The Learner and Educational Technologies
Unit code: HIT5803
| Credit points | 12.5 Credit Points |
| Duration | 6 week block |
| Contact hours | 36 Hours |
| Campus | Hawthorn |
| Prerequisites | Nil |
| Corequisites | Nil |
Aims and objectives
This unit aims to develop a systematic view of Educational Technologies through the perspective of the learner. The digital perspective addressed contributes to a deeper understanding of how students learn in environments that integrate Educational Technologies. Learners are increasingly exhibiting digital expectancy and their learning styles needs to be explored to ensure that their demands are being met through the use of Educational Technologies. They expect and demand learning through innovative practices using existing and emerging technologies. Student voice is very important and participants not only need to understand learners and their digital expectancies, they need to be able to select, use and innovate using new technologies. They will explore and understand the nature of emergent technologies and the characteristics of these learners and their educational expectations.
Specialist hardware and software will be provided to students in an on-campus facility.
Learning Outcomes
After successfully completing this unit, participants will be able to:
• Review and reflect on how curricular and learner needs can be met through new educational technologies such as ICON and Ultranet
• Apply knowledge and understanding of the digital expectancies of the learner.
• Develop a critically informed understanding of the role of collaboration, connectivity and social networking amongst learners.
• Articulate a personal stance, supported by theory and practice, relating to how, when, where and why educational technologies can be used to enhance learning and teaching.
• Review and reflect on how curricular and learner needs can be met through new educational technologies such as ICON and Ultranet
• Apply knowledge and understanding of the digital expectancies of the learner.
• Develop a critically informed understanding of the role of collaboration, connectivity and social networking amongst learners.
• Articulate a personal stance, supported by theory and practice, relating to how, when, where and why educational technologies can be used to enhance learning and teaching.
Generic skills outcomes
Student will receive feedback on the following key generic skills during this unit:• teamwork skills,
• analysis skills,
• problem solving skills,
• communications skills,
• ability to tackle unfamiliar problems, and
• ability to work independently.
Content
The unit activities and resource relate to the following topics:
- Digital expectancy from learners; digital content available (ie/TLF Objects)
- Explore the differing learning styles of students in the use of Educational technologies
- Explore learning centered frameworks applicable to the sector you work in. (ie/Ultranet/VELS/Educational Technology /ICON)
- How does Educational Technologies support personalized learning?
- Online collaboration, connectivity, social networking and other emerging online trends
- Potential and capacity of Educational Technologies (mobility, immediacy, connectivity)
- GenYes: Student voice in technology planning
- Creation of digital media
- Explore the use of games in an educational context
Reading materials
Farris-Berg, K. (2005). Listening to student voices - On Technology. a summary of available research on student attitudes, perceptions and behavior on technology and its current and potential role in K-12 education. Saint Paul, Minnesota: Education Evolving.
Gray, K., Thompson, C., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as Web 2.0 authors: Implications for assessment design and conduct. [Article]. Australasian Journal of Educational Technology, 26(1), 105-122.
Gray, K., Thompson, C., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as Web 2.0 authors: Implications for assessment design and conduct. [Article]. Australasian Journal of Educational Technology, 26(1), 105-122.
