EUQ648 Designing for Learning
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: | EUQ648 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Session 1 2024, QUT Online, Online
| Unit code: | EUQ648 |
|---|---|
| Credit points: | 12 |
Overview
In this unit, learning theory will be reviewed with a focus on understanding how theory informs the design and development of online adult learning. The unit will review strategies and technologies that are used to design learning drawing on a range of learning theories. It also covers key professional skills of reflective practice, pitching designs to clients and establishing professional portfolios.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically reflect on learning experiences to identify the application of learning theories. (1.1, 2.1, 2.2)
- Evaluate learning theories and their application to online adult learning. (CLO 1.1, 1.2, 2.1)
- Design learning activities and justify these based on learning theories and approaches. (CLO 2.2, 2.3, 2.4, 3.1)
- Pitch learning design activities to clients. (2.3, 2.4)
Content
This unit will explore the following areas:
- Online adult learning environments
- Learning theories
- Reflective practice
- Learning approaches
- Learning activity design
- Pitching to clients
- Professional portfolios
Learning Approaches
In this unit you will learn by engaging in active and reflective learning through participation with an emphasis on reflection on practice. Combining collaborative interaction and independent study, you will think critically about learning theory and how it underpins learning design, particularly in relation to adult learning and cultural impact. You will consider how these concepts underpin online learning and learning design. Assessment will build on theoretical understandings and professional practice through critique and construction of digital content. The unit will draw upon your professional experience in addition to set readings and multimodal resource materials.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in regular online discussion and collaborative learning activities with peers and the teaching team. You will receive feedback on your contributions which will directly relate to and inform both pieces of assessment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission.
Assessment
Overview
This unit has two assessments.
1. Evaluation of Learning Theory - this task draws on the learning theories covered in this unit and aligns them with learning experiences and their application in the online learning environment.
2. Learning Activity Design - this task connects learning theories and approaches with the design of learning activities to pitch to a client in the given scenario.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Evaluation of Learning Theory
You will reflect on learning experiences to identify and discuss the underpinning learning theories. You will also include an evaluation of learning theories and how they are applied in online adult learning.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Learning Activity Design
You will take on the role of a learning designer who has been asked to design and develop a selection of potential learning activities to complement a learning resource provided by a client. The activities are for an online adult learning group. Your learning activities will be displayed in an online portfolio and be aligned with a range of possible learning approaches. You will pre-record a presentation of these activities to the client justifying their design based on learning approaches and theories.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to Internet
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO3, ULO4, Learning Activity Design - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3, Learning Activity Design
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Demonstrate knowledge of research principles and methods applicable to the field of education (CLO1.2).
Relates to: ULO2, Evaluation of Learning Theory - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO1, ULO3, Evaluation of Learning Theory, Learning Activity Design - Demonstrate communication and technical research skills to justify and interpret educational theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
Relates to: ULO3, ULO4, Learning Activity Design - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3, ULO4, Learning Activity Design - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3, Learning Activity Design
Unit Outline: Session 3 2024, QUT Online, Online
| Unit code: | EUQ648 |
|---|---|
| Credit points: | 12 |
Overview
In this unit, learning theory will be reviewed with a focus on understanding how theory informs the design and development of online adult learning. The unit will review strategies and technologies that are used to design learning drawing on a range of learning theories. It also covers key professional skills of reflective practice, pitching designs to clients and establishing professional portfolios.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically reflect on learning experiences to identify the application of learning theories. (1.1, 2.1, 2.2)
- Evaluate learning theories and their application to online adult learning. (CLO 1.1, 1.2, 2.1)
- Design learning activities and justify these based on learning theories and approaches. (CLO 2.2, 2.3, 2.4, 3.1)
- Pitch learning design activities to clients. (2.3, 2.4)
Content
This unit will explore the following areas:
- Online adult learning environments
- Learning theories
- Reflective practice
- Learning approaches
- Learning activity design
- Pitching to clients
- Professional portfolios
Learning Approaches
In this unit you will learn by engaging in active and reflective learning through participation with an emphasis on reflection on practice. Combining collaborative interaction and independent study, you will think critically about learning theory and how it underpins learning design, particularly in relation to adult learning and cultural impact. You will consider how these concepts underpin online learning and learning design. Assessment will build on theoretical understandings and professional practice through critique and construction of digital content. The unit will draw upon your professional experience in addition to set readings and multimodal resource materials.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in regular online discussion and collaborative learning activities with peers and the teaching team. You will receive feedback on your contributions which will directly relate to and inform both pieces of assessment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission.
Assessment
Overview
This unit has two assessments.
1. Evaluation of Learning Theory - this task draws on the learning theories covered in this unit and aligns them with learning experiences and their application in the online learning environment.
2. Learning Activity Design - this task connects learning theories and approaches with the design of learning activities to pitch to a client in the given scenario.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Evaluation of Learning Theory
You will reflect on learning experiences to identify and discuss the underpinning learning theories. You will also include an evaluation of learning theories and how they are applied in online adult learning.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Learning Activity Design
You will take on the role of a learning designer who has been asked to design and develop a selection of potential learning activities to complement a learning resource provided by a client. The activities are for an online adult learning group. Your learning activities will be displayed in an online portfolio and be aligned with a range of possible learning approaches. You will pre-record a presentation of these activities to the client justifying their design based on learning approaches and theories.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to Internet
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO3, ULO4, Learning Activity Design - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3, Learning Activity Design
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Demonstrate knowledge of research principles and methods applicable to the field of education (CLO1.2).
Relates to: ULO2, Evaluation of Learning Theory - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO2, Evaluation of Learning Theory - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO1, ULO3, Evaluation of Learning Theory, Learning Activity Design - Demonstrate communication and technical research skills to justify and interpret educational theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
Relates to: ULO3, ULO4, Learning Activity Design - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3, ULO4, Learning Activity Design - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3, Learning Activity Design