EDUC 5405EX - ICT Literacy in Higher Education
External - Semester 1 - 2015
General Course Information
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 Course Description 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.
Course Coordinator: Associate Professor Edward PalmerEdward Palmer
Work Phone 83136036
Office Location Room 6.23 Nexus 10
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
Course Learning OutcomesThe 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
Required ResourcesAll required resources are online
Learning & Teaching Activities
Learning & Teaching ModesFully 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 SummaryVirtual Classes
Familiarisation with ICT tools and Methods, Wikis, Blogs, Journals, Assessment tools
Specific Course RequirementsPlease 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
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryAssignment 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.
Peer Assessment (10%)
Assessment Related RequirementsParticipation in online classes will assist you in your assignments. They will be available in recorded form online
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 Prob. Add to the concept map at least one broad concept and find 3 applications that sit underneath itc. 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.
Rubric Excellent Good Unsatisfactory Criteria 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 3For 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.
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.
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 (http://www.adelaide.edu.au/policies/101/) 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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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