Digital Transformation in Education (EDUC91329)
Graduate courseworkPoints: 12.5Online
Overview
| Availability | March - Online |
|---|---|
| Fees | Look up fees |
This subject examines the relationship between innovation, technology, and change. The subject’s focus is on strategic decisions that educators and leaders in government or industry are required to make in response to policy, to develop new policy, or as part of local processes of technology integration and adaptation. Students will engage with important debates in educational technology research, such as the relationship between technology and educational transformation (local transformation and global transformation), the growing importance of platforms, and the role of multiple forms of Automated Decision Making (ADM). Moreover, students will examine technology and automation through the lenses of decoloniality, inclusion, and sustainability. Through an applied investigation of technology adoption and integration – including non-use and resistance – students will develop a research-informed ability to lead and evaluate processes of digital and non-digital transformation.
Intended learning outcomes
On completion of this subject, students should be able to:
- Critically analyse and reflect on major theoretical conceptualisations of technology in education and society
- Describe the relationship between social, economic and technological factors in education
- Analyse the impact of datafication and automation on governance, teaching, and learning
- Critically evaluate the relationship between educational technology, sustainability, decoloniality and social justice
- Identify the enablers of and barriers to innovation and digital transformation (local, global, environmental, cultural).
Generic skills
This subject will assist students to develop the following transferable skills:
- Critical reasoning and thinking
- Change management skills
- Problem solving
- Communication of knowledge through oral, written and digital forms.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Option 1 - Master of Education 200pt Program
Admission into the 200pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 100 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91319 | Foundations: Digital Futures |
Semester 2 (Online)
Semester 1 (Online)
|
12.5 |
Option 2 - Master of Education 150pt Program
Admission into the 150pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 50 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91319 | Foundations: Digital Futures |
Semester 2 (Online)
Semester 1 (Online)
|
12.5 |
Option 3 - Master of Education 100pt Program
Admission into the 100pt Program course entry point in the MC-ED Master of Education
Option 4 - Master of Instructional Leadership
Admission into the MC-INSLEAD Master of Instructional Leadership
Option 5 - Prior to Mid-Year 2024 Students
Commencement prior to mid-year 2024 in the MC-ED Master of Education, MC-TESOL Master of TESOL, or MC-MLED Master of Modern Languages Education
AND
50 credit points from
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Education Policy in Context |
Semester 2 (Online)
Semester 1 (Online)
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC91316 | Engaging with Research in Education |
Semester 2 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships | No longer available | |
| EDUC90900 | Resilience and Relationships |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC90930 | Literacies in Local and Global Contexts |
Semester 2 (On Campus - Parkville)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
|
12.5 |
| EDUC90830 | The Student as Learner |
Term 1 (Online)
Term 3 (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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Technological audit: Analysis of digital and physical infrastructure in a context of choice (1500 word written piece and 10- minute recorded presentation)
| Mid Teaching Period | 50% |
Case study analysis: Analysis of a digital transformation scenario - system-level transformation or local (1500 word written piece and 10-minute recorded presentation)
| During the assessment period | 50% |
Attendance Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars, workshops and activities, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- March - Online
Principal coordinator Carlo Perrotta Mode of delivery Online Contact hours 24 hours comprising 8 x 2 hour online seminars and 8 hours asynchronous activities Total time commitment 170 hours Pre teaching start date 3 March 2025 Pre teaching requirements During the pre-teaching period, students are expected to familiarise themselves with the LMS and engage with resources posted there. Teaching period 10 March 2025 to 15 May 2025 Last self-enrol date 4 March 2025 Census date 28 March 2025 Last date to withdraw without fail 9 May 2025 Assessment period ends 9 June 2025 March 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: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Instructional Leadership Course Master of Education - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 4 March 2025