EDDL 5111: Introduction to Distributed Learning
Students - teachers’ candidates, in-service teachers, faculty members, and trainers - will explore educational theories related to teaching with technology through a variety of lenses including Western, Indigenous, and universal design for learning (UDL). Students will explore a variety of topics including learning theory and pedagogy in digital environments, consideration and application of technological tools to enhance the learning environment, instructional design approaches, and examination and design of assessment strategies.
Learning outcomes
- Interpret learning theory and pedagogy as it has been applied to digital learning.
- Explain the connection between instructional design, learning theory and course/activity structure.
- Using both Western and Indigenous lenses, apply learning theory, instructional approaches and pedagogical content knowledge congruently to design learning in a digital learning environment.
- Select technology to enhance specific objectives for learning in digital learning environments.
- Apply principles of design thinking and instructional design.
- Design a learning activity or unit that integrates technology and pedagogy.
- Apply appropriate strategies for assessing learning in a digital learning environment that are congruent with pedagogical content knowledge, learning theory, activity/course design and Indigenous learners.
- Situate design choices within existing educational theory
Course topics
- Background to Educational Design
- Finding and Selecting Web-Based Educational Technology
- Designing Instruction that Incorporates Technology
- Designing Assessment
Required text and materials
The following Open Education Resources (OER) textbooks, free of charge, are required for this course:
- Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and
learning. Vancouver, BC: Tony Bates Associates. Retrieved from:
https://opentextbc.ca/teachinginadigitalage/
ISBN-13: 978-0-9952692-1-7
- Antoine, A., Mason, R., Mason, R., Palahicky, S., & Rodriguez de France, C. (2018). Pulling together: A guide for curriculum developers. Pulling together: A guide for Indigenization of post-secondary institutions. A professional learning series. Retrieved from: https://opentextbc.ca/indigenizationcurriculumdevelopers/
Assessments
To successfully complete this course, students must achieve a passing grade of 70% or higher on the course overall, and 50% or higher on the final mandatory project.
| Blog Posts and Discussion | 20% |
| Assignment 1: Philosophy of Teaching | 15% |
| Assignment 2A: Draft Lesson Plan | 15% |
| Assignment 2B: Peer Feedback on Lesson Plan | 10% |
| Final Project: Complete Lesson Plan and Analysis (mandatory) | 40% |
| Total | 100% |
In accordance with TRU’s Grading Policy ED 3-5, a student in a Graduate program who receives a B- or lower in two or more courses will be required to withdraw regardless of their grade point average unless the program recommends otherwise. Individual programs may require a higher minimum passing grade.
Open Learning Faculty Member Information
An Open Learning Faculty Member is available to assist students. Students will receive the necessary contact information at the start of the course.
