging technologies. Educational Technology, 51(2).