EDU600014: Design and Delivery for Online Learning Assessment 1
Education & Teaching
25th May 2025
3
EDU600014 Design and Delivery for Online Learning Semester 1 2023
Assessment Title: Planning for Online Engagement
Due Date: 25th March 2023 by 11:59pm Melbourne time
Assessment Weighting: 20%
Assessment Length: Guideline to the number of words = 1500 – 2000
Assessment: Individual or as a Pair
The objective of this assignment is to plan to increase the amount of online engagement in a unit that you either currently teach or would like to teach. The focus is on considering the delivery aspects of the teaching process. That is, what can you do as you deliver the unit to increase the integration of online engagement opportunities?
This assessment task directly relates to the following four unit intended learning outcomes.
Integrate online learning and teaching activities into curricula for a diverse range of environments, from those with a significant on-campus component to those fully online.
Sustain and modify an online learning environment in order to meet many of the needs, wants and expectations of students.
Design online environments that encourage student engagement through the provision of a diverse range of opportunities, including group work, discussions, e-assessment and feedback, that utilise the affordances of digital approaches.
Practice and apply a critical approach to digital technology integration in order to make a positive difference in learning and teaching.
Please note that in addition to considering the topic notes and readings contained within the Canvas site it is an expectation that you will regularly engage in the Discussion Forums as these should help in developing your assignment attempt.
This assessment is to be completed with reference to a unit that you either currently teach or would like to teach. If your role does not include a teaching component please contact DrXXXX) to discuss the assignment well ahead of the submission deadline.
Your plan needs to describe how you will increase and improve the integration of online engagement opportunities in your chosen unit.
In your plan detail how what you propose compares to the current situation with respect to delivery of the unit. Asking yourself a range of questions, including – but, not limited to - the following ones, will help develop the plan.
What would you do before week 1 of the unit delivery compared to the current delivery plan?
What would you do in the first couple of weeks of unit delivery compared to the current delivery plan?
What would you do throughout the semester to encourage greater online engagement?
To what extent would you increase the number and range of asynchronous and synchronous communication events?
If the unit has an on-campus component what would you do to better integrate and promote online engagement?
The Phase A modules in Design and Delivery for Online Learning are relevant to this Assignment. These modules are:
Module 1: Starting the journey;
Module 2: A critical approach to educational technology;
Module 3: Learning and teaching environments; and
Module 4: Online voices – listening, facilitating, and leaving alone.
Note: There is a strong expectation that there will be evidence included in your submission of your engagement with the first four modules in Design and Delivery for Online Learning. This expectation is evident in the assessment rubric (see further in this document).
There is no expectation that you will include feedback opportunities in your plan. The relevant module – Module 5: Giving, receiving, and actioning feedback – is discussed in Phase B. Issues around providing feedback to your students or potential students have been made part of your Assignment 2 requirements.
The following assessment criteria will be used when assessing your work.
The extent to which the plan of how online engagement opportunities will be provided outlines when and how they will occur throughout the semester. [weighting 25%]
The extent to which the recommendations for increasing the amount of online engagement opportunities, including the actions of the teacher, are compared to the current delivery method of the unit. [weighting 20%]
The extent to which the recommendations are supported by citations to the DDOL unit notes, the sources contained in the DDOL unit notes, and other learning and teaching literature. [weighting 35%]
The extent to which the assignment is presented in a professional style, situated in your teaching or learning context, with citations and referencing in accordance with the APA (7th ed) referencing style. [weighting 20%]
You choose to either complete Assignment 1 as an individual or as a pair (i.e. a group of two). Before you make this decision consider the following points:
If you do Assignment 1 as an individual you must do Assignment 2 as an individual as well
If you do Assignment 1 as a pair you can either complete Assignment 2 in the same pair or as an individual.
In Assignment 1 your frame of reference is one unit (keep in mind a unit is defined as like this DDOL unit. That is, a unit is classed as making a 12.5% contribution to an academic year. It represents one-eighth of a fulltime year load). So, if you choose to complete Assignment 1 as a pair you need to agree on one unit that will be your focus.
Both participants in a pair will receive the same mark for their Assignment 1 attempt. It is assumed that each member will contribute approximately 50% to completing the assignment. The only exception to this will be when one or both members email Dr Gary Williams within 24 hours of the attempt being submitted and indicate disagreement over the relative contributions. In the case of disagreement a moderation process will occur, led by Dr Williams.
Please read the section on referencing in the Unit Outline.
You must use the APA(7th ed) referencing style throughout your assessment and include an accurate reference list at the end of the assessment.
The form(s) that your submission takes is your decision. For example, you can submit using any combination of the following:
a document in a report form using word processing software (e.g. Microsoft Word, Apple Pages);
a Microsoft PowerPoint or Apple Keynote presentation, with or without narration;
visual representation software, such as Miro, Padlet, etc.;
any of the Adobe suite of tools available to Swinburne students and staff; or
any other form(s) that the teacher –– can consider your work in without having to purchase software.
It is for this reason that the word count for this assignment is a guideline only. That is, it is guidance about what a ‘traditional’ Word document form would contain in the submission, excluding the Reference list and any appendices. You do not need to only submit in a traditional format. You decide.
Please do not hesitate to prepare your submissions using tools that either meet your current skill set or through using them will extend your skill set.
Assessments must be submitted via the Canvas unit site through the ‘Assignments’ facility.
Do not email the assessment to either the convenor or tutor.
In the case of a submission by a pair BOTH participants must submit exactly the same submission. You both submit and only one copy will be assessed.
Keep a backup of your submission. If your assessment goes astray, whether your fault or ours, you will be required to reproduce it.
It is expected that all work submitted has been edited for spelling, grammar, and clarity.
The indicative word count does not include references or appendices. It does include in-text citations.
Any appendices are only to contain supplementary/supporting material. They are not to contain material that is essential to achieving the assessment criteria.
A rubric will be used to assess your work. This rubric is available as part of this document.
Please read the section on extensions and late submission in the Unit Outline.
Please read the section on plagiarism in the Unit Outline.
If you have any queries or concerns you may discuss them with the convenor and/or tutor in the Canvas discussion board in the appropriate discussion forum or by email.