EDPR6012: Semester 2, 2020

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Units EDPR6012 Semester 2 2020 [Normal day]

Unit outline_

EDPR6012: Developing Integ eLearning Env Higher Ed

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

Overview

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

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Eszter Kalman, eszter.kalman@sydney.edu.au
Lecturer(s)	Danny Liu, danny.liu@sydney.edu.au
	Pippa Yeoman, pippa.yeoman@sydney.edu.au
	Samantha Clarke, samantha.clarke@sydney.edu.au
	Jessica Frawley, jessica.frawley@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:
Assignment	Problem analysis and initial design concept n/a	25%	Week 04	1500 words
Outcomes assessed:
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:

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).

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

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

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

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. 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
Learning outcomes

Responding to student feedback

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.

Additional information

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

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