units

HED5061

Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelPostgraduate
FacultyFaculty of Education
OfferedNot offered in 2014
Coordinator(s)Dr Thomas Apperley

Synopsis

This unit examines the role of informal learning and digital technologies in blended learning in a higher education context, focusing on how students use information communication technologies, and how this impacts on contemporary understanding of community and citizenship. The aim of this unit is to understand and evaluate informal everyday technology use in order to inform blended unit and course design practices that will foster student engagement and support life-long learning. The unit will focus on global connectedness and harnessing digital technologies to increase student engagement and promote active and collaborative learning. The unit involves case studies of key relevant digital technologies and their cultures of use, e.g. augmented reality, blogging (and micro-blogging), cloud computing, data visualisation, open access publishing, social networking and virtual worlds. These case studies will be used to understand and develop the knowledge and skills required to critically evaluate and effectively implement the integration of digital media into blended unit design and teaching in higher education.

Outcomes

Upon successful completion of this unit students should be able to:

  1. critically evaluate and implement the use of educational technologies and communication technologies in a higher education context in a creative and innovative manner
  2. develop strategies for supporting the informal learning and literacies involved in everyday use of digital media for community, communication and collaboration in a higher education context
  3. re-conceptualise the design of modules, unit and courses to reflect how networked digital communication has impacted on student engagement and collaborative learning in higher education
  4. build and sustain a notion of the student as a global digital citizen in online activities and assessment.

Assessment

Report: describing how students would consider integrating digital technologies into one unit they are involved in teaching (1500 words, 40%)
ePortfolio: evaluation of five digital technologies (1500 words, 40%)
Self assessment and action plan for increasing digital literacy (1000 words, 20%)

Chief examiner(s)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours independent study per week