Learning with Technology (7840.4)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Education, Science, Technology & Maths|
|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 outcomes1. Explain the role of communication and information technology in contemporary society
2. Describe ways in which communication and modes of literacy are changing in the electronic age
3. Describe the issues arising from changing modes of communication and literacy
4. Explain the role of communication and information technology in education
5. Use information literacy skills
6. Use appropriate skills information technology in their own learning in the course
7. Evaluate educational software
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
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
CorequisitesEnrolment in one of the following courses: 203JA; 204JA; 383AE; 446AA; 866AA; 867AA; 788AA OR 789AA.
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Anstey, Michele & Geoff Bull. (2010). Helping teachers explore multimodal texts. Curriculum Leadership, 8(16).
Australian Curriculum, Assessment and Reporting Authority (no date) ‘Information and communication technology (ICT) capability'. PDF available for download at: http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction
Baker, Frank W. (2010) ‘Media Literacy: 21st Century Literacy Skills' in Heidi Hayes Jacobs (ed) Curriculum 21: Essential education for a changing world, Alexandria, Virginia: ASCD, pp.133-152.
Bradbury, Leslie, Gross, Lisa et al. (2010) ‘Picture this!', Science and Children, 48(4), pp.46-50.
Burdick, Anne and Holly Willis (2011) ‘Digital learning, digital scholarship and design thinking', Design Studies, 32(6), pp.546-556.
Commonwealth of Australia (no date) ‘Enhancing online safety for children', Office of the Children's eSafety Commissioner. Retrieved from https://www.esafety.gov.au
Donahue, Gail (2014) ‘Integrating Technology into Curriculum to Deliver More Effective Instruction and Help Students Learn', Momentum, 45(3), pp. 28-31.
Eagleton, Maya B. & Elizabeth Dobler (2007) ‘Learning how to learn' in Reading the Web: strategies for internet inquiry. New York: The Guildford Press, pp.7-27.
Howell, Jennifer (2012) ‘What is a digital pedagogy and why do we need one?' Chapter 1 in Teaching with ICT, South Melbourne: Oxford University Press, pp.3-17.
Jacobs-Israel, Melissa and Heather Moorefield-Lang (2013) ‘Redefining technology in libraries and schools', Teacher Librarian, 41(2), pp.16-18.
Kereluik, K., Mishra, P. & Koehler, M.J. (2011) ‘On Learning to Subvert Signs: Literacy, Technology and the TPACK Framework', California Reader, 44(2), pp.12-18.
Koehler, Matthew. J., Mishra, Punya & William Cain. (2013). ‘What is technological pedagogical content knowledge (TPACK)?' Journal of Education, 193(3), 13-19.
Lightle, Kimberly (2011) ‘More than just the technology', Science Scope 34(9), pp.6-9.
Maloy, Robert W., Verock-O'Loughlin, Ruth-Ellen, Edwards, Sharon A. and Beverly P. Woolf (2014) ‘Promoting Success for All Students through Technology' in Transforming Learning with New Technologies, Second Edition, Boston: Pearson Education, Inc., pp.242-272.
Moore, David W. et al (2011) ‘Inquiry through Digital Literacies' in Developing Readers and Writers in the Content Areas K-12. Boston, MA: Allyn & Bacon, pp.218-236.
Pilgrim, T. (2012). ‘Safeguard your digital identity'. Issues, Volume 101, South Melbourne, pp.8-11.
Richardson, Will (2010) ‘Navigating Social Networks as Learning Tools' in 21st Century Skills: Rethinking how students learn, James Bellanca and Ron Brandt (eds), Bloomington: Solution Tree Press, pp.284-303.
Walsh, Maureen (2010) ‘Multimodal literacy: What does it mean for classroom practice?'. Australian Journal of Language and Literacy, 33(3), pp.211-239.
Submission of assessment items
Extensions & Late submissions
All assessment items must be uploaded to Moodle.
Students will be asked to confirm the following online declaration at the point of submission.
I certify that:
• the attached assignment is my own work and no part of this work has been written for me by any other person except where such collaboration has been authorised by the lecturer/s concerned;
• material drawn from other sources has been fully acknowledged as to author/creator, source and other bibliographic details according to unit-specific requirements for referencing; and
• no part of this work has been submitted for assessment in any other unit in this or another Faculty except where authorised by the lecturer/s concerned.
Late submission of assignments
Late submission of assignments without an approved extension will result in the assignment not being marked and zero being recorded for that particular assignment. In extenuating circumstances a late submission may be considered upon the production of supporting documentation and at the discretion of the unit convener.
Extensions: Extensions must be applied for before the due date
Students can apply for an extension to the submission due date for an assessment item on the grounds of illness or other unavoidable and verifiable personal circumstances. Documentary evidence will be expected for an extension to be granted.
It should be noted that such documentation will be considered but will not guarantee that the application will be successful. The Unit Convener will decide whether to grant an extension and the length of the extension.
Responsibility for understanding
If there is any doubt with regard to the requirements of any particular assignments or assessment procedure, the onus for clarifying the issue rests with the student who should contact the unit Convener or tutor. Further, it is the responsibility of students to ensure that they are correctly enrolled in the unit and that the tutor and Student Administration have their correct contact details.
Special assessment requirements
An aggregated mark of 50% is required to pass the unit.
The unit convener reserves the right to question students orally on any of their submitted work.
Supplementary assessment will usually only be offered to students who have failed a single unit in their final semester with a final mark between 45-49% and the unit is required for course completion. Refer to the UC Supplementary Assessment Policy.
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.
The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3cp unit the total notional workload over the semester or term is assumed to be 150 hours. These hours include time spent in classes.
Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
An assessment task takes place in your scheduled Week 11 tutorial. Participation within this tutorial is compulsory, or you will forfeit the marks allocated to this task (10 marks). Normal extension provisions apply in the case of documentable illness, etc.
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
Provision of information to the group
Notifications through the Moodle Announcements Forum or the Moodle Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Moodle website (Moodle forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Moodle discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact email@example.com if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).