DOCUMENTING AND REFLECTING ON YOUR RESEARCH

This task develops your capacity as a digital pedagogue by engaging with contemporary digital tools, including emerging Web 4.0 capabilities, through a reflective and practice‑based Padlet (Stream) blog. You will document and evaluate a series of digital learning investigations, drawing on key digital pedagogy frameworks and contemporary ICT research.

Across six blog posts, you will:

• articulate your developing identity as a digital pedagogue;
• apply the SAMR model to analyse transformation in your discipline, including how Web 4.0 technologies may enable redefinition;
• explore, experiment with, and technically evaluate two digital tools, noting where relevant their adaptive, intelligent, or multimodal Web 4.0 features;
• evaluate safe, legal and ethical considerations related to classroom use;
• and reflect on your professional learning, participation in online communities, and evolving beliefs about digital pedagogy.

Peer feedback is an essential aspect of this task. You are required to use an approved peer‑feedback model when commenting on your peers’ posts, which contributes to the development of your professional online learning community.

Submission:

Completed via Padlet (Stream), with your blog link and uploaded transcript submitted through Moodle.

References to key literature are required in each of your blog posts 2-5. Peer feedback is required for the task.

DETAILS
Introductory Post (non-assessable)

Write an introductory post that discusses your position as a digital pedagogue, your beliefs about digital learning and teaching, and your mindset as you navigate this unit.

Blog Post 1  SAMR in your discipline (due Week 2)

Research the SAMR model and its possible application in your classroom. Use your developing knowledge of this framework to identify examples of how technology might be used in your classroom at each level of the model. You must acknowledge and critically evaluate sources to ensure your ideas' validity, ensuring that your suggestions support lower-order and higher-order thinking in your students. When applying the SAMR framework, ensure that your examples consider how intelligent and adaptive Web 4.0 technologies may enable transformation or redefinition in your discipline context.

Blog Post 2 DIGITAL TOOL 1 (due Week 3) and 3 DIGITAL TOOL 2 (due Week 4) 

You are to select, experiment with, and evaluate the potential use of TWO (2) different digital tools that could be used innovatively in your classroom. Apply your findings to draw together what you have learned about each tool, writing a focused reflection that outlines your exploration of the functionality and potential for transformational digital pedagogy. In doing so, you are to provide an overview of each tool's technical aspects.

• What can the tool offer for education in terms of technical aspects?
• What do the tools that you have explored allow you and your students to do?
• Can you multi-author? Do you have privacy settings?
• Can you customise outcomes?
• What other technical considerations are important? Is it easy to use?
• What experience is needed to operate it? What are the implications for your own professional learning?
• Can it be shared? How?

Where relevant, discuss any Web 4.0 characteristics of the tools (e.g., personalisation, intelligent feedback, multimodal or adaptive functionality) and evaluate their pedagogical implications.

Include significant evidence of your exploration using methods related to the classroom. It is expected that sufficient evidence is provided to support your claim of technical skill (such as a range of uploaded images, video or other files, links to external content, etc.).

Suggest how this tool could be used to transform learning through the redesign of a traditional task using the SAMR framework.

Blog Post 4 ETHICAL PRACTICE (due Week 5)

Research and identify the legal, safe, and ethical protocols to consider when your students work with these technologies. What key aspects should you consider for each tool? Referring to literature, identify the pedagogical benefits of working with tools such as these. Focus not only on your use but, importantly, your students’ use of ICT for learning. Consider your students creating with this technology as producers rather than mere consumers. You should address how emerging Web 4.0 technologies may shape your future professional identity and your students’ agency as creators in digital learning environments.

Blog Post 5 REFLECTION (due Week 6)

Provide a culminating reflection on your professional learning about digital learning and teaching by:

• addressing the impact and intent of engagement with the resources and activities of this unit on your beliefs, knowledge and skills about digital pedagogy and eLearning, and how you can use ICTs to engage students in their learning (APST 3.4), as well as implement teaching strategies for using ICT to expand curriculum learning opportunities for students (APST 2.6).
• identifying how your learning in this unit has supported your understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching (APST 4.5):
  • how your learning will support future learning;
  • evaluating your professional learning, with justified examples of how online interaction with others (providing and responding to feedback through blog comments), has enhanced/could enhance your professional growth and understanding of online professional learning as a teacher.

PEER FEEDBACK (timely alignment with progressive due dates – Posts 3, 4 and 5)

You are required to comment on the posts of at least 2 peers. The purpose of commenting is to make a timely contribution to the learning of others and to learn from the diverse exploration and reflection that has occurred. Late commenting or posting of your own reflections beyond the time frame of each activity will limit your capacity to demonstrate the professional networking requirement of this task. Improvements can be made to your posts following formative peer feedback and discussion up until the final AT1 due date.

You must use one of the provided Models of Effective Peer Feedback to guide your comments.

Evidence can be provided through links to other blog posts and comments or by inserting screen captures. Late submission of these tasks will not be permitted except by arrangement with the Unit Coordinator. Systematic and regular blog postings and participation in course activities are essential.

Use of Generative Artificial Intelligence agents (Gen AI)

Within this assessment, the use of Gen AI is as follows:

LEVEL 2

Source: Perkins, Furze, Roe & MacVaugh (2024). The Al Assessment Scale

• Propose learning strategies that are inclusive and learner-centred.
• Participate in and contribute to the development of a professional online learning community.
• Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.
• Design and create learning plans and materials in which learner engagement is transformed by the use of ICT.
• Model and support safe, legal, and ethical practice.

Assessment Task 2 — eLearning Design Portfolio 

This task requires you to design a transformative digital learning sequence that draws on contemporary digital pedagogies and integrates relevant Web 4.0 capabilities. Using Padlet (Wall), you will collaboratively curate a collection of digital resources and select one key artefact to underpin your mini‑unit design.

Your portfolio will demonstrate how you plan for high‑quality digital learning by drawing together your pedagogical reasoning, design decisions, and engagement with professional digital networks.

Your portfolio will include:

1. A curated collection of digital artefacts developed collaboratively using Padlet (Wall).
2. A curator’s insight explaining how your selected artefact supports transformational pedagogy, including any relevant Web 4.0 features (e.g., adaptive, intelligent, multimodal or decentralised capabilities).
3. A learning sequence (mini‑unit) demonstrating modification or redefinition‑level design through the SAMR framework, showing how digital tools—including Web 4.0‑enabled approaches—can enhance personalisation, intelligent feedback, or learner autonomy.
4. An ICT alignment plan outlining how specific digital technologies (and any relevant Web 4.0 affordances) support curriculum learning opportunities, ethical practice, and student capability development.
5. A representative student profile that identifies learning needs relevant to your design.
6. A learner narrative (first person) illustrating how a student might experience and respond to the designed learning sequence.
7. A professional reflection aligned with AITSL Graduate Standards 6.2 and 7.4, drawing on your collaborative engagement, curated interactions, and participation in online professional learning communities.

SUPPORT AND PEDAGOGICAL FRAMING

Designing a sequence of learning experiences should be grounded in curriculum intent, learning outcomes, and your values and beliefs about effective pedagogy. This task makes the processes behind your pedagogical decision‑making visible to the reader.

The learning sequence should demonstrate high‑end digital pedagogy, incorporating complex, authentic and learner‑centred experiences. It must meet the modification and/or redefinition levels of the SAMR framework as introduced in Assessment Task 1. You will also show how you use ICT to expand curriculum learning opportunities (APST 2.6), engage students in their learning (APST 3.4), and support the safe, responsible and ethical use of ICT (APST 4.5).

Your curated collection on Padlet functions as a collaborative digital curation process, enabling you to locate, share and refine resources. Ongoing engagement with your peers’ collections is essential, as these interactions support your development as a digital professional and inform your final reflection aligned with APST 6.2 and 7.4.

Your work will be scaffolded through weekly tasks (Weeks 6–10) in Moodle. Each task produces a portfolio artefact stored in your Padlet. These artefacts collectively justify your learning sequence design and demonstrate your insight as a developing digital pedagogue.

Your portfolio concludes with a first‑person learning narrative, capturing how a learner might experience the designed learning sequence and providing evidence of how your plan translates into action.

Submission Notes 

1. Your portfolio must be presented in Padlet (Stream blog – Padlet Wall Part 1 and Stream Blog for Parts 2-7 are recommended). A full transcript must be provided of Parts 2-7 for Turnitin upload.
2. Artefacts may include links to externally hosted items; ensure public access settings are enabled for moderation.

Total word count equivalent: 3000 words.

Use of Generative Artificial Intelligence agents (Gen AI)

Within this assessment, the use of Gen AI is as follows:
LEVEL 2

Source: Perkins, Furze, Roe & MacVaugh (2024). The Al Assessment Scale

• Propose learning strategies that are inclusive and learner-centred.
• Participate in and contribute to the development of a professional online learning community.
• Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.
• Design and create learning plans in which learner engagement is transformed by the use of ICT.
• Model and support safe, legal and ethical practice