Learning Design

Study time for this course

This course involves a minimum of 15 hours across the four week period, with an expectation that approximately 3.5 hours of study time is invested to complete coursework, online, and in-school learning tasks per week for the first three weeks of the course, followed by 3.5 hours in the final week to compile documentation for assessment.

As an individual learner, the balance of time spent on coursework, online, and in-school activities each week will be your choice, however, if you have enrolled in this course as a school team, the types of activities and the time allocated for these may be determined by the school's and team's needs each week. Please negotiate with Lyn Hay how your team might allocate hours per week per individual within the group to ensure course requirements are met. 

It is also acknowledged that some participants will invest far more than the 15 hour minimum across the four week period to meet their needs and those of their school, however, each participant can only be accredited for a total of 15 hours according to NSW BOSTES QTC accreditation of this course.


The learning experiences in this course are designed to develop participants’ awareness of a range of digital tools and apps that can be ultilised to support the teaching of digital citizenship content and skill outcomes across the curriculum. Participants examine their potential role as a leader of digital citizenship within their school community, and are exposed to knowledge and skills required to lead the development of whole school policies addressing digital citizenship issues. Participants are introduced to a process approach to effectively design, implement and evaluate their school's digital citizenship program.

Learning tasks also require participants to communicate effectively and work collaboratively with others using a range of social media tools, to develop their own capacity as a digital citizen, and as a teacher of digital citizenship. Reflective practice and evidence-based practice are also central to the learning experiences and assessment of this subject.

Module learning design

The learning design of each module employs the framework of ‘READ – VIEW – OBSERVE – EXPLORE – THINK – CREATE – SHARE – REFLECT’ as a set of learning strategies to encourage students to engage with module content followed by some form of learning ‘action’. Throughout each module, the nature of each learning task is identified by one or more of the following icons: