010064 Technology-Enhanced Learning
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 3 cp
Subject level:
Postgraduate
Result type: Pass fail, no marksRequisite(s): 010060 Teaching for Learning
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
In this subject, participants explore the opportunities for learning and teaching afforded by online, blended and hybrid models of learning delivery. Participants explore theories and strategies that consider time and place for student engagement and teacher presence and investigate ideas for online and blended learning in their own context and discipline. Students are encouraged to share ideas, collaborate on investigation, and provide peer feedback on ideas and issues related to synchronous and asynchronous settings in technology-enhanced learning.
Subject learning objectives (SLOs)
| a). | Critically evaluate current models and frameworks for the use of technology in learning |
|---|---|
| b). | Assess opportunities and affordances of technology-enhanced learning to facilitate inclusive practice and engage diverse learners |
| c). | Generate a learning activity that effectively uses technology-enhanced strategies |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context (1.1)
- Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions (2.1)
- Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level (3.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context
2. Critical and Creative Inquiry
2.1 Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions
3. International and Intercultural Engagement
3.1 Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level
Teaching and learning strategies
This subject on technology-enhanced learning aims to model the embedding of key technology-enhanced strategies to highlight best practice pedagogical approaches and application. Opportunities for active and collaborative learning are designed into the subject modules to focus participants on dialogue, reflexivity and practice.
All modules include a range of asynchronous online activities that are self-paced and offer the opportunity for participants to learn from and give feedback to peers, whilst simultaneously gaining experience with various learning and teaching platforms and software. One 3-hour studio-style hybrid session (week 4) focuses on collaborative classwork contributing to the assessment task (submission in week 6).
Content (topics)
Early exploration of The Community of Inquiry takes place through collegial discussions into how social, cognitive, emotional, inclusive learning environments and the teacher and learner presence influence student engagement and educational experience. This leads to an in-depth examination of designing for enhanced, inclusive learning, considering modes, platforms, software and activities that augment personalised learning experiences, alone, with peers, and for asynchronous and synchronous participation. This covers the key concepts:
- development and impact of contemporary technology-enhanced learning
- technology-enhanced models, formats and teaching and design strategies
- the challenges and techniques for putting strategies into practice, including UTS learning.futures. 2.0.
Assessment
Assessment task 1: Blended/Online learning activity plan
| Objective(s): | a), b) and c) | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 100% | ||||||||||||||||
| Length: | 1500 words (total /equivalent) | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Recommended texts
Recommended readings available via UTS Library and through the subject site.
References
See the Library Reading List provided in Canvas.
The following references are provided as an indicative list:
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4). 440-454. https://doi.org/10.14742/ajet.693
Beatty, B. J. (2019). Hybrid-Flexible Course Design (1st ed.). EdTech Books. https://edtechbooks.org/hyflex
Beetham, H., & Sharpe, R. (2020). Rethinking pedagogy for a digital age: Principles and practices of design (Third Edition.). Routledge.
Bickle, J. T., Hirudayaraj, M., & Doyle, A. (2019). Social Presence Theory: Relevance for HRD/VHRD Research and Practice. Advances in Developing Human Resources. 21(3), 383–399. https://doi.org/10.1177/1523422319851477
Carrillo, C. & Flores, M.A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43, 4, 466-487, DOI: 10.1080/02619768.2020.1821184
Cohen Zilka, G., Cohen, R., & Rahimi, I. (2018). Teacher Presence and Social Presence in Virtual and Blended Courses. Journal of Information Technology Education, 17, 103–126. https://doi.org/10.28945/4061
Darby, F., and James, M. (2019). Small teaching online: applying learning science in online classes. John Wiley & Sons.
Garrison, D. R., Anderson T., & Archer W., (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105.
Garrison, D. R., Anderson T., & Archer W., (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1-2), 5-9. DOI: 10.1016/j.iheduc.2009.10.003
Goodson, L.A., & Nilson, L.B. (2017). Online Teaching at Its Best. Jossey-Bass.
Honig, C.A. & Salmon, D. (2021). Learner presence matters: A learner-centered exploration into the community of inquiry framework. Online Learning, 25(2), 95-119.
Howard, N-J. (2021). Navigating blended learning, negotiating professional identities, Journal of Further and Higher Education, 45(5), 654-671. DOI:10.1080/0309877X.2020.1806214
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York and Oxford: Routledge.
Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational Technology, 49(6), 1044–1058. https://doi.org/10.1111/bjet.12697
Salmon, G. (2011). E-moderating: The key to teaching and learning online. (3rd Edition) New York Routledge
Salmon, G. (2013). E-tivities: The key to active online learning. (2nd Edition). London and New York: Routledge.
Salmon, G. (2016). The realm of learning innovation: A map for emanators. British Journal of Educational Technology, 47 (5). http://dx.doi.org/10.1111/bjet.12487
Salmon, G. (2019). May the Fourth be with You: Creating Education 4.0. Journal for Learning & Development., 6(2). https://jl4d.org/index.php/ejl4d/article/view/352
Sousa, A. (2021). Dialogue in Online Learning Spaces: How Transitioning to Online Learning during a Pandemic Impacts Critical Classroom Dialogue and Inclusivity. Journal of Teaching and Learning with Technology, 10(1). https://doi.org/10.14434/jotlt.v10i1.31383
Zilka, G.C., Cohen, R. and Rahimi, I.D. (2018). Teacher Presence and Social Presence in Virtual and Blended Courses. Journal of Information Technology education: Research, 17, 103-126. http://www.jite.org/documents/Vol17/JITEv17ResearchP103-126Zilka4515.pdf