EEL502 Designing Blended Learning Environments in Higher Education (8)

The subject provides opportunities for participants to examine the changing nature of tertiary learning and teaching in the digital age and the implications of these changes for the roles of teachers and students, the development of generic skills, capabilities and attributes, and emerging professional identities. Participants will consider key educational philosophies that underpin contemporary approaches to blended learning design, drawing in particular on constructive alignment (Biggs & Tang, 2011) and affordances (Gibson 1977) as a foundation for designing blended experiences for 21st century learners. Participants will also examine concepts such as: the networked learner, digital citizenship, lifewide and lifelong learning, authentic learning, Open Education Resources, technology-enabled learning, and e-assessment. They will engage in critiquing existing learning designs, as well as designing small-scale authentic and blended learning and teaching experiences.

Subject Outlines
Current CSU students can view Subject Outlines for recent sessions. Please note that Subject Outlines and assessment tasks are updated each session.

No offerings have been identified for this subject in 2019.

Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

DSL

Enrolment Restrictions

Not available to students who have completed the subject EEC403

Incompatible Subjects

EEC403

Learning Outcomes

Upon successful completion of this subject, students should:
  • Identify the changing nature of learners and learning in tertiary education in the 21st Century, including both formal and informal learning experiences;
  • Justify the generic skills, capabilities and attributes required when designing, facilitating, enhancing or supporting lifelong learning experiences in the 21st Century;
  • Consider key educational philosophies and ideals that underpin 'blended learning design';
  • Critically discuss the affordances of different learning activities, spaces, technologies and assessments in tertiary education taking into account participants' disciplines and professions;
  • Design and justify, using constructive alignment, a learning and teaching experience;
  • Critique the design of a learning and teaching experience.

Syllabus

This subject will cover the following topics:
  • The changing nature of tertiary learning and teaching in the digital age;
  • The changing roles of learners, teachers and educational support in the 21st century;
  • Digital literacies, social media literacies, digital citizenship and the development of one's professional identity and knowledge in a digital economy (the networked, lifelong learner and professional);
  • Key educational philosophies that underpin 'blended learning design';
  • Affordances and constructive alignment;
  • Scholarship in blended learning design;
  • Reflective practice.

Contact

Current Students

For any enquiries about subject selection or course structure please contact Student Central or ask@csu.edu.au or phone on 1800 275 278.

Prospective Students

For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 334 733 (free call within Australia) or enquire online.

The information contained in the 2019 CSU Handbook was accurate at the date of publication: September 2018. The University reserves the right to vary the information at any time without notice.

Back