EDUC 7037NA - Online Learning, Design and Assessment

Ngee Ann Academy - Quadmester 3 - 2015

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.

  • General Course Information
    Course Details
    Course Code EDUC 7037NA
    Course Online Learning, Design and Assessment
    Coordinating Unit School of Education
    Term Quadmester 3
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    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 Staff

    Course Coordinator: Dr Chad Habel

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    Upon 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
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Required Resources
    TEXTBOOK: Bates, A.W. & Poole, G (2003). Effective Teaching with Technology in Higher Education. San Franscisco: Wiley.
    Recommended Resources
    Bowen, 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 Learning
    A 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: These are essential for your own research. If you are unfamiliar with this kind of research, there is lots of support and guidance at
  • Learning & Teaching Activities
    Learning & Teaching Modes
    A 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 works, and assignments)
    Learning Activities Summary
    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 Oral presentations Oral 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 Oral presentations with facilitated peer feedback
    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 Oral presentations with facilitated peer feedback Oral presentations with facilitated peer feedback
    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 Requirements
    Being 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 wil 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.
  • 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
    Assessment One: Oral Presentation (learning outcomes 1, 2, 3, 4, 5)

    A Solo presentation using Powerpoint, Prezi, and/or other props and handouts (20 minutes duration) – weighting: 30%

    Assessment Two: Project design or major research essay (learning outcomes 1, 2, 3, 4, 6) A project or research essay of 3000 words (devised by the student, in negotiation with the lecturer) – weighting: 70%
    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.
    • The first assessment will be presented in class, while the second will be submitted via MyUni.
    • Harvard Referencing is required for all assignment in this course; see
    Assessment Detail
    Assessment 1 Solo Presentation:
    The mode of presentation will be:
    • A presentation using one of the following tools (or a combination thereof):
       o Power point
       o Prezi
       o Other presentation tools or handouts/ props to help articulate the project
    • Due: Day 4/5 of classes

    The seminar presentation which will be made to your tutor and the class will take 15 minutes, but students are expected to lead others in a discussion of the issues that they have introduced and to answer questions. Some audience members will be required to act as formal respondents by asking questions and promoting discussion, while others will assist by providing peer feedback on the presentation.

    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.
    • 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 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: Project Design or Research Project
    • A project, or research essay of 3000 words or equivalent (devised by the student, in negotiation with the tutor)
    • Due: To be advised

    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.

    Project Design

    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.

    Research Project

    • 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)

    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


    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.