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Postgraduate Certificate in Online Education

Graduated 2009

Four units studied were:

Units 1.0 (Education Studies) Band 5
Unit Specification Document (PDF)Result: Distinction
 

Synopsis

This course aims to provide learners with knowledge of the principal and commonly adopted theories and processes of designing for flexible contexts, ranging from the more traditional learning environments to those using, for example, social networks and mobile technologies. In order to do this, it will explore issues relating to theories and perspectives on learning, learners and their learning contexts; the selection, sequencing and synthesising of content; and the match of learning outcomes with instructional strategies, content, delivery media and assessment procedures. In addition, some detail of plans for evaluating programs is addressed. NOTES: 1. This course (FET5601) is available through INTERNET DELIVERY ONLY. There are NO print materials for this course. 2. For details of the technical requirements and accessing Internet study materials, please consult the following URL: http://usqconnect.usq.edu.au . 3. Students enrolling in this course are required to have first-handknowledge of and access to an actual instructional situation.

Course Objectives:

On successful completion of this course, learners should be able to achive the following learning outcomes:
  • demonstrate understanding of the theories and perspectives on learning,
  • demonstrate understanding of the principles and procedures of analysis as it relates to instructional design;
  • develop an instructional plan/design reflecting the sequence in the selected content;
  • match content, instructional and learning strategies and instructional media;
  • demonstrate skill in matching learning outcomes to the selection of measures for assessing learning outcomes; and
  • demonstrate basic understanding of the evaluation of instructional materials.
Units 1.0 (Education Studies) Band 5
Unit Specification Document (PDF)
Result: Credit
 

Synopsis

Within a framework of contemporary theories of learning, participants in this course will investigate concepts of lifelong, life-wide and connected learning. Underpinning these characteristics and imperatives for learning futures lies a diversity of cultural, social and philosophical experiences and expectations. Students will explore issues of multiliteracies, cultural diversity/cultural convergence, inclusivity and sustainability as well as how these impact in pluralist learning environments. This course facilitates students' understandings of how these theories and issues impact on curriculum, instructional strategies, assessment and evaluation with particular reference to adult, professional and workplace learning contexts.

Course Objectives

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. Upon
successful completion of this course students will be able to:
  1. articulate the interrelationships between lifelong learning, life-wide learning, and learning futures; (Formal Reflection)
  2. apply emerging theories of learning and learning facilitation in the design of learning experiences; (Comparing learning theories; Concept Map)
  3. investigate the characteristics and diversity of adolescent and adult learners and the nature of learning processes utilised by them; (Comparing learning theories; Concept Map)
  4. design learning experiences that consider cultural diversity/convergence, inclusiveness, sustainability in education and development and repertoires of literate practices; (Issues Paper)
  5. identify and analyse implications for teaching practices of interactions between learner characteristics, learning processes and learning tasks in pluralist education settings. (Issues Paper)
  6. using a collaborative approach within a critical community of learners, successfully examine issues/trends/relationships in depth (Comparing learning theories; Concept Map; Contributions to learning community).
  7. Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Issues Paper)
Units 1.0 (Education Studies) Band 5
Unit Specification Document (PDF)
Result: High Distinction
 

Synopsis

This course will focus on principles, procedures and practices that constitute the strategies and tactics that are emerging as defining features of online teaching and learning. While it will introduce students to a range of strategies and tactics, it will present these in a way that will assist students to formulate and challenge ideas about personal online pedagogies in relation to pedagogical frameworks that exist in particular educational settings. In the first instance, a pedagogical framework is provided to focus the initial discussion on the nature of online strategies and tactics and to examine the emerging changes in roles and responsibilities for both teachers and learners working in online settings. The second phase of the course draws upon an established pedagogical framework to analyse how different levels of abstraction and conceptualisation within the learning process require quite different perspectives on the selection of courseware for online teaching and learning. The pedagogical frameworks will be used to argue that where learning technology is interpreted solely as 'computer-based delivery' of learning materials, then such an interpretation obscures the need to generate different strategies and tactics for different content areas, different target groups and different contexts. The final phase of the course focuses on the development and analysis of an emerging set of principles and procedures that captures the essence of online teaching and learning. These are embedded in a constructivist position that acknowledges the potential contribution of both 'individual constructivism' and 'social constructivism' in online teaching and learning.

Course Objectives:

These 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:
  1. analyse the differences between "online teaching and learning", and teaching and learning in other contexts, specificially as such differences relate to "strategies and tactics" (Assignments 1 and 2)
  2. formulate a position that exemplifies a 'personal online pedagogy', through the selection and evaluation of strategies and tactics for specific situations and context (Assignmnets 1 and 3)
  3. use emerging principles and practices underlying online teaching and learning to evaluate the effectiveness and appropriateness of various online approaches forspecific contexts. (Assignment 3)
Units 1.0 (Education Studies) Band 5
Unit Specification Document (PDF)
Result: High Distinction
 

Synopsis

The two parts of the course address the theory and practice of assessment. In Part 1 participants gain an understanding of the principles, theories and recommended practices that govern quality assessment, and the domains of development in which assessment occurs. Participants explore methods of assessment and distinguish between assessment, evaluation, measurement, testing and resporting. The purposes of assessment and the different frames of reference for interpreting assessment information, including norm-referenced, criterion referenced and ipsative-referenced interpretation are explored. Participants are introduced to methods of recording and reporting assessment information, and the use and interpretation of descriptive statistics. Part 2 of the course engages participants in scoping and designing an authentic assessment tool to meet learner and stakeholder needs in their professional context, justifying the methods selected for reporting results. Reflective dialogue and peer review allow a synthesis of the theory, principles and practices of quality assessment. The course concludes with a reflection on the learning journey from novice to expert. Students enrolling in this course are required to have first-hand knowledge of and access to a teaching situation in school, post-compulsory, community education or training context.

Course Objectives


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 learners should be able to:

  1. define the concept of assessment and distinguish it from related concepts (Assessment 1)
  2. distinguish between different domains of intellectual development and implications for assessment practices (Assessment 1)
  3. identify the different purposes for which assessment information can be used (All assessment items)
  4. demonstrate understanding of the concepts of validity, reliability and bias and their application to assessment (All assessment items)
  5. demonstrated understanding of a set of principles that are generally viewed to guide sound assessment practice (All assessment items)
  6. distinguish between different frames of reference that are used to interpret assessment information (Assessments 1 and 2)
  7. distinguish different methods of assessment (All assessment items)
  8. demonstrate understanding of the issues associated with assessment in academic and competency-based education and training environments (Assessment 1)
  9. scope, design and justify an authentic assessment instrument relevant to specific learning environments, which demonstrates the above understanding (Assessments 2 and 3)
  10. justify various methods used to record and report assessment information (Assessments 2 and 3)
  11. construct and justify authentic assessment instruments relevant to specific learning environments, which demonstrate the above understanding (Assessments 2 and 3)
  12. utilise and justify various methods used to record and report assessment information. (Assessments 2 and 3)

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