Strategies for eLearning Environments unit (EAL310)

Online

Introduction

Today the world is experiencing a rapid transformation in both industry and education that is driven by technology, and in particular, Artificial Intelligence (AI). This is likely to have a substantial influence on the way that your students in applied learning settings engage with learning, and in the way that you prepare them for the world of work. In this unit, you will consider eLearning as a component of the digital transformation of learning and teaching. As part of this you will be introduced to current and future practices in the use of Educational Technology (EduTech). You will consider a range of opportunities for your students to access, interpret, and engage with eLearning in your own learning and teaching context. You will also engage with Generative AI (GenAI) to design an authentic and inclusive eLearning task.

Summary

Unit name	Strategies for eLearning Environments
Unit code	EAL310
Credit points	12.5
College/School	Arts and Society Faculty of Education
Discipline	Education
Coordinator	Doctor Zi Siang See
Available as an elective?	Yes
Delivered By	University of Tasmania
Level	Advanced

Availability

Location	Study period	Attendance options		Available to
Online	Semester 2

Note

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Key Dates

Study Period	Start date	Census date	WW date	End date
Semester 2	5/7/2026	27/7/2026	30/8/2026	24/10/2026

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2026 are indicative and subject to change. Finalised census dates for 2026 will be available from the 1st October 2025. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

• Apply theoretical knowledge to demonstrate the benefits and challenges of contemporary approaches for eLearning in applied learning contexts
• Design authentic and inclusive eLearning activities in your own learning context using GenAI technology
• Reflect on the use of Educational Technology in your own teaching practice
• Apply professional and academic communication skills to an intended audience

Fee Information

Field of Education	Commencing Student Contribution 1,3	Grandfathered Student Contribution 1,3	Approved Pathway Course Student Contribution 2,3	Domestic Full Fee 4
070109	$592.00	$592.00	not applicable	$2,562.00

• Available as a Commonwealth Supported Place
• HECS-HELP is available on this unit, depending on your eligibility³
• FEE-HELP is available on this unit, depending on your eligibility⁴

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Teaching

Teaching Pattern	Online: Weekly online tutorials (2 hours)
Assessment	Showcase Plan (20%)|Educational Technology Showcase (30%)|Designing Authentic and Inclusive eLearning Activities (50%)
Timetable	View the lecture timetable | View the full unit timetable

Textbooks

Required

Required readings will be listed in the unit outline prior to the start of classes.

Recommended

Bates, A. W. (2022). Teaching in a digital age (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/ Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71. https://doi.org/10.19173/irrodl.v13i1.1076 Blaschke, L. M. (2019). The pedagogy–andragogy–heutagogy continuum and technology-supported personal learning environments. In I. Jung (Ed.), Open and distance education theory revisited: Implications for the digital era (pp. 75-84). Springer Singapore. https://doi.org/10.1007/978-981-13-7740-2_9 Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. https://doi.org/10.24135/pjtel.v1i1.1 Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. Educause Center for Applied Research Bulletin, 2004(7), 1-44. Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE. http://pandora.nla.gov.au/nph-wb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Henriksen, D., Oster, N., Mishra, P. et al. Generative AI, Creativity, Culture, and the Future of Learning: a Conversation with Mairéad Pratschke. TechTrends 69, 3–9 (2025). https://doi.org/10.1007/s11528-024-01036-y Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology: A Primer for the 21st Century. Springer Singapore. https://doi.org/10.1007/978-981-13-6643-7

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