EDUC 7063 - Online Learning

North Terrace Campus - Semester 1 - 2016

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 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 7063
    Course Online Learning
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    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 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 Staff

    Course Coordinator: Associate Professor Edward Palmer

    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
    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
  • Learning Resources
    Required Resources
    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
    Access to a mobile device capable of accessing the Internet
    Online Learning
    This course deals with online pedagogies and skills. Any online based technology will be appropriate for this course and could be used as required and as developed
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures supporting the use of online technologies for teaching and learning. This is an introductory course and support for the use of technologies is part of the teaching structure
    Workload

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

    WORKLOAD TOTAL HOURS
    3x1 hour lectures or online equivalent per week 36
    2 hours assignment preparation per week 24
    2 hours reading per week 24
    2 hours discussion board activity per week 24
    2 hours research per week 24
    2 hours skill development in ICT per week 24

    TOTAL 156 hours
    Learning Activities Summary
    1 Introduction and Familiarisation with learning management Systems
    2 Use of video in education
    3 Wikis, Blogs and Discussion Boards
    4 Interactivity, Assignment 1 Due
    5 Mobile Learning-Devices and Usage
    6 The Social World-equity and diversity
    7 Mobile Applications for staff and students
    8 Pedagogy, Assignment 2 Due
    9 Communities of Practice and Inquiry
    10 Online learning Communities
    11 Pedagogy 2
    12 Looking forward: Future trends. Presentation part 2, Assignment 3 Due
  • 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
    Contribution to discussions and ICT tasks. This includes virtual classroom sessions, voice tool use, discussion board and blog use Summative 30% Outcomes 1,6

    Discover and share five applications for mobile learning. You will each seek out 10 applications that are relevant to either yourself or your students that are designed for mobile learning. For each of the applications you will justify it's use and give one example of how you would use it in your teaching/learning. You will share your discoveries with the class using an appropriate mobile technology and software Summative 15% Outcomes 2,6

    Research Component-Collaborative Presentation and Report (25%). 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. You will explain how you collaborated and the benefits and disadvantages of that collaboration. You will use the Wiki to develop your report. Presentation (15%) 10 minutes Evidence of collaboration (10%) Summative 25% Outcomes 6

    Discussion on Online Learning Communities. Contribute to the discussion boards in a regular and timely fashion and build up a scholarly understanding of OLCs. You will be expected to contribute up to 300 words each over at least 5 discussion boards and assist in running at least one forum for our class community. Support your arguments and discussion with research literature as well as personal reflections. Summative 30% Outcomes 3,4,5,6
    Assessment Detail

    No information currently available.

    Submission

    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 (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.

  • 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.