EDU8111 Emerging Environments for Learning
|Semester 3, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 May 2013|
Examiner: Janice Jones
Moderator: Roderick Fogarty
Learning environments are designed, developed and implemented using theories and technologies that are constantly evolving. Those working in the field require knowledge of contemporary learning environments together with the capacity to locate and evaluate information about new developments. Engagement in relevant professional communities is a powerful way of accessing and contributing to shared knowledge about emerging learning environments.
Theories, including constructivism and connectivism, associated with the design and adoption of learning environments will be reviewed with a focus on developing understanding of how theory can inform effective design and implementation of learning environments appropriate to a variety of contexts such as formal education, workplaces, and leisure. Students will be introduced to sources and communities from which they can obtain knowledge of current developments in learning environments and associated theories and technologies. They will collaborate to identify and evaluate relevant knowledge from a variety of sources and will be encouraged to participate as members of relevant professional communities. They will construct shared artefacts that contribute to the professional discourse of emerging learning environments and demonstrate appropriate design of learning environments for specific purposes. Where appropriate, students will work with emerging and experimental technologies.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:
- identify and evaluate information relevant to a range of emerging environments for learning (Assignment 1)
- critically examine the use of emerging tools in the context of technology development, educational trends, usage patterns and innovation adoption (Assignment 3)
- investigate future trends in learning technologies in various educational contexts (Assignment 2)
- apply a range of technologies to the design of learning environments (Assignment 3)
- work professionally and collaboratively on projects related to emerging learning environments. (Assignment 2)
- Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 3)
|2.||Technology development trends||10.00|
|3.||Emerging technology usage patterns||10.00|
|4.||Emerging trends in education||10.00|
|5.||Innovations adoption and outcome trends||10.00|
|6.||Emerging technologies and tools||40.00|
|7.||Conclusion and future developments||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=03&subject1=EDU8111)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
- There are no texts or materials required for this course.
Albion, P.R 2008, Virtual Worlds: Exploring Potential for Educational Interaction. In J. Luca & E.R. Weippl (Eds.), Proceedings of Ed-Media 2008: World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 5100-5107), Association for the Advancement of Computing in Ed, Chesapeake, VA.
Brown, J. S 2006, 'New Learning Environments for the 21st Century:', Exploring the edge, vol. 38, no. 5, p. 18.
Chen, C. J 2006, 'Australian Journal of Educational Technology', The design, development and evaluation of a virtual reality based learning environment, vol. 22, no. 1, p. 39.
Hazel, P 2008, 'Toward a narrative pedagogy', for interactive learning environments, vol. 16, no. 3, p. 199.
Herrington, T,. & Herrington, J. (Eds.) 2005, Authentic learning environments in higher education, Information Science Pub, Hershey, PA.
Irlbeck, S., Kays, E., Jones, D., & Sims, R 2006, 'The Phoenix Rising:', Emergent models of instructional design, vol. 27, no. 2, p. 171.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||20||20||28 Nov 2012|
|ASSIGNMENT 2||30||30||02 Jan 2013|
|ASSIGNMENT 3||50||50||30 Jan 2013|
Important assessment information
There are no attendance requirements for this course. However, it is the student's responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm
Students will require access to e-mail and Internet access to UConnect for this course.
Students enrolling in WEB courses MUST have ongoing convenient and reliable access to the Internet in order to access course materials and participate in activities that will affect assessment. The levels of equipment required may change from time to time, with the most recent specification listed at http://www.usq.edu.au/currentstudents/computingstandards/default.htm. You can check whether your computer system meets these requirements from USQAssist (http://usqassist.usq.edu.au/).