014221 Learning in the Digital Age
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.
Credit points: 6 cp
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
In this subject, students explore different ways to reimagine learning through the integration of evolving digital technologies and pedagogies in their professional context. Critical insights are developed into the context of technological and pedagogical change and its implications for learning. The subject covers learning contexts and cultures, theories of learning in a digital age, and emerging technologies and issues. Students consider such factors when identifying and analysing the adoption of digital technologies or pedagogies in their professional contexts.
Subject learning objectives (SLOs)
| a. | Critically evaluate a range of digital pedagogies and digital technologies for learning |
|---|---|
| b. | Critically analyse the professional context and develop a digitally enabled approach |
| c. | Communicate complex ideas about digitally enabled learning approaches through multi-modal digital artefacts |
| d. | Communicate appropriately using a range of genres and technologies |
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.
- Synthesise advanced knowledge of complex concepts to make research and theory informed judgements about a broad range of professional learning and / or leading practices (1.1)
- Use and critically analyse technologies for leading learning and /or leading practices (1.2)
- Apply research skills to investigate complex learning, leading or innovation practices (2.1)
- Critically and creatively reflect on complex relationships between theory and professional practice using highly developed analytical skills (2.2)
- Apply strong communication and interpersonal skills to engage diverse audiences around complex professional practice issues (6.1)
Teaching and learning strategies
Students are guided through a series of six online modules over a teaching session spanning seven weeks. Each module contains rich content that is organised around a series of topics and includes activities that help students engage with the content. Students engage interactively through online discussion boards and activities.
Synchronous online seminars provide an opportunity to revise key concepts, further develop connections with other students, and to prepare for assessments. Students receive formative feedback on assignment tasks from their lecturers, including early formative feedback as well as informal feedback from peers.
To ensure practice-relevant and authentic outcomes, teaching and learning strategies for this subject involve students customising learning to suit their professional context. This occurs through the ‘Capability Wrap’ process. Students develop a ‘Subject Learning Plan’ for each subject, as a way of customising assessments and their learning in the subject to their professional context. As a first step in this process, students must complete their ‘Course Learning Plan’ and Portfolio (Part A – if this is the student’s first subject in the course) and their ‘subject learning plan’ (Part B), which are compulsory (non-graded) tasks and constitute minimum requirements for this subject.
Students also complete a ‘subject wrap-up’ on conclusion of the subject by reflecting on their learning in relation to their course and subject learning plans. This also contributes to the ongoing ‘Capability Wrap’ process.
Content (topics)
Students begin by exploring existing and emerging digital technologies, investigating key reports to identify the benefits, challenges and implications of these technologies across a range of learning experiences and applications. Building on this, students consider the implementation of appropriate digital pedagogies to support learning in their professional contexts. Specific topics include evaluating digital technologies and pedagogies; online learning spaces and tools; generative AI; learning analytics; contemporary learning environments; and mobile learning.
Assessment
Assessment task 1: Digital technologies for learning
| Objective(s): | a and d | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 20% | ||||||||||||||||
| Length: | 1000 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Focus Study
| Objective(s): | a, b and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 45% | ||||||||||||||||||||
| Length: | 1800 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Digital Artefact
| Objective(s): | a, b, c and d | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 35% | ||||||||||||||||
| Length: | Part A: 5 minute multi-modal video; or interactive infographic with 5 minutes of audio Part B: 500 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The satisfactory completion of the Course Learning Plan (Part A) (if not previously completed) and the Subject Learning Plan (Part B) are minimum requirements for this subject as they are key components of the Capability Wrap process and a defining feature of this course. Failure to meet this requirement will result in the final assessment not being graded.
Required texts
There are no required texts for this subject. Recommended readings will be available via UTS Library and Canvas.
References
Beetham, H., & Sharpe, R. (Eds.). (2019). Rethinking Pedagogy for a Digital Age: Principles and Practices of Design (3rd ed.). Routledge. https://doi-org.ezproxy.lib.uts.edu.au/10.4324/9781351252805
Cannon, M., Potter, J., & Burn, A. (2018) Dynamic, Playful and Productive Literacies, Changing English, 25:2, 180-197, https://doi-org.ezproxy.lib.uts.edu.au/10.1080/1358684X.2018.1452146
Cohen, A. (2020). Hybrid learning spaces––Design, data, didactics. British Journal of Educational Technology., 51(4), 1039–1044. https://doi.org/10.1111/bjet.12964
Falloon, G. (2020) From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Tech Research Dev 68, 2449–2472 https://doi-org.ezproxy.lib.uts.edu.au/10.1007/s11423-020-09767-4
Inoue-Smith, Y., & McVey, T. (2020). Intentionality in Blended Learning Design: Applying the Principles of Meaningful Learning, U-Learning, UDL, and CRT. In Optimizing Higher Education Learning Through Activities and Assessments (pp. 204–231). https://doi.org/10.4018/978-1-7998-4036-7.ch011
Lai, H (2020) Investigating older adults’ decisions to use mobile devices for learning, based on the unified theory of acceptance and use of technology, Interactive Learning Environments, 28:7, 890-901 https://doi-org.ezproxy.lib.uts.edu.au/10.1080/10494820.2018.1546748
Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121–137. https://doi.org/10.1080/1475939X.2016.1230555
Sica, L. S., Ponticorvo, M., & Miglino, O. (2019). Enhancing Digital Creativity in Education: The Docent Project Approach. In Methodologies and Intelligent Systems for Technology Enhanced Learning, 9th International Conference, Workshops (pp. 103–110). https://doi.org/10.1007/978-3-030-23884-1_14
Tumber, H., & Waisbord, S. (Eds.). (2017). The routledge companion to media and human rights. ProQuest Ebook Central https://ebookcentral.proquest.com