Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Lori Lockyer
Contact via lori.lockyer@mq.edu.au
virtual
Mondays during session 12.30 - 1pm
Other Staff
Panos Vlachopoulos
Contact via panos.vlachopoulos@mq.edu.au
virtual
Thursdays 5 - 5:30pm
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MA in Education Studies or MEChild or PGDipEChild or PGCertEChild or MEd or MEdLead or PGDipEdLead or PGCertEdLead or PGDipEdS or PGCertEdS or MHEd or PGDipHEd or PGCertHEd or MSpecEd or PGDipSpecEd or PGCertSpecEd or MTeach(Birth to Five Years) or MTransInterPed
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit examines e-learning from the perspective of those responsible for developing the curriculum, teaching and facilitating student learning. Through an exploration of theory and practice, participants will have the opportunity to explore the effective utilisation of information and communication technologies in the design of courses and learning resources.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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AT1- Learning Activities | 10% | Throughout session |
AT2 - Critique | 30% | 22 December 2014 (5pm AEDST) |
AT3a - Plan | 10% | 7 January 2015 (5pm AEDST) |
AT3b - Proposal | 50% | 27 January 2015 (5pm AEDST) |
Due: Throughout session
Weighting: 10%
This assessment task comprises three (3) mandatory online discussion-based learning activities.
Your postings to the online discussions should reflect an understanding of your own context and the course material. You should contribute related thoughts, readings and/or questions that contribute to the discussion. You will be assessed based on the extent to which you:
- contribute in a timely fashion based on the guidance provided for each activities
- connect your contributions to that of others
- provide real-life examples and draw upon the literature to support your ideas
Due: 22 December 2014 (5pm AEDST)
Weighting: 30%
Choose three articles of your choice or from the reference list related to:
- a learning design framework or theory
- higher education or school education or your educational context
Write three concise mini critiques (max 500 each, total of up to 1500 words) addressing the below questions:
Due: 7 January 2015 (5pm AEDST)
Weighting: 10%
Assessment Task 3 involves the development of a proposal for the design and implementation of a technology innovation to address a challenge within an educational context.
The Assessment Task 3 will be submitted in two parts:
- Part a - comprises an analysis and plan
- Part b - comprises the innovation proposal
Analyse your current educational context (or one that you are familiar with) to identify a curriculum challenge for which ICTs could address.
Your analysis should include, but not necessarily be limited to:
Due: 27 January 2015 (5pm AEDST)
Weighting: 50%
Assessment Task 3 involves the development of a proposal for the design and implementation of a technology innovation to address a challenge within an educational context.
The Assessment Task 3 will be submitted in two parts:
- Part a - comprises an analysis and plan
- Part b - comprises the innovation proposal
Document your proposal for the design, implementation and evaluation of an ICT-based innovation that addresses your identified challenge. Your proposal should include:
1. Describe and explain the technology innovation – what is the technology and how will it be used?
2. How does this innovation align with the overall curriculum planning in this educational context?
3. What are the advantages, practical considerations, and limitations of implementing this innovation in this context?
4. How will the innovation be evaluated?
This Unit is organised around three key topics:
1. Foundations of ICT in Teaching and Learning
2. Developing the Digital Curriculum
3. Implementing the Digital Curriculum
All teaching and learning resources activities are accessed and managed through an online iLearn site. To satisfactorily complete unit requirements you must have regular and reliable access to the Internet.
To find out more about how to use the tools in your unit, the technical requirements for accessing your unit, the support and training available, and how your privacy and confidentiality is maintained visit http://ilearn.mq.edu.au
In addition to online discusison forum Q&A, the convenors will hold weekly virtual office consultation times
Mondays 12.30 - 1pm AEDST: 8th Dec; 15th Dec; 5 Jan; 12 Jan; 19 Jan - Lori Lockyer
Thursdays 5 - 5:30pm AEDST: 11th Dec; 18th Dec; 8th Jan; 15th Jan; 22 Jan - Panos Vlachopoulos
EDCN862 is a 4-credit point postgraduate unit. It is expected that you will devote a minimum of 25 hrs hours per week to meet the requirements of the unit.
There is no set textbook for this unit. Reading are available through one of the following ways:
The core readings are intended to show a breadth of areas you could explore. Rather than reading all of them, you can choose a few and read more widely on topics of particular interest.
Week/Dates |
Topic |
Module Title and Purpose |
Activities and Assessment |
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Week 1 Beginning Monday 8 December |
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Introduction:
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Online Activity: Introduce yourself in the discussion forum Mon 8th Dec – Tues 9th Dec |
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1
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Foundations of ICT in Teaching and Learning
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AT1 - Learning activity 1: your "favourite" ICT resources The discussion board is open Tues 9th Dec to Sun 14 Dec. |
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Week 2 Beginning Monday 15 December |
2 |
Developing the Digital Curriculum
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AT1 - Learning activity 2: Thought discussion Complete this before Thursday 18th Dec.
AT2 – Critique Submit your critique by Mon 22 Dec, 5pm. |
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Session 3 Break - 24 December to 5 January |
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Week 3 Beginning Monday 5 January |
3 |
Implementing the Digital Curriculum
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AT3a – Proposal Plan Submit your plan by Wednesday 7 Jan, 5pm.
AT1 – Learning activity 3: Process-oriented analysis The discussion board is open Thurs 8th Jan - Tues 13th Jan. |
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Week 4 Beginning Monday 12 January |
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Week 5 Beginning Monday 19 January |
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Use this week to finalise your proposal. |
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AT3b – Proposal Submit your proposal by Tuesday 27 Jan, 5pm. |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
An assessment rubric is provided in the detail of each assessment task.
NOTE: A fail grade will be applied for any assessment task that does not apply APA referencing conventions.
To meet the requirements for this unit you will be expected to satisfactorily complete all three (3) assessment tasks.
Your final unit result will consider perforance across each assessment task and in relation to the Macquarie University grade descriptors. This will consist of a grade plus a standardized numerical grade (SNG). The relationship between SNGs and Final Grades is shown in the table below.
SNG Range |
Final Grade |
85 - 100 |
High Distinction (HD) |
75 - 84 |
Distinction (D) |
65 - 74 |
Credit (C) |
50 - 64 |
Pass (P) |
45 - 49 |
Conceded Pass (PC) |
0 - 44 |
Fail (F) |
Assessment Task 1 (AT1) consists of thee (3) learning activities that are completed on the unit iLearn site.
For Assessment Task 2 and 3 (i.e., AT2, AT3a, AT3b) you must prepare and present this in written form and this must be in accordance with the requirements of the Publication Manual of the American Psychological Association http://www.apastyle.org/.
When submitting AT2, AT3a, AT3b you must include an academic honesty declaration. At the beginning of your document include the following words and insert your name:
I, [Insert your name], declare that:
This assignment is entirely my own work based on my personal study and/or research.
All written work must be submitted as Microsoft Word files or as rich text format (RTF) files. Your name and the number of the assessment task should appear in the header and/or footer of every page of your submission. When naming files please adopt the following convention:
(Your Surname)(Initial of Your First Name) - AT (number of Assessment Task)
eg: LockyerL-AT2, or SmithJ-AT1
Assessment Tasks 2, 3a and 3b should be submitted using the ILearn Turnitin tool.
You are expected to submit written assessment tasks by the published due date UNLESS you have received written permission to submit your work at a later date from the Unit convenor. Requests for extensions must be submitted through the ask.mq site. Extensions will only be granted in exceptional, unforeseen circumstances (workload is not a legitimate or sufficient reason for the granting of an extension).
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Date | Description |
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10/12/2014 | Added missing word in AT3b and fixed schedule table formatting. |
19/11/2014 | Changed order of online discussion activities. Removed rubrics due poor formatting. Full rubrics will be made available on iLearn site. |