Unit convenor and teaching staff |
Unit convenor and teaching staff
Co-convenor
Matt Bower
Contact via matt.bower@mq.edu.au
Co-convenor
Pam Furney
Contact via pam.furney@mq.edu.au
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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 PGCertSpEd or MTeach(Birth to Five Years) or GradCertEdS or GradCertHEd or GradDipIndigenousEd or MIndigenousEd
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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 learning technology selection, implementation issues, and evaluation in a variety of educational contexts. It provides opportunities to consider theory in relation to practice and encourages experimentation as well as the evaluation of pedagogical practices.
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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:
The way in which your assessment tasks are submitted will depend on the form of the assignment.
Extensions of time for the submission of the assignments may be granted provided application is made to the Convenor via http://ask.mq.edu.au. The application must be made before the due date and include a reasonable explanation with documentary support where necessary (for instance, a Professional Authority Form). For more information about the Disruption to Studies policy and procedure see: http://mq.edu.au/policy/docs/disruption_studies/policy.html
The following requirements apply to assessment tasks:
All students must keep a copy of their assignments in case a submitted copy is mislaid.
Where appropriate, the School of Education Referencing Procedures must be adopted. A copy may be obtained from the School Office, C3A827. These requirements are based on the APA referencing style.
The APA Style Help website at http://www.apastyle.org/apa-style-help.aspx contains useful material on APA style conventions.
Student performance on assessment tasks will be reported using a grade. If you wish to appeal against your grade you must first contact the original marker within one week of a marked assignment being returned. If you remain concerned you should arrange to meet with the unit convenor.
Remember assignments must be your own work. Plagiarism – using the work of another person and presenting it as one’s own - is a serious offence.Please refer to the University’s Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html.
Name | Weighting | Due |
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e-Portfolio | 30% | See tasks below |
Discussion | 30% | see discussion topics below |
Learning Module Design | 40% | 11th June |
Due: See tasks below
Weighting: 30%
You will keep an e-portfolio of your learning in the form of posts in a blog to reflect on and practise the ICTs discussed in the course. The set task for each two-weekly module is outlined below and resources and the assessment rubric are available on iLearn. Each post is to be approximately 400 words.
E-Portfolio Task 1 (Weeks 1-2): Authentic and meaningful learning using technology
Due: 12th March
E-Portfolio Task 2 (Weeks 3-4): Research and review a learning technology for creativity and innovation
Due: 26th March
E-Portfolio Task 3 (Weeks 5-6): Research and review an online interactive activity which promotes critical thinking and problem-solving
Due: 9 April
E-Portfolio Task 4 (Weeks 7-8): Research and Compare Two Learning Technologies useful for Communication and Collaboration.
Due: 30 April
E-Portfolio Task 5 (Weeks 9-10): How can technologies provide evidence of student learning and evaluate the task design?
Due: 21st May
E-Portfolio Task 6 (Weeks 11-12): How will technology will change the future of education?
Due: 4th June
* The e-portfolio is a work in progress throughout the course and cannot be done at the last minute.
Assessment Criteria:
Due: see discussion topics below
Weighting: 30%
Students will participate in discussion on specific topics relevant to the fortnightly modules as outlined below.
Discussion Weeks 1 and 2: Choose a contemporary research paper (NOT included in the Bower references), aligned to a particular pedagogy and discuss the implications for learning and teaching using technology in your working context
Due: 12th March
Discussion Weeks 3 and 4: Select and critique a contemporary research paper on a specific technology which promotes creativity and innovation in the classroom and explain the implications for your work context.
Due: 26th March
Discussion Weeks 5 and 6: : What are the attributes of a game or online resource which promotes critical thinking? Find a paper that addresses the development of critical thinking or problem solving using technology and critically discuss.
Due: 9th April
Discussion Weeks 7 and 8: How can social networking and communities of practice be of assistance in your professional practice? How is social networking useful and effective in your learning environments? Search for a contemporary paper on either of the topics and discuss pertinent questions that the article raises for you.
Due: 30th April
Discussion Weeks 9 and 10: Critique a contemporary paper on either evaluating technology-enabled learning or design-based research, and confer with your colleagues on issues that could challenge you.
Due: 21st May
Discussion Weeks 11 and 12: Read the Horizon report/s relevant to your teaching context. Discuss your views on the report’s predictions of technologies which will become mainstream in five years.
Due: 4th June
Assessment Criteria:
Due: 11th June
Weighting: 40%
You will design and create a technology-rich learning module for those in their working context. This can be in the form of a website, a project-based learning activity or in other formats suitable for disseminating the task to students. While there is no strict constraint on the scope of the module, as a guide it should be able to be completed in approximately three 1 hour lessons. You are advised to have the activity completed by students or yourself to verify that it is good practice and effective pedagogically. To complement this activity, an 800 word scholarly justification for the pedagogical design of the project will be submitted.
Assessment criteria:
The Activity
The Justification:
EDCN865 is primarily an online course and all materials are delivered through Macquarie University's online learning management system iLearn http://ilearn.mq.edu.au.
The course requires access to a device with internet and word processing. Although this is a unit about technology in education, the aim is not to teach skills, but rather pedagogical approaches to technology in the classroom. However, participants are expected to have some prior knowledge of the technologies commonly used day-to-day.
There are six on-site workshops and all participants are encouraged to attend. The collegiality and sharing of ideas creates valuable learning.
Monday evening on-campus Workshops
Time: 7:00 - 9:00p.m.
Venue: C5A 201
The assessment tasks for EDCN865 focus on participants discussing, designing and creating technology-rich and real activities to be used in their working contexts, and on reflecting on the activities' pedagogical effectiveness, aligning this with contemporary literature. In this sense, the course aims to be practical but underpinned by learning theories.
Readings and resources for the current topic are posted each week in iLearn, http://ilearn.mq.edu.au
Week |
Topics |
Weeks 1 and 2 On-campus workshop - Week 2: 7 March |
Week 1: Pedagogy and technology-enabled learning Week 2: 21st Century and the new literacies |
Assessment: Module 1 E-Portfolio Task Module 1 Discussion |
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Weeks 3 and 4 On-campus workshop - Week 4: 21 March |
21st Century Learning Technologies for Creativity and Innovation Week 4: Web 2.0 learning technologies Week 5: Pedagogies and tools for creativity and innovation
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Assessment: Module 2 E-Portfolio Task Module 2 Discussion |
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Weeks 5 and 6 On-campus workshop - Week 6: 4 April |
21st Century Learning Technologies for Critical Thinking and Problem Solving Week 5: Learning objects and digital resources Week 6: Games, virtual worlds; Minecraft |
Assessment: Module 3 E-Portfolio Task Module 3 Discussion |
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MID SEMESTER BREAK |
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Weeks 7 and 8 On-campus workshop - Week 7: 26 April Note: this is a Tuesday |
21st Century Skills: Communication and Collaboration Week 7: Tools for communication and collaboration
Week 8: Social networking and communities of practice |
Assessment: Module 4 E-Portfolio Task Module 4 Discussion |
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Weeks 9 and 10 On-campus workshop - Week 10: 16 May |
Week 9: Evaluating technology-enabled learning Week 10: Design-based research |
Assessment: Module 5 E-Portfolio Task Module 5 Discussion |
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Weeks 11 and 12 On-campus workshop - Week 12: 30 May |
Week 11: Social implications Week 12: Futures/conclusion |
Module 6 E-Portfolio Task Module 6 Discussion |
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Week 13 and 14 |
Submission of Assessment 3 - Major Project - design and creation of a technology-rich learning activity for those in your working context. |
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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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
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:
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:
The focus this year is about aligning technologies in practice with learning theories and contemporary research literature on each topic.
Assessment 1, the e-portfolio, comprises fortnightly tasks on the practical aspects of learning technologies and resources and their use in participants' working contexts. Assessment 2, discussion is designed to evoke conversations on the pedagogies surrounding the use of technologies, aligning them to a current research paper. Each of these assessments is weighted at 30%.
Assessment 3 Project asks participants to design and create a learning activity for students in their working context, over several weeks. The weighting for this assessment is now 40%.
Previous assessments on lesson planning and participation have been removed.
This unit is designed for classroom teachers who wish to explore ways of integrating Information Communications Technologies (ICTs) into their teaching and learning. It provides opportunities to consider theory in relation to practice, allows for the development of relevant skills (not necessarily technological), and encourages experiment and evaluation of classroom practices. It is also concerned with educational issues related to the use of technology in the classroom - the language involved, the pedagogies that are appropriate, and the new literacies associated with 21st Century learning.
We plan to use the many opportunities of collaborating with each other throughout the thirteen weeks of the semester. We will also be drawing upon the expertise of the group in order to learn from each other and stay up-to-date. It is our aim to tailor the unit to your needs as far as is practicable and to this end we offer a flexible curriculum design and a wide range of choices for assessment tasks. We hope the unit proves to be a worthwhile experience for you and that it makes a significant contribution to your own, and indirectly, to your students’ learning.
The general educational philosophy of the unit is outlined below. It is offered here to give you an understanding of the basis on which decisions about the unit have been made.
Each of you comes to the unit with a different background and different expectations. We hope to draw on your experiences as a resource for learning that can be shared with others so that we can contribute to and gain from each other's knowledge, experience and research activities. All of us, as participants, are teachers and learners.
We try to give you room for choice so that you can individualise your learning experiences as much as possible, particularly in relation to assessment.
As staff, we see our role as providing you with a framework for a unit of study in which we act as facilitators who make known the range of available resources and strategies to enable the exploration of options in your chosen areas of study. Our role includes:
providing guidelines for independent study by participants
acting as a sounding board to assist participants to clarify their thinking and make decisions about their personalised programs
being a resource person for the group and sharing skills, knowledge and experience where appropriate with the participants
suggesting criteria by which work is to be evaluated and applying these criteria in evaluating your work
encouraging you to engage in critical thinking and reflection, appropriate to postgraduate study.
We want you to experience a diversity of approaches in the organisation of your learning experiences. To achieve this goal, the unit will include the opportunity to work individually as well as collaboratively.
We have found the effectiveness of learning is increased when participants reflect on their own learning. You will, therefore, have opportunities to evaluate your own learning during the unit.
Students are encouraged to recognise the opportunities provided by this unit for developing their generic skills in: