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EEL502 Designing Blended Learning Environments in Higher Education (8)

Abstract

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 Availability Modes and Location

Session 2
OnlineAlbury-Wodonga Campus
Continuing students should consult the SAL for current offering details: EEL502
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLDSL

Enrolment restrictions

Not available to students who have completed the subject EEC403
Incompatible subject(s)
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

The 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.

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 24 November 2017. The University reserves the right to vary the information at any time without notice.