EDF3403 · Social and collaborative learning design and technologies

Overview

From group work to social media forums, the ways in which humans interact for learning is varied. Learning designers need to understand the dynamics of how these interactions impact learning, and plan appropriately to ensure the best opportunities for success. This unit will explore how and where social and collaborative learning can be best incorporated into learning designs. Using the lenses of equity and respect, and theories of learning and interaction, this unit provides you with opportunities to design and evaluate social and collaborative learning activities. You will experience the ways in which educational designs can influence the success of group activities and learn about best practices in social and collaborative learning. You will also explore how technologies can be used to support and enhance social and collaborative learning from social media to shared productivity tools. Building on previous units, the information in this unit is an extension on how humans learn, and the dynamics of understanding and designing for a targeted audience.

Offerings

The Handbook publishes no offerings for this unit.

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. Explain why and when social and collaborative learning designs are desirable
2. Justify learning design decisions using theory, research and industry best practice
3. Critically evaluate social and collaborative learning designs using the lenses of equity and respect, and theories around how humans learn in social settings
4. Evaluate the strengths and weaknesses of various technologies to support social and collaborative learning designs

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.