Credit points


Campus offering

No unit offerings are currently available for this unit




UNHE505 Technology-Enhanced Learning in Higher Education

Unit rationale, description and aim

When you plan a learning sequence for your students, you are likely to draw on technology for digital tasks and resources. This microcredential will help you consider the design and implementation of these sequences using scholarly evidence.

This unit aims to improve the learning outcomes of all the students you teach and help prepare them for digital workplaces and communities through the pedagogically informed selection and implementation of technologies for learning and teaching. 

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 - On successful completion of this microcredential, you should be able to design and implement a learning sequence that incorporates technology for learning (GA5, GA10)

Graduate attributes

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

GA10 - utilise information and communication and other relevant technologies effectively.


Topics may include: 

  • Curriculum of care
  • Laurillard's conversational framework
  • design inquiry
  • Activity-centred analysis and design 

Learning and teaching strategy and rationale

In this microcredential, you will make use of learning design approaches to plan learning sequences that address a teaching challenge that you identify and then develop a prototype of the digital elements that you would need to implement this learning sequence. 

Assessment strategy and rationale

The assessment for this micro-credential is to prepare a design for a learning sequence that includes technology and to collect or build the elements required to implement this sequence, at least as a prototype. The idea of “prototyping” is to make a version of the sequence elements that is good enough to show how the technology works and that gives you confidence that you could further develop the prototype and teach with it. Formative feedback is available throughout the term so you can develop your design and your ability to create a working prototype.

To pass this micro-credential, you are required to complete all elements of the design relevant to your challenge and develop a prototype as required by the design.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1: Challenge in context

Statement of teaching challenge/goal, analysis of context, related learning outcome(s) and students’ prior knowledge. 

For feedback


GA5, GA10

Assessment Task 2: Draft design

Draft design with supporting literature on decision in the design such as task and technology selection. 

For feedback


GA5, GA10

Assessment Task 3: Summative assessment 

Design (with revisions if wished) and prototype of a learning sequence. 



GA5, GA10

Representative texts and references

Bearman, M., Nieminen, J. H., & Ajjawi, R. (2022). Designing assessment in a digital world: An organising framework. Assessment & Evaluation in Higher Education.

Beetham, H., & Sharpe, R. (2020). Rethinking pedagogy for a digital age: Principles and practices of design (3rd ed.). Routledge.

Boettcher, J., & Conrad, R. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). Jossey-Bass

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

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

McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology-enhanced learning: An ecological framework for investigating assets and needs. Instructional Science, 43(2), 181–202.

Mor, Y., & Mogilevsky, O. (2013). The learning design studio: Collaborative design inquiry as teachers’ professional development. Research in Learning Technology, 21(1), 1–15.

Sharpe, R., Bennett, S., & Varda-Atkins, T. (Eds.). (2022). Handbook of digital higher education. Edward Elgar Publishing.

Veletsianos, G. (2011). Designing opportunities for transformation with emerging technologies. Educational Technology, 51(2).

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs