Information and Communication Technologies in LearningProgram Coordinator:
Associate Professor Tony Herrington (BA, DipEd, BEd, MEdStudies, PhD) The information and communications technology specialisation is designed for teachers, trainers and multimedia designers to further their skills in a variety of technology-based learning contexts. After completing the core subjects students can undertake studies in a variety of areas. Successful graduates of the program have enhanced their ability to use technology in their classroom and courses, or taken up positions as flexible learning coordinators, teachers of computer studies, and trainers operating Web-based training sites. Degrees in this Specialisation
Graduate Certificate in Computer-Based Learning The Graduate Certificate in Computer-Based Learning is a short program designed to provide educators and trainers with a greater level of expertise, or provide an introduction to Information Technology in education for graduates from other disciplines. The Graduate Certificate in Computer-Based Learning comprises 24 credit points chosen as follows: One core subject:
EDGE 900 Introduction to technology in education (Compulsory) (8 credit points)
plus other subjects chosen from the Information Technology in Education and Training specialisation to complete a minimum of 24 credit points. (see subject descriptions below) Entry into the Graduate Certificate program requires a three year degree in an appropriate discipline. Candidates with a combination of other qualifications and relevant experience may also be admitted.
Top Master of Arts (Information Technology in Education and Training) The Master of Arts (IT in Education and Training) is an introductory higher degree for graduates with a Bachelors degree but with no formal preparation in education. The 48 credit points required must include a minimum of 12 credit points or core subjects and the remainder chosen from amongst the schedule of IT subjects. Students will complete one core subject:
EDGE 900 Introduction to technology in education (Compulsory) (8 credit points),
plus
an appropriate research methods subject offered through the Faculty or equivalent plus other subjects chosen from the Information Technology in Education and Training specialisation to complete a minimum of 48 credit points in this specialisation. (see subject descriptions below) Entry into the Master of Arts is available to all candidates who hold a bachelors degree in any discipline.
Top Master of Education The Master of Education is an introductory higher degree for graduates with four years of training (or equivalent) in Education. The 48 credit points required must include a minimum of 24 credit points comprising a major specialisation within the degree. For an Information Technology and Education specialisation students must complete one core subject: EDGE 900 Introduction to technology in education (Compulsory) (8 credit points) plus an appropriate research methods subject offered through the Faculty or equivalent plus other subjects chosen from the Information Technology in Education and Training specialisation to complete a minimum of 24 credit points in this specialisation. (see subject descriptions below) Entry into the Master of Education is available to candidates who have a degree and a teacher training qualification recognised as giving four year status. This includes BEd, BA+DipEd (or similar) and DipTch+GradDip combinations. Candidates with qualifications which may be considered equivalent from other backgrounds should consult the course coordinator for advice on entry. Candidates with a three year teaching qualification may be admitted to an extended MEd program.
Top Master of Education (Research) The Master of Education (Research) allows students to undertake research in the field of educational technology. A Masters by research provides specialised training for those preparing for careers in academia, government and industry, and provides professionals with the means to increase their knowledge and upgrade their qualifications. The duration of the degree is usually between one to two years in length for full time students, and one and a half to four years for part-time. The entry requirement for Masters by research degree is usually a bachelor degree at a standard of Honours Class II Division 2 or higher, or approved equivalent qualification.
Top Doctor of Education The Doctorate of Education is a program to prepare professional leaders in Education. The Doctorate of Education is a doctoral level program completed by a combination of coursework (48 cps) and thesis (96 cps), offered in the same Program Areas as the Master of Education. Entry to this degree is available to candidates who: meet the University entry requirements for Doctoral candidature. In the first instance this requires the completion of a Bachelors degree with Honours Class II or higher in an appropriate area, or an equivalent qualification. A pass Master of Education degree at credit (65%) or better standard is considered to meet these requirements. Limited Advanced Standing may be available for candidates who have completed Masters level coursework at at a credit level or better. and
have completed a minimum of three years relevant professional experience.
Top Doctor of Philosophy The Doctorate of Philosophy is a research degree in Education. The program is completed by thesis in a research topic supervised by academic staff from the Information Technology in Education and Training specialisation. It is designed for those who wish to be come researchers or academics in the field. Entry to this degree is available to candidates who meet the University entry requirements for Doctoral candidature. In the first instance this requires the completion of a Bachelors degree with Honours Class II or higher in an appropriate area, or an equivalent qualification. An Honours Master of Education degree is considered to meet these requirements.
Top Subject Descriptions and Availability The Information technology program was reviewed in 2007, and these subjects replace the subjects listed with the EDGI prefix. Students concerned about the transition between the old and the new program should contact Tony Herrington to discuss their enrolment. All. the subjects are delivered in on-campus and/or flexible modes. On-campus mode may require students to come to campus for classes. Flexible mode does not require students to come to campus with course materials and activities made availabe on-line. Please note that if the number of on-campus enrolments is too low, subjects may be offered in flexible mode only. Contact the program coordinator if you would like more information on these options.
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Introduction to technology in education |
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EDGE901
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Emerging issues in educational technology
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Spring
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EDGE902
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Instructional strategies and design
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Autumn
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EDGE903
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Multimedia and interface design
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Spring
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EDGE904
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Online learning and teaching |
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EDGE905
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Evaluation of technology-based learning
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Autumn
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In addition there are several general project subject and research methods subject that are suitable for students who are seeking a specialisation in this area.
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Subject Descriptions
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EDGE 900 Introduction to technology in education (8 cps)
EDGE 900 Introduction to technology in education provides a basic introduction to the strand: Information Technology in Education and Training. As such, it is an overview of the range of issues and topics that will be further elaborated upon in subsequent subjects; specifically it introduces students to current issues and trends, learning theory, instructional design, and research and evaluation. The subject explores the concept of information technology and the ways in which the educational enterprise is affected by it. The subject considers the theoretical and practical skills used in designing, developing, and evaluating teaching and learning environments using a variety of instructional systems.
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EDGE 901 Emerging issues in educational technology (8 cps)
The continuous development of information and communication technologies has influenced the ways we live, work and learn. With each new technological innovation comes renewed discussion about the role of technology in education and its impact on learning and teaching. Influences also come from developments in educational theory and philosophy, and changes in wider society. This subject will respond to the most recent innovations in technology and focus on emerging issues relevant to educational technology, engaging students in an analysis of these through a critical examination of the current research and debate. Students will also be expected to investigate and analyse the emerging issue in educational contexts of interest and relevance to them.
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EDGE 902 Instructional strategies and design (8 cps)
This subject will enable students to develop their understanding of technology-based learning through the design of innovative and authentic learning environments using instructional design principles. The subject will focus on the design and development of technology-based learning environments using a variety of instructional strategies, as well as the tools that can be used to develop such environments. Students will design a technology-based learning environment, and outline planning decisions related to task design, assessment, instructional strategies, media selection, and program evaluation. Students will be able to choose projects to suit their own teaching or training needs, to focus on topics and media of interest, and to work both individually and collaboratively at a distance.
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EDGE 903 Multimedia and interface design (8 cps)
In the design of interactive learning environments, the development of an effective interface and the choice of appropriate media requires not only an understanding of the knowledge domain but also the most effective way to represent this to learners. This subject will develop students; understanding of the design and development of interactive multimedia learning resources and environments through a focus selecting and combining media appropriately for effective learning. This subject explores the role of effective visualisation and screen design and the ways it can facilitate understanding by learners/users of software. Topics focus on how multiple media can be combined to enhance understanding, how visual design and metaphor support reduction in cognitive load, how effective electronic performance support systems support work through complex tasks and how usability can be investigated. Students will have an opportunity to design their own multimedia treatments for concepts of their choice and, using the software tools available, develop these into learning resources.
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EDGE 904 Online learning and teaching
EDGE 904 Online learning and teaching provides a basic introduction to current design and research issues in online learning. Topics covered include technologies that facilitate online teaching and learning; the theoretical and pedagogical underpinnings of online teaching and learning; and, the communication models that are utilised in online teaching and learning.
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EDGE 905 Evaluation of technology-based learning (8 cps)
In this subject, students will explore appropriate evaluation approaches throughout the entire life cycle of an interactive learning system or technology-based learning environment—from needs analysis through to formative and summative evaluation, and beyond. Evaluation frameworks and models and how they are applied will be examined in depth, and students will develop strategies for selecting appropriate evaluation methods based on decisions that need to be made about a learning environment. Students will have the opportunity to apply their understanding of evaluation to a real-world context by designing a large-scale evaluation of a technology-based learning environment.
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Enquiries
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