010306 Predict: Current and Future Trends in eLearning

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 2025 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 3 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013221 Learning in the Digital Age

Description

What does the future of education look like? Are educators going to be replaced by robots? Is STEM going to take over? This subject critically evaluates current and emerging trends within e- Learning and educational technology more broadly. Students engage, in a practical way, with some of the current developments in learning, including machine learning, artificial intelligence, virtual reality, augmented reality, gamification, robotics, STEM education and much more. As part of this, students both examine previous trends in education and consider their success or failure, as well as applying their understanding of different learning and instructional theories to determine the educative potential of current and emerging trends. They also design and develop prototype learning objects using emerging technologies.

Subject learning objectives (SLOs)

a.	Critically evaluate the trends and innovations that influence current and future directions in learning design.
b.	Design and develop suitable learning objects by selecting and using emerging tools to meet learning outcomes within personal or professional contexts.
c.	Reflect and evaluate own and others’ learning and practice.
d.	Communicate and justify chosen design of learning objects in ways that are appropriate to the audience, context and purpose.

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.

Research, appraise, devise and implement technology-enhanced learning strategies and tools. (1.1)
Improve the design of learning texts and materials, be they print-based, web-based, audio, audio-visual or multimodal. (2.2)
Design technology-enhanced learning strategies and tools that are inclusive of racial, gender and class differences. (3.1)
Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design learning resources. (6.1)

Teaching and learning strategies

Learners engage in online and blended learning. There is a mix of group work activities and discussions, taking place both synchronously (in face to face sessions or online) and asynchronously. During these synchronous/ face to face sessions, there is also an ‘expression session’ hosted by industry or other Learning Design professionals, and the opportunity for students to undertake online labs with specific Learning Designs and technologies. The learning management system (LMS) incorporates a range of other interactive activities, such quizzes, multimedia presentations, short video and audio recordings and peer critiques. There is regular formative assessment for students to track their progress.

Content (topics)

This subject explores a wide range of current and emerging trends related to technology and education. Students examine the drive to create more personalised and engaging learning experiences through the effective implementation of technological interventions. Students engage with the nature, benefits and challenges of gamification and games-based learning. Students also examine the differences between virtual worlds, virtual reality and augmented reality and how they have influenced the development of educational programs. There is also an analysis of the uncritical application of technology to educational contexts, and a discussion as to how learning designers might avoid doing the same in the future.

Assessment

Assessment task 1: Future Focussed Learning Design Object

Objective(s):

a and b

Weight:

60%

Length:

This will be dependent on the element students develop. As a guide, interactive elements should be 1 element, virtual tours, animations and casts should be no approximately 90 seconds. The design scenario should be no more than 500 words.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Detail of design scenario description	20	a	1.1
Suitability of sample object to meet the needs of the design scenario, appropriate to the professional or personal context	60	b	2.2
Level of alignment between learning object and research-informed design principles	20	a, b	1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Pitch

Objective(s):

c and d

Weight:

40%

Length:

5 minutes

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Degree of critical reflection	40	c, d	1.1
Thoroughness of commentary about applications of new understanding	40	c, d	3.1
Appropriateness of pitch as professional communication	20	c, d	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must complete and pass all assessment tasks in this subject to pass the subject.

Required texts

There are no required texts for this subject. Recommended readings will be available through the LMS. All readings will be open educational resources (so that there is no inequality between award students, micro-credential learners or short course learners).

References

Akçay?r, M., & Akçay?r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.

Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64.

Cheng, K., Tsai, C. (2013). Affordances of Augmented Reality in Science Learning: Suggestions for Future Research Journal of Science Education and Technology 22(4), 449-462.

Gros, B. (2007). Digital Games in Education: The Design of Games-Based Learning Environments. Journal of Research on Technology in Education 40(1), 23-38.

Mor, Y., & Craft, B. (2012). Learning design: reflections on a snapshot of the current landscape. Research in learning technology, 20, 85-94.

Paquette, G. (2014). Technology-based instructional design: Evolution and major trends. In Handbook of research on educational communications and technology (pp. 661-671). Springer.

Pegrum, M. (2016). Future directions in mobile learning. In Mobile Learning Design (pp. 413-431). Springer.

Reiser, R. A., & Dempsey, J. V. (Eds.). (2012). Trends and issues in instructional design and technology. Pearson.

Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The instructional design knowledge base: Theory, research, and practice. Routledge.

Schrier, K. (2018). Designing Learning with Citizen Science and Games. The Emerging Learning Design Journal, 4(1), 3.

Siemens, G., & Tittenberger, P. (2009). Handbook of emerging technologies for learning. University of Manitoba.

West, R. E. (2018). Foundations of Learning and Instructional Design Technology. EdTech Books.

Zichermann, G. & Cunningham, C. (2011). Gamification by Design. EdTech Books.