Welcome tutors to 4001EDN ICT and Pedagogy
This course is being taught in a blended and predominantly online mode. We will have between 30 and 50 Third and Fourth Year Bachelor of Education (Primary) students undertaking the course as an elective as well as 20 to 25 First Year Bachelor of Education (Secondary) students undertaking the course as 1251EDN Understanding ICT for Teaching and Learning.
You will be assigned a group of up to 25 students to mentor as they engage with the modules for the course. It is expected that you meet online with your students once a week for 30 minutes using the Blackboard Collaborate environment. This environment permits synchronous voice, chat and screen sharing, and the ability for one person at a time to stream video (usually yourself). The aim of these sessions is to encourage and challenge students to engage fully with the course modules, assuage concerns, and assist students to meet the expectations of the modules. Plus of course you can pass on your wisdom in teaching and learning.
You will also be assigned modules for which you will guide online discussions and assist students with specific advice on completing the assessments for these modules.
The modules for this course are in two categories:DP1 ICT Integration*
DP2 Cognitive Technologies
DP3 Learning Analytics
DP4 Mobile Learning Pedagogies
DP5 Learning Management Systems
DP6 Blended and Online Teaching
DP7 Educational Technology Leadership
ET1 Information and Communication Technologies*
At least four times during the course you will be asked to participate in a scheduled Google Hangout session that includes discussion on your assigned modules. Hangout sessions usually run for an hour and will include selected students in the discussion panel that you will be asked to select and arrange based on discussion from your module. You will need a Google+ account, webcam and headphone microphone (or ear buds with mike such as from the iPhone) and a quiet environment.
Level 1 and 2 assessments are conducted online and automatically marked (Online Quiz and Online Submission of completed activity) so while you may get some questions regarding these in your module discussions, there is no tutor marking involved. I will check the Item 2 submissions to ensure they meet the minimum requirements for a completion, i.e. they have not just uploaded rubbish, and check that students have not been academically dishonest by checking for duplicate submissions. The first module* in each category is required to be completed by all students and I expect most students will complete these first.
1251EDN students must complete a university required Study Skills online quiz by the end of Week 4 and this will count as one of their non required modules and contribute 5% to their marks.
Feedback for all Level 1 quizzes is available immediately so students can monitor their progress continuously, feedback on Level 2 Online Submissions will be provided in the week following the due date, i.e. Week 8 for 4001EDN and Week 11 for 1251EDN students.
The major assessment milestones are:
Week 3 Option for 4001EDN students to have a Portfolio of Learning Level 3 task item marked due 18 March 2013
Week 6 Feedback from optional Portfolio of Learning Level 3 task item
Week 7 4001EDN students Log of Learning Activities due 22 April 2013
Week 9 4001EDN students Portfolio of Learning due 6 May 2013
Week 13 Feedback on remaining Portfolio of Learning task items
Week 3 1251EDN students Portfolio of Learning (Item 1) due 18 March 2013
Week 4 1251EDN students Study Skills quiz due 22 March 2013
Week 6 Feedback from Portfolio of Learning Level 3 task item
Week 10 1251EDN students Log of Learning Activities due 13 May 2013
Week 12 1251EDN students Portfolio of Learning (Items 2 and 3) due 17 May 2013
Week 15 Feedback on remaining Portfolio of Learning task items
Level 3 and 4 assessments will be submitted online for marking by tutors. This will be based on your mentoring group of up to 25 students. So you will have two Level 3 and 1 Level 4 activity submissions to complete as part of your students Summary of Learning portfolio. Tutors are encouraged to seek guidance on marking unfamiliar modules from the tutors assigned to those modules and we will have private discussion groups for this purpose.
1251EDN students must complete one Level 3 task from one of the two required modules by Week 3 as part of a university initiative to provide early feedback to students in their first semester. This may assist students in understanding the expectations of university study and the assessment criteria.
4001EDN students may also submit one Level 3 task from one of the two required modules by Week 3 but this is not required.
Feedback will be provided on this task in week 6 so marking must occur for this item in weeks 4 and 5. We will conduct a moderation process in week 4 in which all tutors will mark randomly selected items (one from each mentoring group) and from this shared experience, discuss variation in expectations to inform subsequent marking. It is expected that you spend at least 10 minutes per student marking this portfolio item. You will upload your marks and feedback for this item to the online spreadsheet on Learning@Griffith in Week 6.
Students enrolled in 4001EDN will exit the course at the end of Week 9 and their remaining Portfolio items are due Monday 22 April 2013.
Students enrolled in 1251EDN will exit the course at the end of Week 12 and their remaining Portfolio items ares due Monday 27 May 2013.
We will conduct a moderation process in week 9 in which all tutors will again mark randomly selected portfolios (one from each mentoring group) and from this shared experience, discuss variation in expectations to inform subsequent marking. It is expected that you spend at least half an hour per student marking their portfolios (10 minutes per activity), for a total of up to 12.5 hours. From Week 12 for 4001EDN and Week 14 for 1251EDN there will be a cross course moderation with the course being run on the Mt Gravatt campus to ensure consistency of assessment between campus but you will not be involved in this process. All going well (I have never had a problem in any of my courses) you will upload your marks and student feedback to the online spreadsheet on Learning@Griffith in Week 13 (4001EDN) or Week 15 (1251EDN).
The criteria for this assessment is based on a university rubric and will assess:
Assessment for this task needs to be rigorous as most students should have received full marks for the first assessment task, 50% of their final grade. It takes particular effort to fail my courses so this assessment task needs to focus on discriminating between students performing at Credit, Distinction or High Distinction levels. We use two main components of the university criteria for this task, firstly: student ability to analyse (break down to the essential elements) and interpret (explain themselves and their solutions), students must evidence this to be performing at a credit level or above. Secondly: the level of intellectual initiative they demonstrate. It is this that most evidences a student performing at a distinction or high distinction level. While intellectual initiative is more difficult to define by its very nature, it is not simply if a student has put in more effort. It combines elements of creativity and insight into the task that distinguishes the student from their peers. Here we are reliant on the experience of tutors in examining a broad range of student submissions, your experience as teachers and professionals in the field, and your understanding of what is exceptional performance in the profession. Remember however that these are students and only partially through their studies, look for indications of exceptionality to come but do not expect this to be fully matured.
There may be some differences in students from 1251EDN as first year students completing a compulsory course and 4001EDN as third and fourth year students completing an elective course, particularly in their understanding of the realities of classroom teaching. This should be considered with respect to their maturity of understanding of school environments but they do have three additional weeks in which to complete the task, so otherwise all students should be assessed against the criteria equally.
While to a certain extent students need to evidence strongly in all three portfolio tasks to score highly, and students are overly focused on such meaningless numbers, you (not the student) may recommend a higher grade if it is clear that one or more of the tasks clearly demonstrate that a student can perform at a higher level. In particular, Level 4 tasks have been designed to provide students with opportunities to demonstrate at the Distinction and High Distinction levels and particular attention should be given to seeing if this has been done.
Students are expected to be spending a minimum of 5 hours per week studying this course with the following suggested breakdown:
Where possible you should encourage and check that students are meeting this minimum requirement. One quick check is to note how many Level 1 and 2 activities they have completed each week and encourage them to work progressively rather than leaving assessment until the due week. You can also remind students that if they are aiming to achieve higher grades, it would be expected that they devote additional time.
Students with valid reasons may request consideration, usually in the form of an extension. Strict criteria apply and students should be directed to the relevant section of the course website where they can find the appropriate detail and forms. While tutors have some flexibility and discretion, any formal requests for consideration must come through the course convenor with appropriate documentary evidence to support consideration.