|
| |
11060 (v.4) Ed 660 - Theoretical Foundations of Educational Technology
Area: | Department of Education |
Credits: | 25.0 |
Contact Hours: | 3.0 |
Lecture: | 1 x 3 Hours Weekly |
Syllabus: | Identifying the theoretical bases of the field of educational technology. Definitions of educational technology. Needs assessment. Nature of systems thinking. Perception, cognition and learning theories in instructional design. Task analysis techniques, learner analysis, communications theory and models. |
| |
Unit Outcomes: | On successful completion of this unit students will have- Compared and contrasted notions of educational technology and instructional design. Distinguished between the theoretical positions that underlie current approaches to educational technology. Described and account for the origins of major theories that influence educational technology and instructional design. Related current perspectives on task analysis to developments in information processing theory. Show how perceptions and approaches to educational technology have been influenced by prevailing educational theories. Explained how systematic approaches to educational technology differ from traditional classroom-based approaches to teaching. Explained concepts of needs assessment and described their theoretical foundations. Related changing notions about learner analysis to advances in ideas about learning and learners. Described a variety of instructional design models and evaluated their suitability for particular technology-based developmentprojects. Applied instructional design theories to practical development contexts. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Anglin, G.J. (1999). Critical Issues in Instructional Technology. Englewood, Teacher Ideas Press. Bednar, A.K., Cunningham, D., Duffy, T.M. and Perry, J.P. (1995). Theory into Practice: How Do We Link? (second edition). pp 100-111. Englewood, Libraries Unlimited. Duffy, T.M. and Cunningham, D.J. (1996). Constructivism: Implications for the Design and Delivery of Instruction. New York, Simon and Schuster Macmillan. Lebow, D. (1993). Constructivist Values for Instructional Systems Design - Five Principles Toward a New Mindset. Educational Technology Research and Development, 41 (3), 4-16. McLellan, H. (1995). Situated Learning Perspectives. New Jersey, Educational Technology Publications. Schiffman, S.S. (1995). Instructional Systems Design - Five Views ofthe Field. (second edition). pp. 131-142. Englewood, Libraries Unlimited. Simonson, M., Smaldino, S., Albright, M. and Zvacek, S. (2000). Teaching and Learning at a Distance - Foundations of Distance Education. New Jersey, Prentice Hall. Wilson, B.G. (1997). Thoughts on Theory in Educational Technology. Educational Technology, January-February, 22-27. |
Unit Texts: | No prescribed texts. |
| |
Unit Assessment Breakdown: | Assignment 1 - 40%, Assignment 2 - 60%. This is by grade/mark assessment. |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
|
Extent to which this unit or thesis utilises online information: | Not Categorised | Result Type: | Grade/Mark |
|
AvailabilityAvailability Information has not been provided by the respective School or Area. Prospective students should contact the School or Area listed above for further information.
|
Click here for a printable version of this page
|
|
|
|
