Unit Synopsis
This unit examines the technological skills and knowledge necessary in a 21st-century digitally connected world. In this unit, you will investigate the theoretical foundations of e-learning and how technology offers a platform for inclusivity, creativity, and innovation with a particular emphasis on Web 2.0 interconnectivity and Web 4.0 intelligence. It is both theoretical and practical, providing opportunities to develop, refine, and reflect on skills and literacies related to e-learning in a secondary context. The unit also encourages ongoing reflection on the cultural and critical aspects of technological literacy while helping pre-service teachers to expand and enhance their existing technological skills.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 9 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 1 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 1 - 2026 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 50% |
| 2. Portfolio | 50% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 69.23% (`Agree` and `Strongly Agree` responses), based on a 22.41% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: Student feedback
There is a need for more clarity in the expectations of the assessment.
Continue to make assessment videos and overviews accessible for both tasks.
Assessment videos were provided on Moodle, and tutorials included workshopping of the assessment tasks. A complete overview of assessment expectations was established and shared.
Source: Student feedback; Personal reflection
Timely response to student questions
Continue communicating the relevant platforms for student communication with the Unit Coordinator to facilitate a timely response to student questions.
Established protocols were provided for communication from the beginning of the unit.
Source: Student feedback
Multiple platforms for communication, study and assessment need to be streamlined.
Reduce the number of platforms offered for coordinator/student and student/student communication, unit materials and task completion.
Platforms for communication were reduced, but not always followed by students.
Source: Student feedback; UC reflection
The volume and complexity of assessment tasks, including the necessity for use across multiple platforms, were excessive.
Refine the assessment expectations and presentation requirements to include a single platform for both tasks.
In Progress
Source: Student feedback
There is an excessive amount of content on Moodle, making it challenging to locate essential learning materials.
Review all learning materials and the reading list to ensure currency and essential inclusion.
In Progress
On successful completion of this unit, you will be able to:
- 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
- Propose learning strategies that are inclusive and learner-centred
- Model and support legal, safe and ethical practice in learners
- Participate in and contribute to the development of a professional online learning community.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.2 Understand how students learn
1.5 Differentiate teaching to meet the learning needs of students across the full range of abilities
2.6 Information and Communication Technology
3.4 Select and use resources
4.1 Support student participation
4.5 Use ICT safely, responsibly and ethically
6.2 Engage in professional learning and improve practice
7.4 Engage with professional teaching networks and broader communities
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | • | • |
| 2 - Portfolio | • | • | • | • | • |
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | • | • | • | • | • |
| 2 - Communication | • | • | • | • | • |
| 3 - Cognitive, technical and creative skills | • | • | • | • | • |
| 4 - Research | • | ||||
| 5 - Self-management | • | ||||
| 6 - Ethical and Professional Responsibility | • | • | • | • | • |
| 7 - Leadership | • | • | |||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |