EDF5766 · Shaping digital futures

Overview

There are significant technological challenges in education, and this unit provides you with an opportunity to explore a challenge that exists in your professional life. Whether this challenge is related to a technology – for example, AI-driven education – or whether the challenge is related to workplace practices that involve technologies – for example the impact of automated decision making on teachers’ classroom practices. This unit provides you with the opportunity to engage in theoretical and practical explorations of possible solutions, and to engage with a design process that responds to an educational issue.

Offerings

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

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. synthesize and critically apply knowledge of theory, models, strategies and research literature, as appropriate, in the identification, analysis and response to an educational technology challenge
2. select a methodology to investigate, design or evaluate educational technology innovations or challenges
3. critically evaluate scholarly and public discourse and come to a considered and justified opinion in relation to educational technology innovations or challenges
4. expertly communicate about educational technology debates and challenges in a coherent and justified manner.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 288 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study OR • 36 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. 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.