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UNMC540 Good Practice in Higher Education: Assessment Design or UNHE501 Curriculum Design, Assessment and Evaluation in Higher Education


UNHE505 Technology-Enhanced Learning in Higher Education

Unit rationale, description and aim

As a tertiary educator you want to support your students’ learning in a digital environment that is transformative, engaging, and flexible. To do this, you need to be able to explore and critically examine situations where you teach, where technology, pedagogy, spaces, people, tasks, values and purposes are closely entangled. This microcredential introduces you to ways to analyse and evaluate complex digital environments and asks you to extend your scholarship of higher education into a scholarship of technology-enabled learning.

This microcredential can provide an analysis of a learning sequence in preparation for a redesign project (UNMC560) or research of practice (UNMC580) or can describe how tools, tasks and teams are combined and made available when teaching within (UNMC581) or beyond (UNMC582) the classroom.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Locate scholarship of interest within the field of digital learning and technology-enabled learning (GA8)

LO2 - Analyse digital learning environments in higher education using at least one well-theorised framework (GA1, GA4, GA5)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA4 - think critically and reflectively

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information


Topics will include: 

  • accessibility and equity in technology-enhanced learning 
  • cognitive psychology 
  • Indigenous knowledges and technologies 
  • learning analytics 
  • scholarship of technology-enhanced learning (‘SoTEL’) 
  • teachers’ roles in digital learning environments
  • technologies for learning and teaching 

Learning and teaching strategy and rationale

This microcredential starts from the premise that technology and pedagogy are closely entwined in any learning situation, and that we need to consider multiple elements when describing and analysing the environment which is provided to students and their activity within a complex learning ecology. Given these assumptions, the learning tasks posed in this microcredential involve exploring technology-enabled learning from multiple perspectives.

Assessment strategy and rationale

The assessment tasks require students to analyse digital learning from at least two of these multiple perspectives – one perspective, that of theory and scholarship; the other, an analytical framework.

To pass this microcredential, you must demonstrate your achievement of both learning outcomes. You must therefore pass Assignment 2 and obtain at least 50% overall..  

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1 

The kind of assessment task needed is one in which participants demonstrate knowledge and understanding of theory relating to the use of TEL in the adult learning context of Higher Education. 

 Word length: 1000

An example task would be to find and share with peers a summary of an article that describes an educational technology in use in the classroom/lecture theatre/lab.




Assessment Task 2 

The kind of assessment task needed is one in which participants analyse a digital learning environment in a higher education context

Word length: 1500

An example task would be to analyse the activity and learning environment of a classroom/lecture theatre/lab using a scholarly tool such as the ACAD framework (activity-centred analysis and design).


LO1, LO2

GA1, GA4, GA5, GA8

Representative texts and references

References for this outline 

Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Group. 

Carlson, B. (2022). Online lessons from Indigenous knowledges. Reprinted in M. Sweet (Ed.), Croakey Health Media,

Dabbagh, N., Marra, R., & Howland, J. (2019). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge. 

Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development36(1), 73–87.

Goodyear, P., Carvalho, L., & Yeoman, P. (2021). Activity-centred analysis and design (ACAD): Core purposes, distinctive qualities and current developments. Educational Technology Research and Development.

Green, J. K. (2022). Designing hybrid spaces for learning in higher education health contexts. Postdigital Science and Education, 4(1), 93–115.

Kay, D., & Kibble, J. (2016). Learning theories 101: Application to everyday teaching and scholarship. Advances in Physiology Education40(1), 17–25.ttps:// 

Lai, J. W. M., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27–42.

Miller, M. D. (2017). Minds online: Teaching effectively with technology. Harvard University Press. 

Tertiary Education Quality and Standards Agency. (2019, April 11). Guidance Note: Technology-Enhanced Learning [Text]. TEQSA; Tertiary Education Quality and Standards Agency.


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