EDT701 - Creating Digital Solutions: Design Pedagogies
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Online with intensive seminars |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | This unit is only available to students enrolled in E521 |
| Prerequisite: | Nil |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Study commitment | Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Scheduled learning activities - online | 3 x 2-hour online seminar per trimester, 4 x 6-hour face-to-face intensives Ad-hoc additional optional online sessions will be offered to support return-to-study, academic skills, and study skills. |
Content
Creating Digital Solutions: Design Pedagogies will be taught through explicit and modelled foci on unplugged DT, experiential learning, design pedagogies, game-based learning, and gamification. Teachers will strengthen existing knowledge and build confidence in programming and the design processes. These aspects of the DT curriculum are the most commonly addressed in schools, often taught through ‘coding’ and the use of a wide range of resources and applications available to support this. The first unit will allow teachers to bed down and extend existing knowledge about problem-solving through computational thinking and programming. It will develop skills that will be used in the units that follow (e.g., using small programming tasks that bring connections within the subsequent units).
Hurdle requirement
| Brief summary of assessment tasks and hurdle requirement | Rationale | Deakin Graduate Learning Outcomes |
| 1. Pass tasks Students need to complete the unit’s pass tasks to pass the unit. The portfolio requires students to work through a series of Tasks to produce a portfolio of evidence showing achievement of the unit learning outcomes. To achieve a passing grade, students must demonstrate adequate performance in the completion of the unit’s pass tasks, which will show the required minimum standard. Credit, Distinction, and High Distinction tasks are used to determine higher grades, corresponding to achievement of the unit learning outcomes to a higher level. | The pass tasks in this unit provides students the opportunity to develop and demonstrate the achievement of Unit Learning Outcomes at the minimum expected standards. These tasks are included as hurdle requirements so that students can provide evidence of achievement of these ULOs through their portfolio. The portfolio artefact that they submit is used to measure their performance against the minimum standards as well as their ability to justify the outcomes that they have achieved through self-assessment and reflection. | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO6: Self-management GLO8: Global citizenship
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| 2. Task Discussion Students are required to discuss their understanding of concepts, and demonstrate achievement of unit learning outcomes, with the teaching team. To receive a passing grade, students must clearly communicate appropriate understanding of the associated concepts and achievement of the associated unit learning outcomes in these task discussions. As part of this process, the teaching team may require students to answer follow up questions for clarifications, redo the task, and/or repeat the task discussion to satisfy this hurdle requirement. All task discussions need to occur within the teaching period. It is strongly recommended that tasks are submitted well ahead of the respective deadlines because the completion of tasks involves submitting work for assessment, responding to feedback, and discuss the tasks with the teaching staff. In many cases, your solutions will need to be corrected and resubmitted, potentially more than once, as part of this process. | Task discussions help students to demonstrate achievement of their unit learning outcomes, while also helping to authenticate student learning and improve academic integrity in the unit. The student-staff interaction during discussions will allow the teaching team to make judgements about student learning and progress in select tasks that are representative of high-order thinking and learning. Feedback resulting from this will help aid student learning and provide them with additional opportunities to demonstrate achievement of unit learning outcomes.
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GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO6: Self-management GLO8: Global citizenship
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Unit Fee Information
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