Play as Pedagogy in Digital Spaces (EDUC91330)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
Contact information
Semester 2 (Extended)
Overview
| Availability | Semester 2 (Extended) |
|---|---|
| Fees | Look up fees |
This subject explores the role of educators in supporting learners to explore and learn through play and design in digital spaces. Through experimenting with tools such as 3D printing, robotics, digital game-based learning and game creation and virtual worlds, this subject positions educators as facilitators in creating learning experiences requiring their students to solve real world problems. Through a series of open-ended scenarios, students investigate and critically engage with the theory and practices underpinning conceptualisations of digital play. Building on the student’s professional and personal knowledge, this subject provides an examination of the pedagogical knowledge and skills required to effectively teach through play in and through digital spaces. Through this process, educators will reflect on the implications for utilising play as pedagogy in their professional contexts.
Intended learning outcomes
On completion of this subject, students should be able to:
- Critically evaluate the use of digital tools using evidence-informed decision making and stakeholder voice
- Use design-based thinking processes to design digital artefacts that support learning
- Review, contrast and critically evaluate major theoretical conceptualisations of play as pedagogy
- Investigate the relationship between user identity, user environment and the affordances of digital tools from a diverse range of perspectives
- Identify and explore tensions in the implementation of digital play in formal and informal educational settings through the lens of research.
Generic skills
This subject will assist students to develop the following transferable skills:
- Communication of knowledge through oral, written and digital forms
- Linking theory and practice
- Collaborative and teamwork skills through working with fellow students
- Digital literacy.
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 |
|---|---|---|
Group project: Design of a prototype digital educational game (2000 words equivalent; 40% of individual result) and 10-minute group presentation (500 words equivalent; 10% of individual result)
| Mid Teaching Period | 50% |
Implementation plan for introducing play-based pedagogies into a professional context
| 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
- Semester 2 (Extended)
Coordinator Matt Harrison Mode of delivery On Campus (Parkville) Contact hours 24 hours comprising 4 x 2 hours seminars on Thursday evenings and 2 x 4 hour seminars on Saturday mornings plus 8 hours of asynchronous activities Total time commitment 170 hours Pre teaching start date 21 July 2025 Pre teaching requirements During the pre-teaching period, students are required to engage with materials on the LMS. Teaching period 28 July 2025 to 27 October 2025 Last self-enrol date 1 August 2025 Census date 1 September 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 Semester 2 (Extended) 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