Writing

Course Descriptions

Academic Writing

Designing Computer Assisted Learning Environments

Lecturer: Professor Peter Reimann

Cognitive perspectives on human learning are introduced as a basis for instructional design theory, the principles of which are demonstrated through practical examples. Students are asked to develop a model for technology-delivered instruction in a context familiar to them. A number of software packages and multimedia authoring environments and the paradigms they employ are demonstrated. These may include CD-ROM based learning materials, web authoring software, high level authoring tools or others with which some students may have experience. The objective is to introduce students to a wide range of technologies to which they may ‘apply’ their developing instructional models. No authoring is specifically taught.

Designing a Moodle Module

Developing the Moodle Module

Result: High Distinction

Learning Technology Research Frontiers

Supervisor: Professor Peter Goodyear

This unit is designed for students in the later phase of their studies, who need specialised knowledge regarding new research and technical developments, as well as an understanding of advanced research methods, appropriate to the fields of learning technologies. Students will look at recent theoretical developments, advanced research methods and current debates, as well as gain experience framing and refining research questions and analysing complex data sources. Students will get the opportunity to assess the merits of the various approaches discussed, in terms of their own research project. The course will involve intensive discussion and the participation of invited external experts.

Knowledge Building: From Foundations to Research Frontiers

The use of Wiki technology for Collaborative Knowledge Creation

Result: Distinction

Information Tech & Teach & Learn Process

Lecturer: Dr H Tran

In this unit principles of teaching and learning are considered from the point of view of models for the use of information technology. This unit begins with a consideration of the role of new electronic technologies in augmenting human intelligence and information processing. Subsequent topics include exploratory learning with computers, developing thinking and problem solving skills, computer assisted instruction, artificial intelligence and expert systems, cooperative learning with computers, and affective processes and information technology. From the unit students will gain an understanding of the way in which models of teaching and learning may be translated into curriculum applications with information technology, and of research evidence about the effectiveness of technology aided learning. 

Mindtools

Problem Based Learning (PBL)

Mobile Wireless Devices (MWDs) for Technology-Enhanced Learning (TEL)

Result: Distinction

Innovative Practice & Emerging ICT

Lecturer: Professor Peter Goodyear

In this unit we will examine how recent technological changes interact with the practices of teaching, learning and communication in a variety of settings, including schools and commercial organisations. We will also seek to anticipate future changes and predict how they will affect, and be adapted by, teaching and learning practices, with the aid of systematic analysis methods for technology assessment and forecasting. Topics include: the fusion of computer and communication technologies, resulting in opportunities for mobile learning; the emergence of sematic web technologies, resulting in new educational web services; synergies between knowledge management and e-learning; and trends in language and voice technology. Our complementary analysis of educational practices will concentrate on (a) the work of individual teacher/trainers in integrating ICT into their activities, (b) organisational strategies for managing the appropriate use of new technology.

Social Computing

Learning and Teaching with Wikis

Learning and Teaching with Weblogs

Result: Distinction

Educational Design Methodologies

Lecturer: Professor Peter Goodyear

This unit seeks to provide students with the solid background in research, theory and design methods necessary to enable informed and effective decision-making about which instructional methods to use, under what conditions, and in various educational and professional settings. Students will also gain practical experience with a number of educational design methods, use various design support tools and apply design methods to their own professional setting, as they engage in a number of authentic case studies. The course looks at contemporary instructional design theories, models for educational media design, the psychology of design, individual and collaborative problem solving, research on advanced tools for educational media design, and methods of interaction design. 

A Needs Analysis

Feedback and formative assessment in a Virtual Learning Environment

Result: Distinction

Learning & Change, a Systems View

Lecturer: Professor Peter Reimann

In this unit, we will use ‘systems inquiry’ as a conceptual framework to describe change and learning processes, on the individual, group and organizational level. We focus on a theory-based approach to change management and organisational learning, so that students can come to appreciate the complexity, and non-linearity, of bringing about change in schools, corporations and other organizations, and become more critical about fashion-driven management approaches that lack a robust research basis. Students will gain hands-on practical experience as they apply systems inquiry concepts and methods to analyse change problems in their own professional environment.

Problem Based Learning: A team project on Systems Modeling.

Result: Distinction

Emerging IT and Educational Change

Lecturer: Dr H Tran

This unit provides a means by which students can explore the changing nature of teaching and learning practices in schools and other education and training environments. In particular, the potential role that technologies can play in both the design and delivery of teaching and learning environments is critically examined. As a result of this exploration students will develop a capacity to assess technology-based change, to provide strategic advice about the intended outcomes of change in technology-rich environments, and to develop and implement effective strategies for achieving change in learning and training organisations for the benefit of learners. 

Learning Management Systems
Thin Client Technology as a solution to a High School Problem

Result: Distinction

Introduction to the Learning Sciences

Lecturer: Professor Peter Reimann

Technology affects how we learn and what we consider worth learning, in many subtle and not so subtle ways. With the realisation that cognition is both situated and distributed, computer and communication media can no longer be considered mere conduits for information transport, but key players in learning, communication, and knowledge building. In this course we build on work in the learning sciences (psychology, education, cognitive and neurosciences) as we look at psychological models of learning, cognition and motivation, especially as they relate to multimedia and computer-supported learning. Contemporary educational technology use will be analysed from a number of perspectives, including classical information theory, psychological media and communication theories, activity theory, socio-cultural learning theory, constructivist and models of distributed cognition. 

Computer Supported Collaborative Learning
Ecological psychology and the Cognitive theory).
Cognitive Theory and the Activity Theory
The Semantic Web

Result: Credit