EDUC 5405EX - ICT Literacy in Higher Education

External - Semester 1 - 2015

This course introduces online learning within an educational context. It focuses on learning management systems and other educational technologies which support both asynchronous and synchronous interactions among teachers, students and content within higher education. The participant will gain an understanding of how various online educational technologies enhance a constructivist and student-centred approach to higher order learning.

  • General Course Information
    Course Details
    Course Code EDUC 5405EX
    Course ICT Literacy in Higher Education
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s External
    Units 3
    Contact Up to 12 hours per week wholly online
    Available for Study Abroad and Exchange Y
    Assessment Online participation, peer review and collaboration, and 2000 word assignment.
    Course Staff

    Course Coordinator: Professor Edward Palmer

    Edward Palmer
    Work Phone 83136036
    Office Location Room 6.23 Nexus 10
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Week 1: Introduction and Familiarisation with MyUni
    Week 2: Discussion of Dan Brown, Feedback on Discussion boards
    Week 3: Learning Styles
    Week 4: Disruptive Technology, Assignment 1 Due
    Week 5: Assessment 1
    Week 6: Assessment 2
    Week 7: Rubrics, Turnitin
    Week 8: Discussion Forums, Assignment 2 Due
    Week 9: Collaborative Learning
    Week 10: Security Considerations
    Week 11: Presentations part 1
    Week 12: Presentation part 2, Assignment 3 Due

  • Learning Outcomes
    Course Learning Outcomes
    The objective of this course is to extend your current level of literacy and experience in the use of information and communication technologies (ICT) in higher education from both a learner and teacher perspective by:

    1 Constructing knowledge of the appropriate pedagogical uses of ICT in higher education.
    2 Undertaking reviews of the educational benefits of disruptive ICT.
    3 Identifying the workload issues and relative costs involved in the use of ICT in higher education.
    4 Using, evaluating and critiquing the ICT features of a learning management system (LMS)

    During this course you will be given the opportunity to try a number of educational technologies that may be new to you. You will be expected to spend time identifying and working through help documentation and tutorials provided by these programs to independently learn how to use them and trouble shoot issues you encounter.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4
    Skills of a high order in interpersonal understanding, teamwork and communication. 4
    A proficiency in the appropriate use of contemporary technologies. 1-4
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3-4
  • Learning Resources
    Required Resources
    All required resources are online
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Fully online course

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The workload for this course is for a complete 3 point course. 156 hours for the semester. Virtual classes will beheld 1-2 times per week (non-compulsory but highly beneficial). Recordings of classes will be available
    Learning Activities Summary
    Virtual Classes
    Discussion Forums
    Familiarisation with ICT tools and Methods, Wikis, Blogs, Journals, Assessment tools
    Specific Course Requirements
    Please check that your learning device is set up such that it will handle the requirements listed below. This will ensure you will have an opportunity to fully participate in this course.
    If you are an Adelaide University staff member and your office computer complies with the standard operating environment specs you are in a good position to meet most of the requirements, at least in terms of hardware.

    Note: It is important to remember that adding new capabilities to your existing computer may have some lead time I.e forms to fill in, help desk requests, installations etc) so please set about doing this in good time.

    The requirements are outlined below:
    Access to MyUni (Blackboard learning management System)
    Virtual Classroom (online service)
    1. Headset (mic and ear phones). Avoid using the PC speakers as these produce feedback into the mic and this disturbs other participants.
    2. A broadband internet connection is not essential but is recommended.
    Journal tool (online service) - included in MyUni
    Wiki tool (online service) - included in MyUni
    Blog tool (online service) - included in MyUni
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assignment 1: Contribution to discussions and ICT tasks (35%),
    This includes virtual classroom sessions, voice tool use, discussion board and blog use.

    Assignment 2: Assessment exercise (30%),
    You are required to develop 3 different assessment types made for Learning Management Systems (15%)
    You will participate in a group exercise devising assessment rubrics for blogs and discussion forums (15%)

    Assignment 3: Research Component-Collaborative Presentation and Report (35%),
    You and a partner will collaborate in researching and critically analysing the use of one technology used in online education and providing a joint virtual presentation within the Collaborate virtual classroom. A 2500 word report or equivalent will be posted online and peer assessed by another group. You will use the Wiki to develop your report.
    Report (15%)
    Presentation (10%)
    Peer Assessment (10%)

    Assessment Related Requirements
    Participation in online classes will assist you in your assignments. They will be available in recorded form online
    Assessment Detail

    Assignment 1

    Summative Assessment Item (10% of overall assessment)
    Please go to the Discussion board and introduce yourself briefly. Then prepare a short video presentation addressing the reasons you are doing this course and add it to your discussion.

    Summative Assessment Item (10% - part of assessment 1): Create an annotated bibliography using a Wiki
    For this assessment item:
    a. Examine the concept map available online through Webspiration Pro
    b. Add to the concept map at least one broad concept and find 3 applications that sit underneath it
    c. Find one reference which either supports or refutes the use of one of those technologies in education.
    d. Add this reference to the course Wiki and summarise the article's main points. 200 Words maximum

    Summative Assessment Item (5% - part of assessment 1): Discuss the video An Open Letter to Educators by Dan Brown
    For this assessment item go to the discussion board 'An Open Letter to Educators' to discuss the video and make at least one response to another student's reflection.

    Summative Assessment Item (5% - part of assessment 1): Examine your learning style and comment
    We all have different approaches to learning. Do the VARK survey yourself and use the Blog tool and reflect upon your results. Consider how your own learning style might be influencing the way you present material (especially online) to your students and whether this leads to unintentional disadvantage for some types of learners.

    Summative Assessment Item (10%). Part of assessment 1
    Online classroom/discussion board participation
    a. Read the paper Munro, M (2007). "Why hasn't technology disrupted academics' teaching practices? Understanding resistance to change through the lens of activity theory". Computers and education (0360-1315), 50 (2), p. 475.
    b. Discuss the paper in the discussion board by posting an audio file of your thoughts on the paper.
    c. Comment on at least one submission in the discussion board.

    Assignment 2 (30%)

    In this assessment you need to:
    Design a an interactive e-assessment in any LMS with three different assessment types in it. Explain clearly the context of the assessment.
    As an 'instructor', load it into your area of the sandbox MyUni course (see the instructions in Course Information about accessing the sandbox)
    As a 'student' visit each others' sandbox areas and complete the assessments for the two people below you in the sandbox course menu and comment.

    Excellent Good Unsatisfactory
    Clarity The questions are clearly written, unambiguous and concise. Instructions on the mechanics and purpose of the assessment are available and address scoring, deadlines and the number of attempts allowed as well as desired learning outcomes. The context of the assessment is clear. A feedback plan is present detailing the timeline for feedback and the actions, if any, required to act upon it. The questions are clearly written, unambiguous and concise. Instructions on the mechanics of the assessment are available and address scoring, deadlines and the number of attempts allowed. The context of the assessment is clear The questions are not clearly written. They may be ambiguous and of inappropriate length. There are few useful instructions and the context of the assessment is unclear.
    Relevance The assessment item is explicitly linked to learning outcomes. The nature of the assessment is appropriate to the student learning required e.g. doesn't assess knowledge when understanding is required. The assessment item is one that most experts would consider appropriate to the course. The assessment item is clearly related to a topic or topics covered in the course and this relationship is clearly described. The nature of the assessment is appropriate to the student learning required e.g. doesn't assess knowledge when understanding is required.  The assessment item has no clear connection to topics covered in the course.
    Feedback Comprehensive timely feedback is provided with clear justification for what is correct or incorrect. References or additional activities are provided to develop appropriate learning behaviours. Timely feedback is provided with clear justification for what is correct or incorrect Feedback is not timely or is absent. The feedback is unclear or is restricted to correct/incorrect only. 

    Assignment 3

    For this assessment item you will be allocated, or can choose, a partner. Your partner and you will need to give a virtual presentation on an ICT topic.
    Together you will need to:
    agree on an online technology for investigation
    investigate the pedagogical benefits of using that technology
    jointly prepare a 10 minute presentation to be given in a virtual classroom.
    Individually you also need to:
    Write a 250 word journal entry detailing your experiences (both positive and negative) about being involved in the collaborative process.

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.