Lecturer
Mrs Maria Kiosoglous
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course explores the barriers and enablers around integrating educational technologies into classroom practices both now and into the future. It offers you an opportunity to engage with contemporary research, theories, technologies and practice-based models in order to develop and refine your own pedagogical vision and approaches to technology-enhanced teaching and learning practices.
This course may not be offered in person if the enrolment is less than 10 students.
The uptake and integration of educational technology for teaching and learning is a continuing issue across all educational sectors and thus a crucial area of study and research. Various barriers and enablers contribute to this issue and require closer examination. As an educator, it is important to reflect carefully on the interrelationship between your beliefs and pedagogy and the technology affordances available for your classroom practices in the physical and virtual learning spaces available.ﾠIn order to create classrooms of the future with educational technology, we need to develop coherent pedagogical visions for how student learning can be enriched as well as strong understandings of the theories and instructional design elements that underpin effective technology practices and integration.
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Note that this course does not include software training however students are encouraged to explore and use technologies of interest. Blackboard support via optional online modules will be available for those that wish to explore various kinds of technologies.
Course requirements
Assumed background
Basic computer and Internet skills.
Incompatible
You can't enrol in this course if you've already completed the following:
EU888
Restrictions
Entry to the Graduate Certificate in Educational Studies and Master of Educational Studies programs.
Quota: Minimum 10 student enrolments for In Person offering
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
Students enrolled in this course in both in person and external offerings will attend a joint lecture/workshop offered in hybrid mode.
Course contact
Course staff
Course coordinator
Mrs Maria Kiosoglous
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course explores the barriers and enablers around integrating educational technologies into classroom practices both now and into the future. It offers you an opportunity to engage with contemporary research, theories, technologies and practice-based models in order to develop and refine your own pedagogical vision and approaches to technology practice. You will explore issues around the uptake and integration of technology in classrooms and the role of pedagogical beliefs and vision. You will evaluate your own conceptual understandings and draw on scholarly research and learning and instructional design theories. This course will challenge you with contentious issues and require you to evaluate good practice models in order to characterise elements of enriching technology-enhanced educational practices that are meaningful for your professional context.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Review and reflect on the common enablers and barriers to technology integration in your educational context.
LO2.
Express and evaluate your beliefs about technology, teaching and learning and their influence on your own use of technology.
LO3.
Compare, evaluate and apply various pedagogical and learning theories in relation to the use of educational technologies and consequential pedagogical affordances for current and emerging technologies in relation to your own pedagogical context.
LO4.
Critically analyse and debate contested issues associated with existing and emergent technologies with reference to scholarly research and theories.
LO5.
Design and justify a range of your own technology-enhanced learning activities with reference to your beliefs, learning theories and pedagogies, attributes of effective technology practices and potential barriers to implementation.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | Assessment Task 1: Concept map and Reflective Essay | 35% 2000 words |
16/08/2024 2:00 pm
Submitted electronically by the due date/time via TurnItIn on Blackboard |
| Essay/ Critique | Assessment Task 2: Lesson Summaries and Synthesis | 30% 2000 words |
18/09/2024 2:00 pm
Submitted electronically by the due date/time via TurnItIn on Blackboard |
| Project | Assessment Task 3: Learning Designs for Technology Integration | 35% 2000-2500 words |
16/10/2024 2:00 pm
Submitted electronically by the due date/time via TurnItIn on Blackboard |
Assessment details
Assessment Task 1: Concept map and Reflective Essay
- Mode
- Written
- Category
- Reflection
- Weight
- 35% 2000 words
- Due date
16/08/2024 2:00 pm
Submitted electronically by the due date/time via TurnItIn on Blackboard
- Learning outcomes
- L01, L02, L03
Task description
For your initial assessment task you will need to create a concept map that expresses your own beliefs about teaching and learning (philosophy & pedagogy) using CMap, Inspiration or another concept/mind mapping software that you are familiar with. You will use this map to write a reflective essay that:
- Explains your concept map and the linkages between concepts to give the reader a clear sense of your teaching and learning philosophy and pedagogical beliefs.
- Evaluates how you currently believe that technology can support some of your beliefs about teaching and learning.
- Synthesises your current thinking about the role, value and use of technology in your teaching and learning practice
- Describes what do you perceive to be your enablers and barriers for technology integration in your own teaching context (including the concerns do you have and the potential you can identify
- Your reflection should also demonstrate that you have completed the set readings for module one and drawn on those as appropriate.
When uploading this assessment item use the following to create File name Assess1_student number (eg. Assess1_s123456789)
Your essay should be 2000 words excluding references and your map.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment Task 2: Lesson Summaries and Synthesis
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 2000 words
- Due date
18/09/2024 2:00 pm
Submitted electronically by the due date/time via TurnItIn on Blackboard
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
You will create a learning sequence in an online learning platform (e.g. Blackboard, Blendspace, Padlet, or alternative). The main purpose is to establish your understanding of the pedagogical concepts involved, and have the technical skills to construct a course containing a unit overview for 4 lessons using a range of digital tools. You will not be creating any of the actual lessons, just providing a summary of each, using the template provided. The rationale behind the development of the course and the justification for the selection of technologies are most important and the marks awarded will reflect this. Assignment three will require you to design two detailed lessons from this course you create. You are then to write a justification and synthesis in the form of a report to explain your choices in the design and pedagogy of the online learning platform sequence you have constructed. It would be expected you would use the course readings and other peer reviewed literature to justify your approach and choices. Remember to take into account the particular audience you are targeting (e.g. an age group; culturally diverse students; neurodivergent; gifted; special education needs), and appeal to different learning styles. Please remember to ensure that it is reported what age group the lesson is intended for.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment Task 3: Learning Designs for Technology Integration
- Mode
- Product/ Artefact/ Multimedia
- Category
- Project
- Weight
- 35% 2000-2500 words
- Due date
16/10/2024 2:00 pm
Submitted electronically by the due date/time via TurnItIn on Blackboard
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
As your major project for this course you will need to develop a portfolio of two learning designs for technology-enhanced activities for your own professional teaching context. You will be expected to provide a rationale for each activity including your beliefs and thinking underlying your design. The rationale should also reflect your readings. You are required to use your online course lessons for this assignment by selecting lessons from the overview you created and planning them in detail.
Final submission:
An essay should be submitted (with your learning designs in an appendix) that clearly conveys the relationship to your curriculum learning objectives and vision, as well as the resources required, and technologies used.
Your essay should provide a rationale for your designs. In particular, it will
- Justify how learning will occur through this suite of learning designs
- Identify and evaluate the various instructional design features of your technology designs using models and literature provided
- Justify your design in terms of current learning theories and pedagogies
- Articulate your beliefs about technology & teaching and learning that underpin your design
- Address potential barriers to the implementation of your design
- Outline an evaluation strategy for your designs
- Demonstrate a breadth of knowledge of literature pertaining to learning and instructional design theories to support your rationale
Your justification should be 2000-2500 words excluding references and appendices.
Submission guidelines
Submitted electronically by the due date/time via TurnItIn on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Marks | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: Substantially inadequate performance. |
| 2 (Fail) | - |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates little familiarity with enablers, barriers and current approaches to use of educational technologies in instructional design; limited ability to identify and reflect on relevant issues; little attention given to clarity of communication and instructional design. |
| 3 (Marginal Fail) | - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates limited familiarity with enablers, barriers and current approaches to use of educational technologies in instructional design; identifies and reflects on some relevant issues; communication of ideas and instructional design is inconsistent or unorganised. |
| 4 (Pass) | - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate familiarity with enablers, barriers and current approaches to use of educational technologies in instructional design, and some understanding of underlying theoretical concepts; identifies explains is sufficiently reflective upon some relevant issues; communication of ideas and instructional design is adequate to intended audience and purpose. |
| 5 (Credit) | - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates clear understanding of enablers, barriers and current approaches to use of educational technologies in instructional design, and some awareness of the relevance of underlying theoretical concepts; identifies and analyses some relevant issues; communication of ideas and instructional design is clearly to intended audience and purpose. |
| 6 (Distinction) | - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates substantial and well integrated understanding of enablers, barriers and current and emergent approaches to use of educational technologies in instructional design, and awareness of the relevance of underlying theoretical concepts; identifies and critically analyses relevant issues; produces reasoned arguments to support conclusions; communication of ideas and instructional design clearly to intended audience and purpose. |
| 7 (High Distinction) | - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates sophisticated understanding of enablers, barriers and current and emergent approaches to use of educational technologies in instructional design; offers insightful analysis and critical evaluation of theoretical issues and implications for professional practice; synthesises ideas and evidence to produce cogent arguments and conclusions; communicates ideas clearly and effectively to intended audience. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assignmentﾠ 1 (A1) : grade of 6 at 35% weighting
Assignment 2 (A2): grade of 5.5 at 30% weighting
Assignment 3 (A3): grade of 6.5 at 35% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3) ﾠ ﾠﾠ
(0.35 x 5.5) + (0.30ﾠx 5.5) + (0.35ﾠx 4) = 1.925 + 1.65+ 1.4= 4.975
The final grade would be rounded up to the nearest whole number; in this case, the grade would be 5.
I
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Further resources for this course are also indicated in the course reading list.
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Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Online Course Orientation Module Post personal profile Complete online icebreaker activity Check computer browser will work with Blackboard etc. Start Readings and explore CMap or similar concept mapping software. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 2 To Week 4 |
Workshop |
Module 1: Technology Integration: Barriers and Enablers Explore the barriers and enablers in utilising technology in your practice. Activities, readings and resources on Blackboard site. Assessment: Complete concept map and essay Learning outcomes: L01, L02, L03 |
Multiple weeks From Week 5 To Week 8 |
Not Timetabled |
Module 2: Pedagogies: Creating pathways to the future. Explore how pedagogies, theories and technologies are interwoven in practice. Discuss some contextual contemporary issues with colleagues with a view to potential solutions. Discover, use and critically evaluate technologies that may be applicable to your own pedagogy and pedagogical context. Activities, readings and resources on Blackboard site. Assessment: Complete online platform lesson sequence and synthesis. Please note that your appendices (including screen shots of your learning platform) are not counted in your word count. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 9 To Week 12 |
Workshop |
Module 3: Learning design for effective technology-enhanced learning Explore your own teaching and disciplinary context for opportunities to create meaningful learning designs to implement in practice. Create a portfolio of designs and evaluation strategies that you can use. Peer review your colleagues designs and get valuable feedback on your own. Discover ways that you can meaningfully integrate technology into your own teaching practice. Activities, readings and resources on Blackboard site. Assessment: Complete essay and learning design portfolio. Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.