EUN629 Activating Innovation in STEM Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN629 |
|---|---|
| Equivalent(s): | EUZ629 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUN629 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ629 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Chris Blundell | christopher.blundell@qut.edu.au |
Overview
In this unit you will explore how to harness digital technologies to re-think your teaching practices and foster innovation in your educational context. Understanding and utilising these technologies is crucial as they are not only tools for enhancing STEM learning but also integral topics within the field. You will learn to identify opportunities for innovation in your context, and design, implement, and evaluate STEM innovations. Additionally, the unit will equip you with professional development and learning strategies tailored for STEM educators. This unit will empower you to activate innovation in STEM Education.
Learning Outcomes
On successful completion of this unit you will be able to:
- Reflect on the exploration of innovations with digital technologies in STEM education to improve professional knowledge and practice.
- Communicate evidence of and reflections on the use of digital technologies in STEM education for professional audiences.
- Critically analyse education contexts to identify opportunities and challenges for STEM innovations.
- Design and justify STEM innovation plans for specific education contexts.
- Create plans that communicate STEM innovation programs to professional audiences.
Content
This unit will cover the following:
- Innovation in STEM Education
- Embracing and responding to technological innovation
- Using digital technologies in STEM learning and teaching (i.e. digital technologies as tools for STEM)
- Digital technologies as STEM topics
- Finding, implementing and evaluating known STEM programs
- Designing, implementing and evaluating bespoke STEM programs/strategies
- Professional development and learning strategies for STEM educators
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- online learning activities
- small group collaboration
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, experiential learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activities
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. Portfolio - this task draws on your experiences exploring innovative STEM learning with digital technologies to present a portfolio.
2. Innovation plan - this task builds on your experiences and learning in this unit to plan for STEM innovation in your context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
You will create a portfolio that reflects on two innovation explorations using digital technologies in STEM education – one as a tool for STEM education, and one as a topic of STEM education. Create a multimodal, video-based presentation of yourself presenting the portfolio of evidence and reflecting on your experience.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Innovation plan
You will create a plan for a STEM education innovation in your education context. You will analyse the context to identify opportunities and challenges. Your plan will include strategies for implementation and evaluation, professional development and learning, and resourcing. You will present your plan live to a panel of peers.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO1, Portfolio - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Innovation plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Innovation plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, ULO5, Portfolio, Innovation plan
EU74 Master of Education
- Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO1, Portfolio - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Innovation plan - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Innovation plan - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO2, ULO5, Portfolio, Innovation plan
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN629 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ629 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
In this unit you will explore how to harness digital technologies to re-think your teaching practices and foster innovation in your educational context. Understanding and utilising these technologies is crucial as they are not only tools for enhancing STEM learning but also integral topics within the field. You will learn to identify opportunities for innovation in your context, and design, implement, and evaluate STEM innovations. Additionally, the unit will equip you with professional development and learning strategies tailored for STEM educators. This unit will empower you to activate innovation in STEM Education.
Learning Outcomes
On successful completion of this unit you will be able to:
- Reflect on the exploration of innovations with digital technologies in STEM education to improve professional knowledge and practice.
- Communicate evidence of and reflections on the use of digital technologies in STEM education for professional audiences.
- Critically analyse education contexts to identify opportunities and challenges for STEM innovations.
- Design and justify STEM innovation plans for specific education contexts.
- Create plans that communicate STEM innovation programs to professional audiences.
Content
This unit will cover the following:
- Innovation in STEM Education
- Embracing and responding to technological innovation
- Using digital technologies in STEM learning and teaching (i.e. digital technologies as tools for STEM)
- Digital technologies as STEM topics
- Finding, implementing and evaluating known STEM programs
- Designing, implementing and evaluating bespoke STEM programs/strategies
- Professional development and learning strategies for STEM educators
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- online learning activities
- small group collaboration
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, experiential learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activities
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessments in this unit:
1. Portfolio - this task draws on your experiences exploring innovative STEM learning with digital technologies to present a portfolio.
2. Innovation plan - this task builds on your experiences and learning in this unit to plan for STEM innovation in your context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
You will create a portfolio that reflects on two innovation explorations using digital technologies in STEM education – one as a tool for STEM education, and one as a topic of STEM education. Create a multimodal, video-based presentation of yourself presenting the portfolio of evidence and reflecting on your experience.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Innovation plan
You will create a plan for a STEM education innovation in your education context. You will analyse the context to identify opportunities and challenges. Your plan will include strategies for implementation and evaluation, professional development and learning, and resourcing. You will present your plan live to a panel of peers.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO1, Portfolio - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Innovation plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Innovation plan - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, ULO5, Portfolio, Innovation plan
EU74 Master of Education
- Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO1, Portfolio - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Innovation plan - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Innovation plan - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO2, ULO5, Portfolio, Innovation plan