MASTER OF eLEARNINGCourse Prospectus

2

I am proud to welcome you to the Higher Education Leadership Institute or as we like to call it HELI HELI is a modern education provider aimed at at supporting learning and teaching across the higher education sector and broader professional community

Through extensive research HELI has developed its Master of eLearning to help professionals develop the requisite eLearn-ing knowledge skills and understanding to work effectively in educational and related professional settings

If you are seeking advanced and specialised knowledge of eLearning then this is the course for you Through its focus on learning and teaching theory and practice as applied in eLearning this course will help you to be a leader or manager of eLearning environments

From our beginnings as a totally virtual higher education provider we have learned much about delivery of education online While HELI now offers you the option of learning on-campus we still deliver all of our courses online and even if you study on-campus you will still have to do part of your course online

By choosing HELI you are making an important decision that will positively affect your future career More importantly I am confident you have made the right choice

Andrew CrevaldChief Executive Officer

WELCOME

MASTER OF eLEARNING

Education Future Prosperity

THE FUTURE OF EDUCATION IS BLENDED ONLINE AND MOBILE LEARNING

The Future of Education

The future of education in all of its contexts and applications is an exciting space to be in Whether education takes the form of formal informal or non-formal education there is no doubt that modern delivery and learning methodologies are changing the face of education across the entire spectrum

With the transformation to the digital age and the creation and adoption of massive open online course (MOOC) platforms learning management systems multimedia video online conferencing podcasting and chat rooms have substituted for or augmented conventional practice in education professional and corporate learning delivery

Social media platforms and advanced educational technology (edtech) employing artificial intelligence machine learning and data analytics are enabling the modification of learning activities Through disruptive transformation and scaling of formal education and professional learning these multiple technologies are redefining learning itself The acceleration of edtech innovation and adoption of eLearning shows no signs of slowing

The Master of eLearning focuses on the learning needs of those who work in or aspire to work in education or professional learning practice and who seek advanced and specialised knowledge of eLearning You may be seeking to expand your career opportunities in education or one of many professional learning contexts or you may simply wish to acquire further depth in or a specialised knowledge and understanding of eLearning If this sounds like you the Master of eLearning offers you a perfect opportunity to prepare you for the future

4

Course Details

The Master of eLearning (MeL) is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) under the Tertiary Education Quality and Standards Act 2011 [Course ID CRS1400700] and is recognised within the Australian Qualifications Framework

The Master of eLearning is a 2-year full-time or 3-year part-time course providing graduates with the requisite eLearning knowledge skills and understanding to work effectively in academic and related professional learning or corporate learning settings

Teaching and learning activities have been arranged to foster progressive and coherent achievement of course and subject learning outcomes regardless of a studentrsquos place of study or the mode of delivery

Applicants may include persons who are or aspire to become education or professional learning practitioners instructional designers or who manage education practitioners or designers or projects employing or implementing eLearning

MASTER OF eLEARNING

Education Future Prosperity

Subject Overview

The Master of eLearning comprises eleven subjects (including a double weighted Capstone subject)

HEP805 Teaching and Learning HEP806ScholarlyPractice HEP807 Design for Learning HEP808 eLearning HEP901 Developing eLearning Resources HEP902 eLearning Futures HEP903 Designing Engaged Research HEP904CollaborationandNetworking HEP905ImplementingeLearningInitiatives HEP906EngagedResearchProject(DoubleweightedCapstonesubject) HEP907LearningAnalytics

By successfully completing all subjects you will be eligible to graduate with the award of Master of eLearning

Course Learning Outcomes

At the conclusion of the Master of eLearning graduates will be able to

bull Integrate learning and teaching theory and practice into eLearning environments

bull Develop innovative eLearning solutions

bull Direct learning in eLearning environments

bull Devise effective communication utilising a range of media

bull Reflect on personal and practitioner performance and the outcomes of eLearning

bull Critically review learning and teaching theory and practice

6

Study Options

This course is designed for both the busy professional engaged in full-time or part-time employment or the student seeking to gain a Masters level qualification in eLearning To best support your needs HELI offers the following study options

Online delivery - Our online platform Canvas provides you maximum flexibility in choosing when and where you wish to study Canvas has been selected for its ease of navigation capacity to support a wide range of learning materials ability to link with leading edge third party applications ability to support online assessment and use the latest technological advances to ensure online integrity We are confident that you will enjoy your HELI online learning experience (Please note - 100 online delivery is not available to international students studying in Australia on a Student Visa)

On-campus delivery - HELI offers this course at its campus at Level 1 399 Londsdale Street Melbourne The campus is a state of the art facility offering students a modern learning and support environment On-campus students also enjoy access to our online learning platform Canvas This platform provides all students direct access to our extensive learning support and easy access to a wide range of learning resources Note that even though you are studying on-campus you will still be required to study designated subjects online

Course Duration

Domesticstudents - may complete the course fully online or opt to undertake designated subjects on-campus Full-time students normally complete 6 subjects per year and complete the course in 2 years or 8 Terms Part-time students normally complete 4 subjects per year and complete the course in 3 years

InternationalstudentsstudyingonaStudentVisa - must complete the course on-campus with the exception of four designated online subjects International students normally complete 6 subjects per year and complete the course in 2 years

MASTER OF eLEARNING

Education Future Prosperity

Course Structure and Sequence (please also refer to Course Progression and Compulsory Requirements)

The Master of eLearning consists of the following 11 subjects

SUBJECT CODE SUBJECT TITLE SUBJECT TYPE CREDITPOINTS EFTSLHEP805 Teaching and Learning^ Core 4 1250HEP806 Scholarly Practice^ Core 4 1250HEP807 Design for Learning^ Core 4 1250HEP808 eLearning Core 4 1250HEP901 Developing eLearning Resources Core 6 1875HEP902 eLearning Futures Core 6 1875HEP903 Designing Engaged Research^ Core 6 1875HEP904 Collaboration and Networking Core 6 1875HEP905 Implementing eLearning Initiatives^ Core 6 1875HEP906 Engaged Research Project^ Core 12 3750HEP907 Learning Analytics^ Core 6 1875

TOTAL 64 200

Each subject is delivered in a study period of 10 weeks which includes 9 weeks of structured online activities and 1 week for finalising and submitting assessments Each subject has 4 hours of structured educator-directed activities per week and you should allow an average of an additional 8 hours per week of self-directed activities

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

2

I am proud to welcome you to the Higher Education Leadership Institute or as we like to call it HELI HELI is a modern education provider aimed at at supporting learning and teaching across the higher education sector and broader professional community

Through extensive research HELI has developed its Master of eLearning to help professionals develop the requisite eLearn-ing knowledge skills and understanding to work effectively in educational and related professional settings

If you are seeking advanced and specialised knowledge of eLearning then this is the course for you Through its focus on learning and teaching theory and practice as applied in eLearning this course will help you to be a leader or manager of eLearning environments

From our beginnings as a totally virtual higher education provider we have learned much about delivery of education online While HELI now offers you the option of learning on-campus we still deliver all of our courses online and even if you study on-campus you will still have to do part of your course online

By choosing HELI you are making an important decision that will positively affect your future career More importantly I am confident you have made the right choice

Andrew CrevaldChief Executive Officer

WELCOME

MASTER OF eLEARNING

Education Future Prosperity

THE FUTURE OF EDUCATION IS BLENDED ONLINE AND MOBILE LEARNING

The Future of Education

The future of education in all of its contexts and applications is an exciting space to be in Whether education takes the form of formal informal or non-formal education there is no doubt that modern delivery and learning methodologies are changing the face of education across the entire spectrum

With the transformation to the digital age and the creation and adoption of massive open online course (MOOC) platforms learning management systems multimedia video online conferencing podcasting and chat rooms have substituted for or augmented conventional practice in education professional and corporate learning delivery

Social media platforms and advanced educational technology (edtech) employing artificial intelligence machine learning and data analytics are enabling the modification of learning activities Through disruptive transformation and scaling of formal education and professional learning these multiple technologies are redefining learning itself The acceleration of edtech innovation and adoption of eLearning shows no signs of slowing

The Master of eLearning focuses on the learning needs of those who work in or aspire to work in education or professional learning practice and who seek advanced and specialised knowledge of eLearning You may be seeking to expand your career opportunities in education or one of many professional learning contexts or you may simply wish to acquire further depth in or a specialised knowledge and understanding of eLearning If this sounds like you the Master of eLearning offers you a perfect opportunity to prepare you for the future

4

Course Details

The Master of eLearning (MeL) is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) under the Tertiary Education Quality and Standards Act 2011 [Course ID CRS1400700] and is recognised within the Australian Qualifications Framework

The Master of eLearning is a 2-year full-time or 3-year part-time course providing graduates with the requisite eLearning knowledge skills and understanding to work effectively in academic and related professional learning or corporate learning settings

Teaching and learning activities have been arranged to foster progressive and coherent achievement of course and subject learning outcomes regardless of a studentrsquos place of study or the mode of delivery

Applicants may include persons who are or aspire to become education or professional learning practitioners instructional designers or who manage education practitioners or designers or projects employing or implementing eLearning

MASTER OF eLEARNING

Education Future Prosperity

Subject Overview

The Master of eLearning comprises eleven subjects (including a double weighted Capstone subject)

HEP805 Teaching and Learning HEP806ScholarlyPractice HEP807 Design for Learning HEP808 eLearning HEP901 Developing eLearning Resources HEP902 eLearning Futures HEP903 Designing Engaged Research HEP904CollaborationandNetworking HEP905ImplementingeLearningInitiatives HEP906EngagedResearchProject(DoubleweightedCapstonesubject) HEP907LearningAnalytics

By successfully completing all subjects you will be eligible to graduate with the award of Master of eLearning

Course Learning Outcomes

At the conclusion of the Master of eLearning graduates will be able to

bull Integrate learning and teaching theory and practice into eLearning environments

bull Develop innovative eLearning solutions

bull Direct learning in eLearning environments

bull Devise effective communication utilising a range of media

bull Reflect on personal and practitioner performance and the outcomes of eLearning

bull Critically review learning and teaching theory and practice

6

Study Options

This course is designed for both the busy professional engaged in full-time or part-time employment or the student seeking to gain a Masters level qualification in eLearning To best support your needs HELI offers the following study options

Online delivery - Our online platform Canvas provides you maximum flexibility in choosing when and where you wish to study Canvas has been selected for its ease of navigation capacity to support a wide range of learning materials ability to link with leading edge third party applications ability to support online assessment and use the latest technological advances to ensure online integrity We are confident that you will enjoy your HELI online learning experience (Please note - 100 online delivery is not available to international students studying in Australia on a Student Visa)

On-campus delivery - HELI offers this course at its campus at Level 1 399 Londsdale Street Melbourne The campus is a state of the art facility offering students a modern learning and support environment On-campus students also enjoy access to our online learning platform Canvas This platform provides all students direct access to our extensive learning support and easy access to a wide range of learning resources Note that even though you are studying on-campus you will still be required to study designated subjects online

Course Duration

Domesticstudents - may complete the course fully online or opt to undertake designated subjects on-campus Full-time students normally complete 6 subjects per year and complete the course in 2 years or 8 Terms Part-time students normally complete 4 subjects per year and complete the course in 3 years

InternationalstudentsstudyingonaStudentVisa - must complete the course on-campus with the exception of four designated online subjects International students normally complete 6 subjects per year and complete the course in 2 years

MASTER OF eLEARNING

Education Future Prosperity

Course Structure and Sequence (please also refer to Course Progression and Compulsory Requirements)

The Master of eLearning consists of the following 11 subjects

SUBJECT CODE SUBJECT TITLE SUBJECT TYPE CREDITPOINTS EFTSLHEP805 Teaching and Learning^ Core 4 1250HEP806 Scholarly Practice^ Core 4 1250HEP807 Design for Learning^ Core 4 1250HEP808 eLearning Core 4 1250HEP901 Developing eLearning Resources Core 6 1875HEP902 eLearning Futures Core 6 1875HEP903 Designing Engaged Research^ Core 6 1875HEP904 Collaboration and Networking Core 6 1875HEP905 Implementing eLearning Initiatives^ Core 6 1875HEP906 Engaged Research Project^ Core 12 3750HEP907 Learning Analytics^ Core 6 1875

TOTAL 64 200

Each subject is delivered in a study period of 10 weeks which includes 9 weeks of structured online activities and 1 week for finalising and submitting assessments Each subject has 4 hours of structured educator-directed activities per week and you should allow an average of an additional 8 hours per week of self-directed activities

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

MASTER OF eLEARNING

Education Future Prosperity

THE FUTURE OF EDUCATION IS BLENDED ONLINE AND MOBILE LEARNING

The Future of Education

The future of education in all of its contexts and applications is an exciting space to be in Whether education takes the form of formal informal or non-formal education there is no doubt that modern delivery and learning methodologies are changing the face of education across the entire spectrum

With the transformation to the digital age and the creation and adoption of massive open online course (MOOC) platforms learning management systems multimedia video online conferencing podcasting and chat rooms have substituted for or augmented conventional practice in education professional and corporate learning delivery

Social media platforms and advanced educational technology (edtech) employing artificial intelligence machine learning and data analytics are enabling the modification of learning activities Through disruptive transformation and scaling of formal education and professional learning these multiple technologies are redefining learning itself The acceleration of edtech innovation and adoption of eLearning shows no signs of slowing

The Master of eLearning focuses on the learning needs of those who work in or aspire to work in education or professional learning practice and who seek advanced and specialised knowledge of eLearning You may be seeking to expand your career opportunities in education or one of many professional learning contexts or you may simply wish to acquire further depth in or a specialised knowledge and understanding of eLearning If this sounds like you the Master of eLearning offers you a perfect opportunity to prepare you for the future

4

Course Details

The Master of eLearning (MeL) is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) under the Tertiary Education Quality and Standards Act 2011 [Course ID CRS1400700] and is recognised within the Australian Qualifications Framework

The Master of eLearning is a 2-year full-time or 3-year part-time course providing graduates with the requisite eLearning knowledge skills and understanding to work effectively in academic and related professional learning or corporate learning settings

Teaching and learning activities have been arranged to foster progressive and coherent achievement of course and subject learning outcomes regardless of a studentrsquos place of study or the mode of delivery

Applicants may include persons who are or aspire to become education or professional learning practitioners instructional designers or who manage education practitioners or designers or projects employing or implementing eLearning

MASTER OF eLEARNING

Education Future Prosperity

Subject Overview

The Master of eLearning comprises eleven subjects (including a double weighted Capstone subject)

HEP805 Teaching and Learning HEP806ScholarlyPractice HEP807 Design for Learning HEP808 eLearning HEP901 Developing eLearning Resources HEP902 eLearning Futures HEP903 Designing Engaged Research HEP904CollaborationandNetworking HEP905ImplementingeLearningInitiatives HEP906EngagedResearchProject(DoubleweightedCapstonesubject) HEP907LearningAnalytics

By successfully completing all subjects you will be eligible to graduate with the award of Master of eLearning

Course Learning Outcomes

At the conclusion of the Master of eLearning graduates will be able to

bull Integrate learning and teaching theory and practice into eLearning environments

bull Develop innovative eLearning solutions

bull Direct learning in eLearning environments

bull Devise effective communication utilising a range of media

bull Reflect on personal and practitioner performance and the outcomes of eLearning

bull Critically review learning and teaching theory and practice

6

Study Options

This course is designed for both the busy professional engaged in full-time or part-time employment or the student seeking to gain a Masters level qualification in eLearning To best support your needs HELI offers the following study options

Online delivery - Our online platform Canvas provides you maximum flexibility in choosing when and where you wish to study Canvas has been selected for its ease of navigation capacity to support a wide range of learning materials ability to link with leading edge third party applications ability to support online assessment and use the latest technological advances to ensure online integrity We are confident that you will enjoy your HELI online learning experience (Please note - 100 online delivery is not available to international students studying in Australia on a Student Visa)

On-campus delivery - HELI offers this course at its campus at Level 1 399 Londsdale Street Melbourne The campus is a state of the art facility offering students a modern learning and support environment On-campus students also enjoy access to our online learning platform Canvas This platform provides all students direct access to our extensive learning support and easy access to a wide range of learning resources Note that even though you are studying on-campus you will still be required to study designated subjects online

Course Duration

Domesticstudents - may complete the course fully online or opt to undertake designated subjects on-campus Full-time students normally complete 6 subjects per year and complete the course in 2 years or 8 Terms Part-time students normally complete 4 subjects per year and complete the course in 3 years

InternationalstudentsstudyingonaStudentVisa - must complete the course on-campus with the exception of four designated online subjects International students normally complete 6 subjects per year and complete the course in 2 years

MASTER OF eLEARNING

Education Future Prosperity

Course Structure and Sequence (please also refer to Course Progression and Compulsory Requirements)

The Master of eLearning consists of the following 11 subjects

SUBJECT CODE SUBJECT TITLE SUBJECT TYPE CREDITPOINTS EFTSLHEP805 Teaching and Learning^ Core 4 1250HEP806 Scholarly Practice^ Core 4 1250HEP807 Design for Learning^ Core 4 1250HEP808 eLearning Core 4 1250HEP901 Developing eLearning Resources Core 6 1875HEP902 eLearning Futures Core 6 1875HEP903 Designing Engaged Research^ Core 6 1875HEP904 Collaboration and Networking Core 6 1875HEP905 Implementing eLearning Initiatives^ Core 6 1875HEP906 Engaged Research Project^ Core 12 3750HEP907 Learning Analytics^ Core 6 1875

TOTAL 64 200

Each subject is delivered in a study period of 10 weeks which includes 9 weeks of structured online activities and 1 week for finalising and submitting assessments Each subject has 4 hours of structured educator-directed activities per week and you should allow an average of an additional 8 hours per week of self-directed activities

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

4

Course Details

The Master of eLearning (MeL) is accredited by the Tertiary Education Quality and Standards Agency (TEQSA) under the Tertiary Education Quality and Standards Act 2011 [Course ID CRS1400700] and is recognised within the Australian Qualifications Framework

The Master of eLearning is a 2-year full-time or 3-year part-time course providing graduates with the requisite eLearning knowledge skills and understanding to work effectively in academic and related professional learning or corporate learning settings

Teaching and learning activities have been arranged to foster progressive and coherent achievement of course and subject learning outcomes regardless of a studentrsquos place of study or the mode of delivery

Applicants may include persons who are or aspire to become education or professional learning practitioners instructional designers or who manage education practitioners or designers or projects employing or implementing eLearning

MASTER OF eLEARNING

Education Future Prosperity

Subject Overview

The Master of eLearning comprises eleven subjects (including a double weighted Capstone subject)

HEP805 Teaching and Learning HEP806ScholarlyPractice HEP807 Design for Learning HEP808 eLearning HEP901 Developing eLearning Resources HEP902 eLearning Futures HEP903 Designing Engaged Research HEP904CollaborationandNetworking HEP905ImplementingeLearningInitiatives HEP906EngagedResearchProject(DoubleweightedCapstonesubject) HEP907LearningAnalytics

By successfully completing all subjects you will be eligible to graduate with the award of Master of eLearning

Course Learning Outcomes

At the conclusion of the Master of eLearning graduates will be able to

bull Integrate learning and teaching theory and practice into eLearning environments

bull Develop innovative eLearning solutions

bull Direct learning in eLearning environments

bull Devise effective communication utilising a range of media

bull Reflect on personal and practitioner performance and the outcomes of eLearning

bull Critically review learning and teaching theory and practice

6

Study Options

This course is designed for both the busy professional engaged in full-time or part-time employment or the student seeking to gain a Masters level qualification in eLearning To best support your needs HELI offers the following study options

Online delivery - Our online platform Canvas provides you maximum flexibility in choosing when and where you wish to study Canvas has been selected for its ease of navigation capacity to support a wide range of learning materials ability to link with leading edge third party applications ability to support online assessment and use the latest technological advances to ensure online integrity We are confident that you will enjoy your HELI online learning experience (Please note - 100 online delivery is not available to international students studying in Australia on a Student Visa)

On-campus delivery - HELI offers this course at its campus at Level 1 399 Londsdale Street Melbourne The campus is a state of the art facility offering students a modern learning and support environment On-campus students also enjoy access to our online learning platform Canvas This platform provides all students direct access to our extensive learning support and easy access to a wide range of learning resources Note that even though you are studying on-campus you will still be required to study designated subjects online

Course Duration

Domesticstudents - may complete the course fully online or opt to undertake designated subjects on-campus Full-time students normally complete 6 subjects per year and complete the course in 2 years or 8 Terms Part-time students normally complete 4 subjects per year and complete the course in 3 years

InternationalstudentsstudyingonaStudentVisa - must complete the course on-campus with the exception of four designated online subjects International students normally complete 6 subjects per year and complete the course in 2 years

MASTER OF eLEARNING

Education Future Prosperity

Course Structure and Sequence (please also refer to Course Progression and Compulsory Requirements)

The Master of eLearning consists of the following 11 subjects

SUBJECT CODE SUBJECT TITLE SUBJECT TYPE CREDITPOINTS EFTSLHEP805 Teaching and Learning^ Core 4 1250HEP806 Scholarly Practice^ Core 4 1250HEP807 Design for Learning^ Core 4 1250HEP808 eLearning Core 4 1250HEP901 Developing eLearning Resources Core 6 1875HEP902 eLearning Futures Core 6 1875HEP903 Designing Engaged Research^ Core 6 1875HEP904 Collaboration and Networking Core 6 1875HEP905 Implementing eLearning Initiatives^ Core 6 1875HEP906 Engaged Research Project^ Core 12 3750HEP907 Learning Analytics^ Core 6 1875

TOTAL 64 200

Each subject is delivered in a study period of 10 weeks which includes 9 weeks of structured online activities and 1 week for finalising and submitting assessments Each subject has 4 hours of structured educator-directed activities per week and you should allow an average of an additional 8 hours per week of self-directed activities

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

MASTER OF eLEARNING

Education Future Prosperity

Subject Overview

The Master of eLearning comprises eleven subjects (including a double weighted Capstone subject)

HEP805 Teaching and Learning HEP806ScholarlyPractice HEP807 Design for Learning HEP808 eLearning HEP901 Developing eLearning Resources HEP902 eLearning Futures HEP903 Designing Engaged Research HEP904CollaborationandNetworking HEP905ImplementingeLearningInitiatives HEP906EngagedResearchProject(DoubleweightedCapstonesubject) HEP907LearningAnalytics

By successfully completing all subjects you will be eligible to graduate with the award of Master of eLearning

Course Learning Outcomes

At the conclusion of the Master of eLearning graduates will be able to

bull Integrate learning and teaching theory and practice into eLearning environments

bull Develop innovative eLearning solutions

bull Direct learning in eLearning environments

bull Devise effective communication utilising a range of media

bull Reflect on personal and practitioner performance and the outcomes of eLearning

bull Critically review learning and teaching theory and practice

6

Study Options

This course is designed for both the busy professional engaged in full-time or part-time employment or the student seeking to gain a Masters level qualification in eLearning To best support your needs HELI offers the following study options

Online delivery - Our online platform Canvas provides you maximum flexibility in choosing when and where you wish to study Canvas has been selected for its ease of navigation capacity to support a wide range of learning materials ability to link with leading edge third party applications ability to support online assessment and use the latest technological advances to ensure online integrity We are confident that you will enjoy your HELI online learning experience (Please note - 100 online delivery is not available to international students studying in Australia on a Student Visa)

On-campus delivery - HELI offers this course at its campus at Level 1 399 Londsdale Street Melbourne The campus is a state of the art facility offering students a modern learning and support environment On-campus students also enjoy access to our online learning platform Canvas This platform provides all students direct access to our extensive learning support and easy access to a wide range of learning resources Note that even though you are studying on-campus you will still be required to study designated subjects online

Course Duration

Domesticstudents - may complete the course fully online or opt to undertake designated subjects on-campus Full-time students normally complete 6 subjects per year and complete the course in 2 years or 8 Terms Part-time students normally complete 4 subjects per year and complete the course in 3 years

InternationalstudentsstudyingonaStudentVisa - must complete the course on-campus with the exception of four designated online subjects International students normally complete 6 subjects per year and complete the course in 2 years

MASTER OF eLEARNING

Education Future Prosperity

Course Structure and Sequence (please also refer to Course Progression and Compulsory Requirements)

The Master of eLearning consists of the following 11 subjects

SUBJECT CODE SUBJECT TITLE SUBJECT TYPE CREDITPOINTS EFTSLHEP805 Teaching and Learning^ Core 4 1250HEP806 Scholarly Practice^ Core 4 1250HEP807 Design for Learning^ Core 4 1250HEP808 eLearning Core 4 1250HEP901 Developing eLearning Resources Core 6 1875HEP902 eLearning Futures Core 6 1875HEP903 Designing Engaged Research^ Core 6 1875HEP904 Collaboration and Networking Core 6 1875HEP905 Implementing eLearning Initiatives^ Core 6 1875HEP906 Engaged Research Project^ Core 12 3750HEP907 Learning Analytics^ Core 6 1875

TOTAL 64 200

Each subject is delivered in a study period of 10 weeks which includes 9 weeks of structured online activities and 1 week for finalising and submitting assessments Each subject has 4 hours of structured educator-directed activities per week and you should allow an average of an additional 8 hours per week of self-directed activities

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

6

Study Options

This course is designed for both the busy professional engaged in full-time or part-time employment or the student seeking to gain a Masters level qualification in eLearning To best support your needs HELI offers the following study options

Online delivery - Our online platform Canvas provides you maximum flexibility in choosing when and where you wish to study Canvas has been selected for its ease of navigation capacity to support a wide range of learning materials ability to link with leading edge third party applications ability to support online assessment and use the latest technological advances to ensure online integrity We are confident that you will enjoy your HELI online learning experience (Please note - 100 online delivery is not available to international students studying in Australia on a Student Visa)

On-campus delivery - HELI offers this course at its campus at Level 1 399 Londsdale Street Melbourne The campus is a state of the art facility offering students a modern learning and support environment On-campus students also enjoy access to our online learning platform Canvas This platform provides all students direct access to our extensive learning support and easy access to a wide range of learning resources Note that even though you are studying on-campus you will still be required to study designated subjects online

Course Duration

Domesticstudents - may complete the course fully online or opt to undertake designated subjects on-campus Full-time students normally complete 6 subjects per year and complete the course in 2 years or 8 Terms Part-time students normally complete 4 subjects per year and complete the course in 3 years

InternationalstudentsstudyingonaStudentVisa - must complete the course on-campus with the exception of four designated online subjects International students normally complete 6 subjects per year and complete the course in 2 years

MASTER OF eLEARNING

Education Future Prosperity

Course Structure and Sequence (please also refer to Course Progression and Compulsory Requirements)

The Master of eLearning consists of the following 11 subjects

SUBJECT CODE SUBJECT TITLE SUBJECT TYPE CREDITPOINTS EFTSLHEP805 Teaching and Learning^ Core 4 1250HEP806 Scholarly Practice^ Core 4 1250HEP807 Design for Learning^ Core 4 1250HEP808 eLearning Core 4 1250HEP901 Developing eLearning Resources Core 6 1875HEP902 eLearning Futures Core 6 1875HEP903 Designing Engaged Research^ Core 6 1875HEP904 Collaboration and Networking Core 6 1875HEP905 Implementing eLearning Initiatives^ Core 6 1875HEP906 Engaged Research Project^ Core 12 3750HEP907 Learning Analytics^ Core 6 1875

TOTAL 64 200

Each subject is delivered in a study period of 10 weeks which includes 9 weeks of structured online activities and 1 week for finalising and submitting assessments Each subject has 4 hours of structured educator-directed activities per week and you should allow an average of an additional 8 hours per week of self-directed activities

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

MASTER OF eLEARNING

Education Future Prosperity

Course Structure and Sequence (please also refer to Course Progression and Compulsory Requirements)

The Master of eLearning consists of the following 11 subjects

SUBJECT CODE SUBJECT TITLE SUBJECT TYPE CREDITPOINTS EFTSLHEP805 Teaching and Learning^ Core 4 1250HEP806 Scholarly Practice^ Core 4 1250HEP807 Design for Learning^ Core 4 1250HEP808 eLearning Core 4 1250HEP901 Developing eLearning Resources Core 6 1875HEP902 eLearning Futures Core 6 1875HEP903 Designing Engaged Research^ Core 6 1875HEP904 Collaboration and Networking Core 6 1875HEP905 Implementing eLearning Initiatives^ Core 6 1875HEP906 Engaged Research Project^ Core 12 3750HEP907 Learning Analytics^ Core 6 1875

TOTAL 64 200

Each subject is delivered in a study period of 10 weeks which includes 9 weeks of structured online activities and 1 week for finalising and submitting assessments Each subject has 4 hours of structured educator-directed activities per week and you should allow an average of an additional 8 hours per week of self-directed activities

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

8

Course Progression and Compulsory Requirements

The following rules of progression prerequisites and compulsory requirements apply to the Master of eLearning a The course comprises 11 core subjects (including a double weighted Capstone subject) b Students will normally complete 800 level subjects prior to undertaking 900 level subjects c Students must accrue a total of 64 credit points to be awarded the qualification d The Capstone subject HEP906 will normally be the last subject taken in the course sequence However students who need to take HEP906 out of sequence require the approval of the Course Coordinator and will also be required to have completed HEP903 e Domestic students may study full-time or part-time and take all their subjects online or opt to undertake designated subjects (^) face-to-face at HELIrsquos Melbourne campus f Onshore international students (studying on a student visa) must study full-time face-to-face with the exception of the four designated () online subjects that are not offered face-to-face and must be studied online for alignment with subject focus g Offshore international students will complete the course 100 online and may study full-time or part-time h Full-time students (including onshore international students) normally complete 6 subjects per year and complete the course in 2 years over 8 Terms i Part-time students normally complete 4 subjects per year and complete the course in 3 years over 12 Terms

Students are normally expected to undertake the course in the sequence detailed in the table on page 7

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

MASTER OF eLEARNING

Education Future Prosperity

Subject Details

HEP805 - Teaching and Learning

This subject aims to develop studentsrsquo knowledge and skills in integrating learning and teaching theory and practice into eLearning analysis design development delivery review and management This subject takes an evidence - and experience - based approach to course delivery review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of the science of learning learner engagement learning-centred and reflective teaching practice and technology-enhanced course delivery and review

HEP806 - Scholarly Practice

This subject aims to explore the nature and practice of a wide range of scholarly activities and their contribution to extend-ing the boundaries of knowledge and understanding for effectiveness in learning and teaching practice and the development of a culture of scholarship Students in this subject will critically review and evaluate the full range of contemporary adult education and training scholarly activity They will also endeavour to identify the type of activity that best suits their own needs interests and plans those of their Institution or organisation and those of other relevant internal and external stakeholders

HEP807 ndash Design for Learning

This subject takes an evidence- and experience-based approach to course design review and quality improvement in higher and professional education Current theory and best practice in learning and teaching informs an investigation of student-centred learning outcome-based design constructive alignment stakeholder expectations benchmarking against similar courses and advances in learning technologies

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

10

HEP808 ndash eLearning (delivered online only)

HEP808 takes an evidence- and experience-based approach to eLearning (technology-enhanced) design implementation delivery review and quality improvement in higher and professional education Current theory and best practice in learn-ing and teaching informs the investigation of eLearning affordances eLearning teaching practices instructional (learning) design e-learner engagement and associated ethical legal and social issues

HEP901 ndash Developing eLearning Resources (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in creating eLearning resources Students will explore how to evaluate an eLearning design against instructional design theory practices educational technologies resources materials and technical requirements to create a design for an eLearning resource They will then look at how to review eLearning resource design with relevant stakeholders and incorporate feedback into a revised design

HEP902 ndash eLearning Futures (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP903 ndash Designing Engaged Research

The aim of this subject is to develop studentsrsquo knowledge and skills enabling them to design engaged research and development projects that aim to develop knowledge of or solutions to opportunities or challenges that they find in their professional practice Students explore the foundational elements of engaged research practice enabling them to develop and execute research projects that aim to develop solutions to immediate problems they face in their professional practice The contribution of engaged research lies in adding or improving value in organisational or social processes

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

MASTER OF eLEARNING

Education Future Prosperity

HEP904 ndash Collaboration and Networking (delivered online only)

The aim of this subject is to develop studentsrsquo knowledge and skills in evaluating existing or new educational technology in the context of eLearning projects The subject covers a range of important issues and topics starting with a definition of educational technology and its principles It considers how educational technology supports learning performing teaching and training with specific reference to implementing technology in context including introducing innovation and managing change in both education and workplace environments It further covers theoretical perspectives on information communication instruction and instructional design

HEP905 ndash Implementing eLearning Initiatives

The aim of this subject is to develop studentsrsquo knowledge and skills in organising the work of eLearning practitioners and planning and implementing projects Students explore how organisations and individuals can promote the development of an engaged positive organisational culture built on understanding organisational membersrsquo strengths resilience learning preferences and motivations

HEP906 ndash Engaged Research Project (Capstone)

The aim of this capstone subject is to provide students with the opportunity to create a defined piece of independent research or to independently develop an artefact that further fosters the development of high-order eLearning knowledge and skills

HEP907 ndash Learning Analytics

This subject is about data capture perspectives on ethical and legal implications of its use in a range of industries and the impact of emergent technologies and projected future developments in its exponential growth The use of learning analytics in Institutions and from other data sources will be critically reviewed with a particular focus on equity and access Nation-al statistics and data will be examined to ascertain possible areas for foci for emergent leaders and managers in a range of industries including education As a learner you will apply the studied principles of learning analytics and draw on your experience to explore personal and institutional opportunities for improved learner or consumer engagement support and success

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

12

Course admission requirements

To satisfy the entrance requirements for admission to the Master of eLearning applicants must provide evidence that they hold a bachelor degree (or equivalent or higher) in any discipline (subject to verification by the Course Coordinator)

Applicants with international qualifications not delivered in English must demonstrate English equivalency by providing evidence of one of the following

1 Academic IELTS 65 or higher overall with a writing score of at least 65 with no band lower than 60 or2 IBT (Internet-based TOEFL) overall score of 79 with a writing section minimum of 21 and speaking 18 or3 Cambridge Certificate of Proficiency in English (CPE) Overall score 180 writing and speaking 180 or4 Cambridge Certificate of Advanced English (CAE) Overall 176 with a writing and speaking minimum score of 169 or5 PTE Academic Module with a minimum score of 58 with a writing and speaking section minimum of 50 or6 English for Academic Purposes Level 2 (EAP 2) Upper Intermediate lsquoArsquo grade or higher with IELTS 65 requirement

Course Commencement Dates

There are four intakes a year one each quarter so there is no need to wait to enrol Current Academic Calendars can be found on the Important Information page at httpshelieduauinfo

MASTER OF eLEARNING

Education Future Prosperity

Course fees

The current fee schedule for this course is published online at httpshelieduauinfo Tuition fees are subject to review and may change over the duration of your course Actual tuition fees payable are the fees published prior to the commencement of each academic year

Eligible students may apply for FEE-HELP assistance to pay all or part of their tuition fees Please refer to httpswwwhelieduaufee-help for further information

Credit for prior learning

Students who hold HELIrsquos Graduate Certificate in Higher Education Academic Practice may apply for credit for prior learning for the first four subjects (HEP805 HEP806 HEP807 and HEP808) of the Master of eLearning

Also if you have completed formal studies in a similar area or have extensive work experience you may be eligible for credit for prior learning The Credit for Prior Learning Policy and Procedure can be found on the Important Information page at httpshelieduauinfo along with the HELI Application for Admission Form If you wish to apply for credit it is highly recommended that this is done at the time of application for admission

14

Further information

As all or part of this course (depending on the mode of study you choose) is delivered online you will need to have access to an electronic device (such as a laptop tablet or smart phone) with internet access to successfully undertake this course

We recommend that you familiarise yourself with the documents on the Important Information page on our website before submitting your online Expression of Interest as they contain important information about your rights and obligations and our obligations to you

Further study

Students who successfully complete the Master of eLearning may be eligible to apply for entry to a doctoral program of their choosing subject to meeting the entry criteria of the program

Doctoral programs are considered the highest degree an individual can earn in a given field of study It is recognised through an original contribution to a given field in the form of new knowledge or the adaptation application and interpretation of existing knowledge

HELI is able to advise you on your best options should you wish to undertake Doctoral studies

MASTER OF eLEARNING

Education Future Prosperity

Applications for admission

If you have any questions about this course please feel free to contact us at admissionshelieduauwith your preferred contact details and we will get back to you as soon as possible or call us on 1300 00 4354 (1300 00 HELI)

You can also complete an Expression of Interest to undertake the course at httpshelieduaueoi

MASTER OF eLEARNING

Education Future Prosperity

Applications for admission

If you have any questions about this course please feel free to contact us at admissionshelieduauwith your preferred contact details and we will get back to you as soon as possible or call us on 1300 00 4354 (1300 00 HELI)

You can also complete an Expression of Interest to undertake the course at httpshelieduaueoi

16

Higher Education Leadership Institutewwwhelieduau

Copyright 2020 Higher Education Leadership Institute Pty LtdABN 71 606 961 451 | HE Provider No PRV14266

CRICOS Provider No 03845H CRICOS Course Code 102291B