EDF5648 Instructional design: Harnessing digital technologies for learning
Faculty of Education
EDF5648 Instructional design: Harnessing digital technologies for learning is a level 5, 12-credit-point, postgraduate unit from the Faculty of Education, offered in 2020 in Summer A and Semester 2 at Clayton. It has no prerequisites.
- Credit points
- 12
- Offered in 2020
- Summer A, Semester 2
- Clayton
- Assessment
- No exam
- 2 tasks
- Workload
- 288 hours
- per semester
This is the 2020 handbook entry. See the 2027 entry.
Reviews
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Requisites
Before EDF5648
No prerequisites or corequisites besides the enrolment rules below.
After EDF5648
No unit lists EDF5648 as a prerequisite in the 2020 handbook.
Enrolment rules
Prohibition: EDF6447
Corequisite: Must be enrolled in course owned by Faculty of Education.
Overview
This unit is directed at educators across school, tertiary, workplace and community settings who are grappling with how best to design, facilitate and assess the use of educational technologies in teaching and learning. To support this, the unit explores theories, models and practical strategies of instructional design that are drawn from cognitive and behavioural psychology, sociocultural theory and emerging models of digital engagement. You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. This unit has a special focus on online teaching and learning but also explores instructional issues relating to emerging technologies and practices, for example, social media, digital games, mobile devices, virtual worlds and augmented reality. The unit is designed for all levels of familiarity with computers.
Offerings in 2020
| Teaching period | Campus | Mode |
|---|---|---|
| Summer semester A | Clayton | Block on |
| Second semester | Clayton | Flexible |
Assessment
- Compendium (3500 words or equivalent)40%
- Essay or project (4500 words or equivalent)60%
Learning outcomes
When you finish this unit, you should be able to:
- 1
Apply theories, models and practical strategies of instructional design
- 2
Critique and improve upon the design of digital technologies and materials, including interface, structure, values, content, activity and assessment
- 3
Describe applications of virtual learning environments, wikis, forums, social media and other digital technologies for the purpose of learning
- 4
Discuss current and emerging trends in digital technologies and the implications for instructional design
- 5
Critically evaluate research and practice in instructional design.
Workload and teaching
- Tutorials21 hours
- Tutorials12 hours
- Teaching approachActive learning
Flexible mode offers a stand-alone online offering that allows you to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage you with the online learning content, which you can attend if you are able and interested.
Minimum total expected workload equals 288 hours per semester comprising:
(a.) Contact hours for flexible students:
- 12 contact hours and 24 hours equivalent of online activities over the semester or
- 36 hours equivalent of online activities over the semester*
(b.) Requirements for offshore Kaplan-based students:
- one intensive block (usually from Thursday to Sunday)
- at least 14 hours of online study per term
(c.) Additional requirements (all students):
- independent study to meet the minimum required hours per semester
*International students studying in Australia are not permitted to undertake this contact hour delivery mode.
This unit is approached as a series of modules about key issues relating to instructional design. You can engage in each module in a variety of ways but it is important to recognise that most of the materials, content and conversations are conducted through the virtual learning environment. In addition to the online courseware and interactions we will also be running some on-campus classes and online webinars, as well as usually one in a virtual world. Combined, these resources, activities and conversations are our seminars. We expect students to actively participate in the online conversations as well as the on-campus lessons for those who can attend. In addition, we also encourage you to negotiate you own assignment topic and through a process of enquiry: define the problem, develop possible designs, then implement and evaluate their proposed solution.
Learning resources
Recommended resources
Please visit the unit Moodle site for further information.
Where it fits
EDF5648 is part of 5 areas of study in the 2020 handbook.
- DIGLEARN01Part C. Enhanced professional learning (12 or 24 credit points)Digital learningNo reviews yet
- EARLYYRS02Elective listEarly years educationNo reviews yet
- EXTEACHP01Part C. Enhanced professional learning (24 or 36 points)Expert teaching practiceNo reviews yet
- PRIMEDU02Elective listPrimary educationNo reviews yet
- SECONDRY02Elective listSecondary educationNo reviews yet
Contacts
- Unit Coordinators
- Dr Michael Phillips
- Chief Examiners
- Dr Michael Phillips
Common questions
What are the prerequisites for EDF5648?
EDF5648 has no prerequisites, but enrolment rules apply.
When is EDF5648 offered?
In 2020, EDF5648 runs in Summer A and Semester 2 at Clayton.
How much work is EDF5648?
The handbook expects about 288 hours of study across the semester. No students have rated its difficulty yet.
Does EDF5648 have an exam?
No. EDF5648 has 2 assessment tasks and no exam.
Which majors and minors include EDF5648?
EDF5648 is part of Digital learning, Early years education, Expert teaching practice, Primary education and Secondary education.