EUB130 Academic and Digital Literacy for 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: | EUB130 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Semester 2 2027, Kelvin Grove, Internal
| Unit code: | EUB130 |
|---|---|
| Credit points: | 12 |
Overview
This course introduces you to education as a field of practice, inquiry, and public debate. It develops your academic literacies (reading theory, constructing arguments, using evidence) alongside digital literacies (navigating platforms, producing multimodal content, evaluating online knowledge). You will examine how education operates across schools, communities, and digital environments, and produce work for both academic and public audiences.
It develops your academic, digital and metacognitive skills required for successful participation in higher education. The unit foregrounds assessment literacy as a core dimension of academic literacy. You will learn how to read assessment tasks, criteria sheets, standards and feedback.
Learning Outcomes
On successful completion of this unit you will be able to:
- Knowledgeable: Apply foundational concepts of education to analyse learning across school, community, and digital contexts.
- Scholarly: Locate, interpret, and use educational theory and research to inform explanations of teaching and learning.
- Responsive: Interpret education-related data, policy, and public discourse to make informed judgements about practice.
- Reflective: Critically reflect on learning processes (including the use of digital and AI tools) to identify challenges and opportunities for improvement.
- Communicative: Communicate ideas about education clearly and appropriately for academic, professional, and public audiences.
Content
By the end of the course, you will be able to:
- Explain key concepts and debates in education through analysis of education issues across institutional and digital contexts
- Read and interpret academic and policy texts and their practical connection to assessment
- Use strengths-based language and understand how to develop a sense of belonging
- Produce structured academic writing
- Create digital/public-facing education content
- Critically evaluate media, platforms, and “evidence” in education, including how to read and interpret assessment tasks, criteria sheets, standards and feedback
Learning Approaches
In this unit you will learn through exposure to various interpretations of
- Structured guided asynchronous weekly inquiry cycles that combine short content inputs, structured reading, and iterative production.
- Tutorials are student- centred with discussion and expressions of different opinion strongly encouraged. Student- directed or lecturer-initiated discussions and debate are designed to promote understanding, the exercise of higher order thinking and the formulation of positions. The unit thus provides diverse perspectives and multi-disciplinary approaches to methods of learning.
- This course is also designed to be completed as a fully asynchronous study.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in online discussion forums and weekly tutorials with academics, and peers.
Continuous feedback in this unit is provided to you in the following ways:
- a range of formative exercises will be discussed in class
- generic comments back to the cohort via QUT Canvas
- criteria sheet grading
- feedback from peers.
Continuous feedback will contribute to the development of Assessment 2.
Assessment
Overview
The summative assessment consists of two principal items:
- Digital Artefact (blog, podcast, LinkedIn thread): Public facing explainer about an educational concept demonstrating research translation of education jargon.
- Portfolio: Record of weekly participation and the processes used to develop Assessment Task 1. This will include the use of AI prompts, search strings and database searches.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Education explainer
Create a public-facing digital artefact (e.g. blog, podcast, LinkedIn thread) that explains an educational concept for a non-specialist audience. This task requires translating academic ideas into accessible language while maintaining accuracy, demonstrating the ability to communicate educational knowledge clearly and effectively across digital and professional contexts.
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: Processes portfolio
Maintain a portfolio documenting weekly learning processes and participation. This includes completing of weekly tasks for feedback, records of search strategies, database use, and AI prompting, alongside reflections on their effectiveness. The portfolio demonstrates how understanding develops over time and supports the production of assessment tasks through transparent, iterative engagement with course materials.
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.
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.
Requirements to Study
Requirements
All students are requested to visit and review the Health and Safety information on the HiQ web pages.
You will be advised if a unit requires additional mandatory health and safety inductions.
Resources
The resource materials used throughout this unit are available through the Canvas site
Risk Assessment Statement
For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information.
You are advised to take regular rest breaks when engaging in prolonged computer-based work and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Please be advised that this unit may include the presentation and scholarly analysis of material and subject matters that may be considered confronting, such as certain representations of race, class, gender and violence. QUT counselling support is available should you feel the need to avail yourself of these services.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.BA01 Bachelor of Arts
- Demonstrate the ability to understand and apply knowledge about society, culture and technology, for a range of contexts, audiences and purposes.
Relates to: ULO1, Education explainer, Processes portfolio - Recognise, develop and apply disciplinary and interdisciplinary knowledge through critical and creative processes.
Relates to: ULO3, Education explainer, Processes portfolio - Critically analyse, evaluate and synthesise information and evidence to inform decision-making, problem solving and argumentation.
Relates to: ULO2, Education explainer, Processes portfolio - Communicate to diverse audiences using a range of modes and technologies to share and disseminate knowledge, skills and ideas.
Relates to: ULO5, Education explainer - Work productively as a reflective learner, team member and collaborator to achieve goals and to build personal and professional networks and develop entrepreneurial thinking in community and workplace contexts.
Relates to: ULO4, Processes portfolio
Unit Outline: Semester 2 2027, Online
| Unit code: | EUB130 |
|---|---|
| Credit points: | 12 |
Overview
This course introduces you to education as a field of practice, inquiry, and public debate. It develops your academic literacies (reading theory, constructing arguments, using evidence) alongside digital literacies (navigating platforms, producing multimodal content, evaluating online knowledge). You will examine how education operates across schools, communities, and digital environments, and produce work for both academic and public audiences.
It develops your academic, digital and metacognitive skills required for successful participation in higher education. The unit foregrounds assessment literacy as a core dimension of academic literacy. You will learn how to read assessment tasks, criteria sheets, standards and feedback.
Learning Outcomes
On successful completion of this unit you will be able to:
- Knowledgeable: Apply foundational concepts of education to analyse learning across school, community, and digital contexts.
- Scholarly: Locate, interpret, and use educational theory and research to inform explanations of teaching and learning.
- Responsive: Interpret education-related data, policy, and public discourse to make informed judgements about practice.
- Reflective: Critically reflect on learning processes (including the use of digital and AI tools) to identify challenges and opportunities for improvement.
- Communicative: Communicate ideas about education clearly and appropriately for academic, professional, and public audiences.
Content
By the end of the course, you will be able to:
- Explain key concepts and debates in education through analysis of education issues across institutional and digital contexts
- Read and interpret academic and policy texts and their practical connection to assessment
- Use strengths-based language and understand how to develop a sense of belonging
- Produce structured academic writing
- Create digital/public-facing education content
- Critically evaluate media, platforms, and “evidence” in education, including how to read and interpret assessment tasks, criteria sheets, standards and feedback
Learning Approaches
In this unit you will learn through exposure to various interpretations of
- Structured guided asynchronous weekly inquiry cycles that combine short content inputs, structured reading, and iterative production.
- Tutorials are student- centred with discussion and expressions of different opinion strongly encouraged. Student- directed or lecturer-initiated discussions and debate are designed to promote understanding, the exercise of higher order thinking and the formulation of positions. The unit thus provides diverse perspectives and multi-disciplinary approaches to methods of learning.
- This course is also designed to be completed as a fully asynchronous study.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in online discussion forums and weekly tutorials with academics, and peers.
Continuous feedback in this unit is provided to you in the following ways:
- a range of formative exercises will be discussed in class
- generic comments back to the cohort via QUT Canvas
- criteria sheet grading
- feedback from peers.
Continuous feedback will contribute to the development of Assessment 2.
Assessment
Overview
The summative assessment consists of two principal items:
- Digital Artefact (blog, podcast, LinkedIn thread): Public facing explainer about an educational concept demonstrating research translation of education jargon.
- Portfolio: Record of weekly participation and the processes used to develop Assessment Task 1. This will include the use of AI prompts, search strings and database searches.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Education explainer
Create a public-facing digital artefact (e.g. blog, podcast, LinkedIn thread) that explains an educational concept for a non-specialist audience. This task requires translating academic ideas into accessible language while maintaining accuracy, demonstrating the ability to communicate educational knowledge clearly and effectively across digital and professional contexts.
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: Processes portfolio
Maintain a portfolio documenting weekly learning processes and participation. This includes completing of weekly tasks for feedback, records of search strategies, database use, and AI prompting, alongside reflections on their effectiveness. The portfolio demonstrates how understanding develops over time and supports the production of assessment tasks through transparent, iterative engagement with course materials.
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.
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.
Requirements to Study
Requirements
All students are requested to visit and review the Health and Safety information on the HiQ web pages.
You will be advised if a unit requires additional mandatory health and safety inductions.
Resources
The resource materials used throughout this unit are available through the Canvas site
Risk Assessment Statement
For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information.
You are advised to take regular rest breaks when engaging in prolonged computer-based work and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Please be advised that this unit may include the presentation and scholarly analysis of material and subject matters that may be considered confronting, such as certain representations of race, class, gender and violence. QUT counselling support is available should you feel the need to avail yourself of these services.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.BA01 Bachelor of Arts
- Demonstrate the ability to understand and apply knowledge about society, culture and technology, for a range of contexts, audiences and purposes.
Relates to: ULO1, Education explainer, Processes portfolio - Recognise, develop and apply disciplinary and interdisciplinary knowledge through critical and creative processes.
Relates to: ULO3, Education explainer, Processes portfolio - Critically analyse, evaluate and synthesise information and evidence to inform decision-making, problem solving and argumentation.
Relates to: ULO2, Education explainer, Processes portfolio - Communicate to diverse audiences using a range of modes and technologies to share and disseminate knowledge, skills and ideas.
Relates to: ULO5, Education explainer - Work productively as a reflective learner, team member and collaborator to achieve goals and to build personal and professional networks and develop entrepreneurial thinking in community and workplace contexts.
Relates to: ULO4, Processes portfolio