Course Title: Studies in Learning Technologies
Part A: Course Overview
Course Title: Studies in Learning Technologies
Credit Points: 24
|Sem 1 2006,
Sem 1 2007,
Sem 1 2008,
Sem 1 2009
Course Coordinator: Helen Chappel
Course Coordinator Phone: +61 3 9925 7840
Course Coordinator Email:firstname.lastname@example.org
Course Coordinator Location: 37.02.13
Pre-requisite Courses and Assumed Knowledge and Capabilities
Entry requirements to degree.
This course provides a solid foundation for implementing new technologies in instruction and learning by providing both immersive (supported) experience and relevant theory .
Three main emphasis of the course are:
1. Designing well resourced, relevant and engaging learning experiences using new technologies.
2. Building and sustaining learning community to support learning in the e-environment.
3. Experiencing and understanding the role of interactivity in learning, both with the way learners interact with the technologies and how these technologies can be used to optimise learning interactions.
Sustained ( and supported) ‘ hands-on’ learning experience with these technologies is understood as an essential pre requisite to understanding pragmatic and theoretical issues. To that end course work is distributed across 3 virtual/actual locations, 1) RMIT Campus 2) Virtual Classroom & Wiki. 3) Course Blogsphere. Each location provides opportunity for different types of interaction in instruction and learning as well as comparisons between them. Support will likewise be provided across a range of further supplementary technologies Theory is grounded in this relevant experience.
The Essay due at end of course will constitute a reflective assessment of pedagogic use of e-technologies in the learner’s own instructional/training or other environment Learners are expected to be aware of some future trends as well as current practices.
Learners will set up and maintain a personal Blog in a course Blogsphere, where they will design and develop a draft model of an interactive e-learning component for their own instructional/training context, using some appropriate level of multimedia.
Objectives/Learning Outcomes/Capability Development
Capability development is intrinsic to, and described with, ’learning outcomes" below.
Learning Outcomes & Capability Development.
A student will be expected ,
1. To be able to articulate an informed rationale for the use of e-technologies for learning and instruction in secondary and tertiary education.
2. To show awareness of and ablily to use a range of e-technologies.
3. To demonstrate an ability to select and use e-technologies at an appropriate level in own instructional practice.
4. To demonstrate an informed awareness of some future trends in online learning
5. To demonstrate an understanding of a range of research strategies/techniques in e-learning.
6. To demonstrate an understanding of the ethical considerations surrounding the use and implementation of e-technologies in educational environments.
Overview of Learning Activities
1. Campus- based Workshops
2. Campus- based Seminars
3. Virtual classroom participation
4. Online Debate & Discussion.
5. Wiki /Wholly online (small group)collaborative work
6. Web Site development.( Optional) including audio visual material (podcast or video cast or smaller content)
7. Blog use for project development and learning reflection.
8. Use of some wholly online tools to support research and personal development.
9. Virtual Lecture participation.
10. E-Mail, Chat and ( Optional ) IM,Skype
Overview of Learning Resources
Garrison D.R., Vaughan N.D ( 2008) Blended Learning in Higher Education. Josey-Bass (John Wiley & Sons Inc. imprint ) San Francisco.
(Copies of the set text will be available in the RMIT Cooperative Bookshop)
Garrison, D. R. & Anderson, T. (2003). E-Learning in the 21st Century. Routledge & Farmer, Taylor & Francis Group, London.
This text is available through the RMIT library as an e-book. Just go to the DLS Course Guide site and find the library link to the e-book. You can view the book using your own computer.
Highly Recommended Text
Weller, M. (2002). Delivering Learning on the Net. Kogan Page:London.
Aldrich, C. (2005) Learning by Doing: A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences . San Francisco,CA: Pfeiffer
Castells, M. (2001). The Internet Galaxy. Oxford University Press: Oxford, UK.
George Lucas Educational Foundation (Corporate Author). (2002).
Edutopia: Success Stories for Learning in the Digital Age (Paperback)
Goodfellow R.Lea Mary R ( (2007) Challenging E-Learning in the University: A Literacies perspective . Open University Press, McGraw Hill
Jonnasen, D. (1996). (ed.). Handbook of research for educational communications and technology. Out of print.
Jonassen, D. H. et. al., (2002). Learning to solve problems with technology: A Constructivist perspective ( 2nd Edition).
Littlejohn, (EDT), A. (2005). Reusing online resources: A sustainable approach to E- learning. Kogan Page: UK.
Mac Donald, J. (2006). Blended learning and online tutoring: A good practice guide. Gower: Hampshire, UK.
Mayer, R. E. (2001).Multimedia learning. Cambridge University Press: UK.
Palloff & Pratt. (1999). Building learning communities in cyberspace (Effective strategies for the online classroom) Jossey-Bass Inc: California.
Salmon, G. (2000). E-Moderating: The key to teaching and learning online. Kogan Page: London.
Schon, D, A. (1987). Educating the reflective practitioner. Jossey-Bass Inc,
Weller M (2007) Virtual Learning Environments: Choosing Using and Developing Your VLE Routledge; Abingdon.Oxon.
Wenger, J. L. E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press: UK. (Jean Lave Etienne Wenger).
Wenger, E. (1998). Communities of practice: Learning, meaning & identity. Cambridge University Press: UK
Overview of Assessment
See Course Guide Semester 1 2008, Part B