013408 Designing Learning for a Digital Generation
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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 2020 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
In this subject, students investigate ways of using learning technologies to help young people design, think, create and learn in a digital world. Participants explore how various technologies might mediate authentic, active, collaborative learning in their discipline area and consider appropriate e-learning theories and pedagogies for face-to-face, online and mobile learning environments. They also consider contemporary social issues, curriculum issues and emerging learning technologies relating to the use of information and communications technology in high school education.
Subject learning objectives (SLOs)
|a.||Critique a range of contemporary learning technologies and pedagogical approaches (GTS 1.2, 3.4, 5.1)|
|b.||Explain the theoretical underpinnings of a range of technology-enhanced learning designs in secondary education (GTS 1.1, 1.2, 2.6) (PA 3.1, 3.3, 3.5, 3.6, 3.7, 3.12, 3.13, 3.14)|
|c.||Describe appropriate pedagogical approaches using learning technologies to engage young people in authentic, active, and collaborative learning (GTS 2.6, 3.4) (PA 3.3, 3.4, 3.8, 3.11)|
|d.||Analyse current issues and applications relating to ICT in secondary education (GTS 1.2, 4.5, 6.2, 6.4, 7.4) (PA 3.1, 3.2, 3.9, 3.10, 3.14); and|
|e.||Develop communication skills appropriate to the teaching profession (GTS 3.5, 6.2, 7.4)|
Contribution to the development of graduate attributes
This subject addresses the following Faculty of Arts and Social Sciences' Graduate Attributes and Master of Teaching in Secondary Education Course Intended Learning Outcomes (CILOs):
1. Professional readiness
1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems
1.5) Engage in professional learning, demonstrating complex problem solving and intellectual independence in a research project
2. Critical and creative inquiry
2.1) Enquire into and research practice to improve educational experiences and outcomes
2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching
6. Effective communication
6.1) Assess, provide feedback and report on student learning
Teaching and learning strategies
This subject is offered in two modes: weekly and block. In both modes, the subject is experienced through a blend of face-face classes and independent study activities. Hence, there will be pre-class activities to be completed before most classes. This blended, flexible approach to the subject is designed to cater for the wide range of students’ background experiences, capabilities and interests. It is also designed to encourage students to engage in peer support activities and develop autonomous learning strategies. The subject includes structured workshops, tutorials, discussions, webinars, screencasts, individual research and engagement in assignments that critically examine and apply current thinking in the area. Early formative feedback will be provided after assignment one and two proposals.
Independent study activities. Throughout the session, students will engage in pre-class independent study activities relevant to their interests as outlined on UTSOnline. They will exchange ideas with peers and staff in a range of online fora. The online and offline learning tasks will help students to ‘co-own’ the learning process.
Attendance at classes and participation in online activities are important in this subject because it is based on a collaborative approach, including interchange of ideas with other students and staff. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to attend.
Students will initially examine young people’s digital culture, and contemporary issues and trends in ICT in Education. They will then be introduced to a model of contemporary teacher knowledge: technological pedagogical content knowledge (TPACK) and also to selected technology-enhanced learning theories, designs and resources. Existing, new and emerging learning technologies in 7-12 education will be examined in relation to potential disruptive digital pedagogies. Students will develop their professional learning networks, identify relevant teacher standards and ICT elaborations, and explore how they can demonstrate these standards (and reflect on their development) in their course portfolio.
Assessment task 1: Action Learning plan and report (Individual)
a, b, c and e
1000 words or equivalent using new media.
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Assessment task 2: Interactive Poster (Pairs)
d and e
1 page (e.g. PDF, Glogster, Infographic, Canva)
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Assessment task 3: Reflection on Evidence (Individual)
b, c and e
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Attendance at classes is important in this subject because it is based on a collaborative approach which involves essential activities and interchange of ideas with other students and the lecturer. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. Students who fail to attend 8 of 9 workshops (weekly mode), or 3 out of 4 workshops (block mode), without extenuating circumstances may be refused to have their final assessment marked.
A selection of readings will be available on UTSOnline.
Students will also gain access to a subject eBook resource to help with media creation and curation work in DLDG assignments and other subject activities.
Bransford, J., Brown, A., & Cocking, R. (1999) How people learn: Brain, mind, experience, and school. National Academy of Sciences, Washington, DC, US.
Finger, R., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT: Making it happen. Sydney: Pearson.
Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning. Boston: Houghton Mifflin.
Jonassen, D. (2006). Modeling with technology: Mindtools for conceptual change. NJ: Pearson Merrill Prentice Hall
Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). NJ: Pearson.
Roblyer, M & Doering, A. (2013). Integrating educational technology into teaching. (6th international edtn.) Boston, Ma.: Pearson. The accompanying web site is at: http://www.prenhall.com/roblyer/
Shelly, G., Cashman, T., Gunter, G., & Gunter, R. (2008). Integrating technology and digital media in the classroom: Teachers discovering computers. Boston, Mass, USA: Thomson Course Technology.
Technical Help: Lynda.com tutorials
UTS students have access to these award-winning tutorials via the library
Access to Faculty Video and Still Cameras
You can book one of the Faculty’s video or still cameras via your lecturer’s email at any stage of the semester. Please note that cameras must stay on the campus. All cameras are compatible with video and graphic editing software (eg. iMovie, Photoshop etc.) in the Mac lab.
Headphones and Handheld devices
Headphones are supplied but you may choose to bring your own. You should also bring your own (wifi-enabled) handheld device (laptop, iPhone, tablet such as iPad etc.) to classes as we may be using other classrooms during the semester (ie. outside the computer room).
Google Education tools
We will be making use of Google Education tools throughout the semester (e.g. see http://www.edutopia.org/google-for-educators )
UTS Teacher Education 2019 Social Media Guidelines
UTS Library support with Study Skills