EDUC 7037NA - Online Learning, Design and Assessment
Ngee Ann-Adelaide Education Centre - Quadmester 1 - 2016
General Course Information
Course Code EDUC 7037NA Course Online Learning, Design and Assessment Coordinating Unit School of Education Term Quadmester 1 Level Postgraduate Coursework Location/s Ngee Ann-Adelaide Education Centre Units 3 Available for Study Abroad and Exchange N Restrictions Available to M Ed students only - Singapore Course Description This course addresses how learning can be enhanced through online learning design, incorporating current research and development in scenario-based learning, online roleplay simulations and virtual classrooms. A learner-centred approach will explore participants' current understandings and practice and then build on that in an individualised, project-based learning model. Important considerations will include adapting assessment to suit the learning process in an online mode, surveying some potentially useful tools which encourage collaboration and groupwork through discussion boards, exemplars and rubrics, and evaluating the design and assessment of courses and programs with online components. Students will analyse and critique case studies of online learning in higher education as part of a process of developing their own project to implement or enhance online learning in their own educational practice.
Course Coordinator: Dr Chad Habel
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesUpon successful completion of this course, students should be able to:
1 Articulate pedagogical theories and frameworks that support effective learning using a variety of technologies, including online 2 Apply at least one specific pedagogy to an educational technology intervention 3 Design a course or course component where objectives, activities and assessment are effectively aligned 4 Develop learning activities based on effective evaluation practices, including student feedback 5 Verbally present a research or learning project and lead discussions around the viability and feasibility of the proposed project 6 Present a teaching or research project in extended written form drawing on insights from literature and feedback from teacher and colleagues 7 Develop and contribute to a community of practice or collegial relationships to enhance teaching and learning using technology
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 5, 6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2, 4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 5, 6
Required ResourcesTEXTBOOK: Bates, A.W. & Poole, G (2003). Effective Teaching with Technology in Higher Education. San Franscisco: Wiley.
Recommended ResourcesBowen, W.G. (2013). Higher Education in the Digital Age. Princeton: Princeton University Press.
Rourke, A, & Coleman, K. (2011). Pedagogy Leads Technology: Online Learning and Teaching in Higher Education: New Technologies, New Pedagogies. Champaign, Illinois: Common Ground Publishing.
Howell, J. (2012). Teaching With ICT: Digital Pedagogies for Collaboration and Creativity. Oxford: Oxford University Press.
Epper, R.M & Bates, A.W. (2001). Teaching Faculty How to Use Technology: Best Practices from Leading Institutions. Westport, CT: The Oryx Press.
Goodfellow, R. & Lea, M.R. (2013). Literacy in the Digital University. Oxford: Routledge.
Murphy, D., Walker, R., & Webb, G. (2001). Online Learning and Teaching With Technology: Case Studies, Experience, and Practice. Oxford: Routledge.
Bates, A.W. & Sangra, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. San Franscisco: Wiley.
Bonk, C.J. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. San Franscisco: Wiley.
Maughan, G.R (ed.) (2001). Technology Leadership: Communication and Information Systems in Higher Education. San Franscisco: Wiley.
Garrison, D.R. & Vaughan, N.D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Franscisco: Wiley.
Moursand, D. (2003). Project-based Learning Using Information Technology (2nd ed.). Washington, D.C.: International Society for Technology in Education.
Berson, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. San Franscisco: Wiley.
Shute, V & Ventura, M. (2013). Stealth Assessment: Measuring and Supporting Learning in Video Games. Massachusetts: Massachusetts Institute of Technology.
Online LearningA series of readings will also be provided via MyUni as useful references for learning and assessment tasks. However, these readings are only the beginning, and you will need to undertake substantial research to effectively support your learning. You might like to consider exploring the following journals for relevant articles:
Journal of Online Learning and Teaching (see Special Issue on MOOCs in March, 2013)
Computers & Education
Educational Technology and Society
Australasian Journal of Educational Technology
Research In Learning Technology
Simulation & Gaming
Research using these journals will be particularly important if you choose to undertake a research project for your final assignment.
Remember that if you find a very useful article, you can use it as a basis for further research. Look through the reference list to find articles that the author has used in their own research and discussion. Then search for the article on Google Scholar or an article databse and click “cited by” to find more recent articles that have used that article in their own work. This “detective work” will be very useful in your article research.
Finally, you will need to research scholarly journal articles for yourself. Using Google Scholar is a good start, but it is recommended that you connect to it through the University Library in order to avoid subscription fees. Most importantly, you should become familiar with the University’s article databases: http://www.adelaide.edu.au/library/guide/articles.html. These are essential for your own research. If you are unfamiliar with this kind of research, there is lots of support and guidance at http://www.adelaide.edu.au/library/help/tutorials/
Learning & Teaching Activities
Learning & Teaching ModesA balance between ‘learner centred’ and ‘teacher centred’ approaches to learning with emphasis on fostering an engaging learning pedagogy will be used in this course. Lectures will be supported by discussions, workshops, and presentations by groups and individuals. Later sessions in particular will focus on developing either a project for pedagogically-sound integration of technology into a course or a research project on a theoretical or conceptual aspect of the course.
Lectures will focus on pedagogical issues around the use of technology in Higher Education and their application to case studies from the lecturer’s own experience. They will broadly introduce major learning theories such as constructivism and connectivism but in a non-prescriptive way: it will be expected that learners will adopt elements of these pedagogies in developing their own approach to technology-enhanced learning which is formed by an evidence-based approach based in rigorous assessment and evaluation practices.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Contact time : 30 hours (11.5 hours lectures, 18.5 hours workshop/tutorials)
Non-contact time : 110 hours (readings, home work, and assignments)
Learning Activities Summary
Schedule Day 1 Day 2 Day 3 Day 4 Day 5 Preparation Complete Bates & Poole (2003) Further reading from reading list Further reading from independent research Video presentations Video presentations, developing project 09.30-11.00 Introduction to course and assessment;
Review of pre-course survey
Lecture 2: Behaviourism and cognitivism Lecture 3: Constructivism and connectivism Lecture 4: Assessment, Evaluation, and Developing Your Own Digital Pedagogy Video presentation preparation: BYOD 11.00-11.30 Morning tea Morning tea Morning tea Morning tea Morning tea 11.00-13.00 Lecture 1: Introduction to digital pedagogies via case studies Project/research design and planning; searching article databases Project/research design and planning Video presentation preparation: BYOD Selected video presentation showcase and scholarly discussion development 13.00-14.00 Lunch Lunch Lunch Lunch Lunch 14.00-15.00 Small-group reading review (Bates & Poole) Small-group reading review (independent reading) Small-group reading review (independent reading) Oral presentations with facilitated peer feedback Developing project/research proposals (individual consultations) 15.00-15.30 Afternoon tea Afternoon tea Afternoon tea Afternoon tea Afternoon tea 15.30-16.30 Reading discussion Reading discussion Reading discussion Developing project/research proposals (individual consultations) Developing a community of practice: course review and evaluation
Specific Course RequirementsBeing an intensive course, this course requires the same commitment and workload as a semester-long course, with the contact intensified into one week of classes. Thyerefore students will be expected to do substantial reading before the course (primarily the set text), as well as reading and research during the contact period, and significant reading, research and writing after the contact period of the course has finished. This will be largely independent work (i.e. the lecturer will not enforce completion), but lack of proper engagement will reflect in the quality of the assessment pieces.
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 Task Task Type Due Weighting Learning Outcome Video presentation (individual or team) Formative, individual/team
One week after end of contact
35%; 5-7 minutes per member 1, 2, 3, 4, 5 Contribution to scholarly discussion Formative Ongoing 15% 1, 5, 7 Project design or major research essay Summative, individual April 29th, 2016 50%; 2500 words 1, 2, 3, 4, 6
Assessment Related Requirements
- Students are required to attend all sessions, except in the case of documented medical or compassionate circumstances.
- Criteria that will be used to assess students’ work are available in section 5.3.
- To gain a pass, a mark of at least 50% must be obtained on ALL assessed components as well as a total of at least 50% overall.
- All assessments will be submitted via MyUni.
- Harvard Referencing is required for all assignment in this course; see https://www.adelaide.edu.au/writingcentre/referencing_guides/harvardStyleGuide.pdf
Assessment DetailAssessment 1 Video Presentation:
The mode of presentation will be via a digital artefact that presents a work-in-progress of the final assignment, for feedback and discussion. At its basic level this presentation is designed to allow for delivery and viewing outside of class as well as recording for other purposes (ePortfolio, job applications, promotion applications), but it allows for a much more direct demonstration of the use of technology in teaching and learning. It is recommended that you use a simple platform for developing the video and you might like to consider the following platforms or devices:
* Narrated PowerPoint
* Android or iPhone
* iMovie or Windows Movie Maker
* Screen Cast O Matic
* A digital camera on video mode
The video presentation shopuld take 5-7 minutes per presenter; i.e. if you are presenting individually, it will take 5-7 minutes, but if you are presenting in a team of 3 it will take 15-21 minutes. Keep in mind the need to keep videos short (videos longer that 15 minutes can be difficult to upload or stream), so if you are in a group of 3 or more you might like to work on a series or playlist of videos. The final video production will be due a week after the end of face-to-face classes, but there will be an opportunity to work on your video in class (please Bring Your Own Device or BYOD). On the final day of classes a preliminary Student Showcase of videos that are partway through production (or nearly complete) will take place.
The presentation will outline the planning so far and preliminary findings or ideas for the major written assignment at the end of the course. Points you might like to consider include:
• What is the nature of the project you are designing (What, who, where, when, why, and how), or the focus of the research question you plan to explore?
• What is the main argument, i.e. what do you wish to convince your readers of? This can be preliminary since you have not done all the work yet, but it should give the audience some idea of where your work is headed. For example, you might like to outline the most important aspects of your proposed project (i.e. what will make it work), or the potential thesis statement or answer to your research question. Citing evidence to support these claims is important.
• What literature (readings, theories etc.) will you use as evidence to support your claims?
• What pedagogical approaches will be central to your project design or the discussion in your research paper?
• What is the best way of presenting your ideas, and what tools will be most effective for delivering them?
• What are the gaps or concerns you have about the current state of your project or research? What feedback, advice or assistance might you need from your colleagues to help develop the project?
Learning Goals for the Video Presentation – through completing this assignment, students should be able to:
• Demonstrate confidence in reporting to an audience with a logical, structured presentation;
• Present a significant digital pedagogy that will enhance learning in a specific context;
• Demonstrate familiarity with the use of one presentation form or technology;
• Answer questions relating to the seminar presented and promote discussion on the pedagogy and technology that has been presented;
• Elicit formative feedback prior to the submission of the written assignment.
Assessment Two: Scholarly discussion of video presentations
Once an oral presentation (in this case video presentation) has been delivered, it's not much use if it just enters into a void. Effective teaching and learning with technology requires community and collaborations as well as critical scholarly discussions that help us to improve our theory and practice through further reflective practice. This assignment allows those discussions to happen via the use of various online tools.
The default tool for this will be the Discussion Board on MyUni, since it is closely intgrated into the learning environment and provides an effective tool for asynchronous discussions of this type. Each individual or group will be assigned one or two other individuals or groups and will have the responsibility of watching their video presentations in detail, and preparing 2-3 good-quality questions, which the presenter will then respond to via the Discussion Board. You will be assessed on both your ability to frame and ask good quality, constructive questions, as well as your ability to respond to others' questions in a scholarly and constructive manner.
If the class or particular groups wish to, it might be possible to emply synchronous learning technologies (i.e. Virtual Classrooms or Webinars) to facilitate this discussion in a more natural, face-to-face style.
Learning Outcomes for the Scholarly Discussion - through completing this assignment, students should be able to:
• Engage closely with others' video presentations and devise constructive questions that help the presenter develop their ideas further;
• Respond to other colleagues' questions and develop their own thinking and critical analysis of the issues underlying teaching and learning with technology.
Assessment Three: Project Design or Research Project
• A project, or research essay of 2500 words or equivalent (devised by the student, in negotiation with the tutor)
• Due: 29th April, 2016
Students will develop an artefact that best illustrates their approach to enhancing learning in a specific context using evidence-based digital pedagogy. The focus can be on learning, teaching and/or assessment/evaluation. Students may choose to design a project for using technology in their current practice; or, alternatively, they may wish to develop a research essay question based on any of the pedagogical and practical issues that have arisen through lectures, readings, and discussion throughout the course. In any case, sufficient attention must be given to both pedagogical and practical considerations regarding the topic of discussion, and you must articulate your case clearly, succinctly, and by using accurate English expression. More detailed requirements regarding each format follow.
Whether you choose a project or a research essay, you may wish to make use of primary research and evidence (i.e. interviews, surveys of colleagues or students in your area of work). If so, be sure to outline the rationale for this kind of research clearly and explicitly, and undertake sufficient analysis and integration of the findings into your final work. Another option is to use another form of primary data from your teaching context: assessment results, evaluation outcomes, feedback on trial or pilots of your project. This data collection will need to be formalised and documented (i.e. not just “correspondence” or “informal feedback”). The stronger the evidence basis for your project or essay, the higher you will achieve across all of the criteria. If you have any doubts, please discuss this aspect of the assignment with the lecturer.
If you select the Project Design format, please consider the following:
• Ensure you outline the context of your work in Higher Education (i.e. discipline, class structure, Program location, exisiting courses) and align your project explicitly to that context, explaining the current practice and therefore how the new project will bring change to that practice. Assume that your audience is completely unfamiliar with your teaching context
• Provide a clear, concise description of the project you are designing, especially addressing “What, who, where, when, why, and how”: adopt a Project Management approach to this activity, which means being very clear about planning the details of the implementation and having boundaries around the resources required (including time)
• Outline the pedagogical approach that underlies your project design, and articulate how it relates to the project’s learning objectives (ensure that you provide reference to scholarly research to support your evidence basis for your claims)
• Suggest your critical approach to the literature that informs the project you are designing: to what extent do you agree with the literature, and how has this critical approach shaped your project?
• Indicate what resources the project will require, and how you intend to acquire these resources
• Outline how the project links to assessment in the course, and what kind of evaluation method or tool you will use to assess its effectiveness; if you have time to actually complete the project, include the results of the course assessment and evaluation.
• Ensure you have developed an appropriately-scaled research project (including research questions) in consultation with the lecturer, expressed by a clear Research Essay question; this question should address a “gap in the knowledge” of the literature you base your research on
• Ensure that you have a clear argument articulated in a thesis statement which is effectively expressed in the introduction
• Develop a structure of your Research Essay which is clear and strong, including an introduction, conclusion and main body paragraphs that each clearly articulate a main point of the argument
• Clearly link your argument to a wide and sophisticated body of knowledge that extends on the readings and resources that you have been provided with in class, and use the Harvard system of referencing to effectively support your argument
• Critique and reflect on educational practice and pedagogy in your current context (you may choose to include some self-reflexive material in your argument, but ensure you discuss this with the lecturer before developing this part of your argument)
UPDATE: When I first created this assignment I imagined the research project to be a very academic, abstract type of assignment. However some questions in class helped me to clarify my thinking around this. In fact, I think it would also be useful for you to potentially develop an 'Action Research' project as part of this assignment. That is, if you have already implemented some use of technology, you can design a research project to analyse and evaluate your previous implementation. However because you won't be planning the implementation I would like you to be able to actually collect that data as part of the Action Research, and because time is short you will need to be able to work quickly on this to collect the data and analyse it to form some conclusions. Of course, you will need a strong theoretical framework for your action research with a lot of material on pedagogy and the types of models and ideas you are drawing on. This will enable you to do something that's still quite practical but also research-based and working off of a project you have already implemented in the past.
Learning goals for the Written Assignment – through completing this assignment student should be able to:
• Shape their own pedagogy and practice and articulate this process of development through an evidence-based approach
• Engage critically and reflexively with a body on literature on digital pedagogies and practice
• Articulate a clear, concise, and well-justifed rationale for a given project design or thesis
• Use written language effectively to convey a complex project design or research argument
• Situate their ideas within a scholarly literature on Higher Education and digital pedagogy and support their ideas with a synthesis of this literature
SubmissionAll assignments will be submitted via MyUni. Assignments submitted late will attract a 5% penalty per working day, to a maximum of 20%.
All extension requests will be managed in accordance with the University's Modified Arrangements to Coursework Assessment policy: https://www.adelaide.edu.au/policies/3303
If you require an extension, please use the appropriate form: https://www.adelaide.edu.au/learning/governance/policy/MACA/replacement-exam-or-assessment-extension-form-jan-2016.pdf
Please note that a doctor's certificate or other documentation alone is insufficient; the appropriate form is the only acceptable document for extensions.
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.Students in the previous cohort provided the following feedback in the Online Learning Design, Assessment, and Evaluation SELTs (2013). Student feedback is always highly valued and we do our best to act upon it. 19 students participated in the SELTs which constituted 90%
of the class. I have made some refinements to the course/my teaching based on the feedback. I have summarised the areas of particular strength in both the Likert Scale and open-ended questions below as well as areas for improvement along with my responses to your colleagues’ feedback.
Most students were very happy with the course, as indicated by some of the following feedback:
'Friendly, approachable, student-centred. Tries to model what he preaches.'
'His enthusiasm, sharing, and willingness to try new things.'
'Gives clear objectives, instructions, and shows very strong nurturing approach towards student learning.'
Despite this positive feedback, there were some suggestions for improvement, which included:
'Instead of individual presentations, can we produce an artefact? Lesson plans, for example?'
'He should consider reducing the number of presentations and instead focus on online & digital tools. Overall the course is good.'
'Managing discussion/ Q & A time a little better.'
'Provide reading earlier so we can read ahead.'
'The hands-on sessions were good. Would love more of it.'
In response to this feedback, this course has been adapted in the following ways:
* Oral presentation assessment completely overhauled and replaced with a video presentation, to allow both more preparation time and reduce the requirement for every student to watch every other student's presentation (this was also necessary due to the larger numbers in this course)
* Readings to be made available much earlier via MyUni
* More active learning opportunities, especially the chance to have 1:1 consultations and work on video presentations in class.
These improvements are designed to make a better learning experience for students in this course. At the end of the course you will be asked to complete an eSELT to provide similar feedback for this course. This is highly valuable, so please take the time to provide feedback on your learning experience.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Coursework Academic Programs Policy
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- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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