Facilitating Online Learning (EDUC90970)
Graduate courseworkPoints: 12.5Online
Overview
| Availability | Semester 2 - Online |
|---|---|
| Fees | Look up fees |
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. The subject is based around forming a Community of Inquiry (COI) exploring the Scholarship of Technology Enhanced Learning (SoTEL) to inform online learning design using a Design-Based Research (DBR) methodology.
Intended learning outcomes
On completion of this subject, students 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.
Generic skills
On completing this subject, participants should be able to:
- Critically analyse 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 peers to evaluate and support one another's work.
Last updated: 7 March 2025
Eligibility and requirements
Prerequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90002 | Effective University Teaching |
Semester 1 (On Campus - Parkville)
Semester 1 (Online)
|
12.5 |
Corequisites
None
Non-allowed subjects
None
Inherent requirements (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
Last updated: 7 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Four reflective posts to individual ePortfolio (300-400 words each) and four peer feedback comments (50 words each) posted Weeks 3, 5, 8 and 11
| From Week 3 to Week 11 | 30% |
An online draft proposal for the implementation of a blended or fully online unit, including peer review of this draft via a 10 minute class presentation
| Week 11 | 30% |
LMS Unit online prototype, including revised proposal
| Week 14 | 40% |
Last updated: 7 March 2025
Dates & times
- Semester 2 - Online
Coordinator Thomas Cochrane Mode of delivery Online Contact hours Online equivalent to 20 contact hours (asynchronous discussions and structured online tasks) Total time commitment 140 hours Teaching period 22 July 2024 to 20 October 2024 Last self-enrol date 2 August 2024 Census date 2 September 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 15 November 2024 Semester 2 contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 7 March 2025
Further information
- Texts
- Related Handbook entries
Last updated: 7 March 2025