Using Design Principles and Technologies in Education (10451.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 3 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Recognise and interpret theoretical frameworks for teaching with technology;
2. Evaluate existing technologies and their potential for integration into learning contexts;
3. Implement principles of design for integrating technologies;
4. Assess and classify emerging technologies and their use for education; and
5. Recognise relevant issues and understand strategies available to support the safe, responsible and ethical use of technologies (including ICT) in learning and teaching.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
PrerequisitesMust have passed 24 credit points.
Incompatible units9895 Principles of Learning & Teaching Materials Design and 9878 Information Communication Technology Literacy
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Ms Emily Ashcroft|
|2023||UC - Canberra, Bruce||Semester 1||06 February 2023||On-Campus||Ms Sally Rule|
Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C. Tony Bates Associates Ltd
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Lectures and tutorials: 30 hours
Preparation for weekly classes, including readings: 40 hours
Assignment preparation and private study: 80 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
This unit is based on the use of technology and assumes knowledge of basic office productivity software (e.g. word processing); file management; and communication and navigation within online environments (e.g. email, web browsing).
Work placement, internships or practicums
Not applicable to this unit.
This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.