|Year of offer||2019|
|Subject level||Graduate coursework|
June - Online
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject provides an introduction to the guiding principles of effective teaching for learning in blended and online environments. It begins by reviewing the general principles of designing for learning, and then moves to the online context to consider what it means to become an online teacher and how the community of inquiry framework can be applied to develop teaching, cognitive and social presence. The subject continues with a critical analysis of the key elements of effective, student-centred approaches in blended and online learning environments, including the flipped classroom, the design and facilitation of learning tasks (i.e. inquiry projects, role-play simulations, peer collaboration), discussion board activities, feedback and assessment. The subject is evidence based, drawing on published research in the field, and also provides opportunities for participants to apply learnt skills by writing a proposal for, and creating a LMS mock-up of, a blended or fully online unit to use in their particular teaching and learning context.
Intended learning outcomes
At the completion of the subject, participants should be able to:
- Demonstrate a critical understanding of the guiding principles of effective teaching for learning in blended and online environments, including the pivotal research informing these principles;
- Apply these principles to the design and development of best practice units or programs, within specific disciplinary contexts.
- Critically analyse and appraise key elements of student-centred approaches in blended and online learning environments.
On completing this subject, participants should be able to:
- critically analyse teaching and learning theories and principles and apply them appropriately to a range of contexts;
- present material in a clear, organised, stimulating and engaging way;
- reflect upon and analyse the effectiveness of their activities; and
- work constructively with colleagues to evaluate and support one another's work.
Eligibility and requirements
|Code||Name||Teaching period||Credit Points|
|EDUC90002||Effective University Teaching||
|EDUC90516||Designing a Curriculum||
Core participation requirements
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
- Four contributions to online discussions (400 words each, equally weighted; combined total of 1,500 words equivalent), Weeks 2, 4, 8 and 10 (30%)
- Draft proposal and review for the implementation of a blended or fully online unit, equivalent to 1,500 words, Week 10 (30%)
- LMS Unit mock-up, including revised proposal, equivalent to 2,000 words, Week 14 (40%)
Dates & times
- June - Online
Principal coordinator Kristine Elliott Mode of delivery Online Contact hours Total time commitment 140 hours Teaching period 3 June 2019 to 21 July 2019 Last self-enrol date 12 June 2019 Census date 21 June 2019 Last date to withdraw without fail 2 August 2019 Assessment period ends 30 August 2019
June contact information
There are no specifically prescribed or recommended texts for this subject.
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.