Waikato Home
DLRNG301-23B (NET)
Digital Innovation Adoption and Theories of Digital Learning
15 Points
Staff
Convenor(s)
|
Maryam Mariya
9156
M.1.04
maryam.mariya@waikato.ac.nz
|
|
Lecturer(s)
|
Maryam Mariya
9156
M.1.04
maryam.mariya@waikato.ac.nz
|
|
Administrator(s)
Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
-
Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
- For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
What this paper is about
This paper explores contemporary theories relating to the adoption and integration of digital innovations in educational contexts, as well as how learning occurs in digitally connected and collaborative environments, both online and in traditional learning settings. The focus will be on sociocultural theories such as connectivism, networked learning theory, social learning theory, and distributed cognition. Students develop the skills to assess and design digital learning experiences and resources by applying principles from literature/sources discussed in class, while establishing connections between these theories and the design and utilisation of digital learning systems, content, and environments.
This paper is designed to be inclusive and adaptable to various interests and goals and you do not have to be a teacher or undertaking a teaching qualification to find relevance in this paper. It emphasises time management, proactive communication, extensive reading, experimentation with digital tools, critical thinking, open-mindedness, and collaborative learning through online discussions. It offers choices to accommodate diverse preferences and explores digital tools and learning theories.
How this paper will be taught
This paper is delivered through Moodle and is fully online, without any on-campus requirements. The paper is designed to be asynchronous, which is beneficial for students managing busy schedules or studying remotely, as it allows for flexibility in completing class activities. While the assessments have set requirements and deadlines, there are optional synchronous opportunities available at different times, for students wishing to meet in real-time with peers and/or the paper convenor.
Students are encouraged to actively participate in asynchronous online discussions via Moodle forums in this class, as these discussions serve as tutorial groups where knowledge is constructed through interactive engagement.
Additional components incorporated in the teaching of this paper are:
- Weekly announcements and reminders to assist with prioritisation
- Panopto (video) recordings that provide guidance on overcoming learning challenges
- Assigned readings
- Zoom sessions available for assignment support
- A ‘Can anyone help?’ forum for asking questions at any time
- Personalised tutorial dialogue spaces for individual communication with the convenor
- A class resource bank for organising and collating relevant materials.
This paper has a credit value of 15 points, likely to require around 150 hours of work during the semester, including:
- Regularly monitoring Moodle
- Accessing and viewing video content and updates
- Reading academic literature, from the readings list and beyond
- Actively participating in online discussions
- Finding and reflecting upon research and digital resources
- Conducting research for assignments
- Exploring and experimenting with digital tools.
Required Readings
You will need to have
Learning Outcomes
Students who successfully complete the course should be able to:
Assessments
How you will be assessed
There are four assessments, all to be submitted via Moodle.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.