# Details
**Source**: https://study.auckland.ac.nz/ords/r/uoa/catalogue/course?p6_code=CLINED%20717
**Parent**: https://teachwell.auckland.ac.nz/professional-learning/
## Content
## Course Tabs
- [Overview](#R20619717911282906)
- [Teaching and Learning](#R614701232662077506)
- [Assessment and Learning Outcomes](#R937322478114942134)
- [Student Feedback, Support and Charter](#R614701343287077507)
## Overview
## Course Prescription
To advance and refine competencies to develop online and blended teaching materials in health professions education. To develop and refine theoretical knowledge, learning design experience, and assessment practices. Gain hands-on experience with a range of learning technologies and platforms, including web-design, learning management systems, and digital communication.
## Course Overview
CLINED717 is an online seminar where students will gain hands-on experience using a range of learning technologies and platforms. Students will complete a number of assignments using different learning technologies as part of building a course e-portfolio. A significantcomponent of this work is reflective in nature. Persons not enrolled in a Clinical Education programme--including university staff--may be able to enrol as a Certificate of Proficiency (contact the Course Director for more information)
## Course Contacts
Course Director: John Egan (j.egan@auckland.ac.nz)
Course Coordinator: Ashwini Datt (a.datt@auckland.ac.nz)
## Workload Expectations
This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in. For this course, you can expect 35 hours of learning activities, 35 hours of reading and thinking about the content, and 80 hours of work on assignments.
## Course Prerequisites, Corequisites and Restrictions
Prerequisite
: must have completed [CLINED 711](https://study.auckland.ac.nz/ords/r/uoa/catalogue/course?p6_code=CLINED%20711)
## Locations and Semesters Offered
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| Location | Semester |
| --- | --- |
| Grafton | Semester Two |
| Grafton | Semester One |
## Teaching and Learning
## Online
There are compulsory asynchronous weekly discussions and one compulsory small group learning activity. Attendance is expected at 2-3 scheduled synchronous online sessions, but recordings will be available to those unable to attend. All course materials are available via the Talys link in the Canvas course site. This course runs to the University semester timetable (including public holidays and reading/study breaks) and all the associated completion dates and deadlines will apply.
## Learning Resources
Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.
## Copyright
The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.
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You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.
## Learning Continuity
In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.
## Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.
Similarly, research students must meet the University’s expectations of good research practice. This requires:
- Honesty - in all aspects of research work
- Accountability - in the conduct of research
- Professional courtesy and fairness – in working with others
- Good stewardship – on behalf of others
- Transparency – of research process and presentation of results
- Clarity - communication to be understandable, explainable and accessible
For more information on the University’s expectations of academic integrity, please see the [Academic Conduct](https://www.auckland.ac.nz/en/about-us/about-the-university/policy-hub/education-student-experience/academic-conduct.html) section of the University policy hub.
## Disclaimer
Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.
Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.
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## Assessment and Learning Outcomes
## Course Learning Outcomes
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| --- |
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| CLO # | Outcome | Programme Capability Link |
| --- | --- | --- |
| 1 | Synthesise and apply relevant literatures and frameworks for elearning, learning technology selection, pedagogy and learning design. | MClinEd - Master of Clinical Education - Programme Capabilities Demonstrate thorough understanding of educational research and theory in teaching and learning and its underpinning principles, practices and approaches, including sound disciplinary knowledge of inter-professional learning opportunities and curriculum design within clinical healthcare contexts. Become an inquiring, evidence-informed clinical educator by being aware of the implications of different knowledge systems, theory, practice, and technologies to enhance learning outcomes. Critically reflect on ones own culture and biases that can impact learning and teaching in the health professions. Demonstrate critical analysis, evaluation, integration and synthesis of research evidence and literature to optimise curriculum so as to inform current policies, research projects and future plans in clinical education. Demonstrate the ability to contest ideas and appraise and critically synthesise evidence from various sources. Synthesise understandings and clinical experience in order to contest established knowledge and practices, generating original research and approaches, and communicating results of analysis and research appropriately to varied intended audiences. Show a high level of current research-informed knowledge and practice in developing curriculum and teaching methods for distinct learning environments, and applying best-practice and innovative approaches to scaffolding learning within clinical, healthcare and education settings. Draw on appropriate research bases and methodologies to scope gaps in the literature and to identify clinical problems accurately; and based on these understandings of the problem, with a discerning eye for discovery, work to develop evidence-based solutions that lead to healthcare and educational improvements. Exploit varied opportunities and methods from classroom to bedside to promote learning, peer feedback and extension of thinking by establishing rapport, trust and empathy to build collaborative relationships and responses to healthcare and health education issues. Be able to reframe structures and practices, and communicate these effectively across different groups using technology as a medium to encourage engagement that enables and promotes changes in the culture of learning within clinical and departmental settings. Demonstrate the ability to collaborate across a range of patient and professional groups and environments, promoting interprofessional research and practices in clinical education. Reflect on own culture and ways of knowing and seek to understand others approaches to learning and teaching in the health professions. Critically evaluate their own and their team’s clinical teaching practice with a focus on improved clinical outcomes, health equity, and patient safety. Make principled, professional and academic decisions that demonstrate respect and commitment to diversity and inclusion, inter-professional practice, professional ethics and scholarly endeavour. Demonstrate manaakitanga towards others and in self-care by navigating personal, academic and professional challenges with integrity. Demonstrate a capacity for professional leadership applying ethical, evidence-informed practice, and respectful engagement across academic and professional communities to promote healthcare and teaching improvements. Show a commitment to equitable learning outcomes, honest critical reflection about own competencies and biases as educators and awareness of current theories and developments in the health professions and clinical education. |
| 2 | Explore and evaluate learning technologies, communication tools, and learning management systems. | MClinEd - Master of Clinical Education - Programme Capabilities Demonstrate thorough understanding of educational research and theory in teaching and learning and its underpinning principles, practices and approaches, including sound disciplinary knowledge of inter-professional learning opportunities and curriculum design within clinical healthcare contexts. Become an inquiring, evidence-informed clinical educator by being aware of the implications of different knowledge systems, theory, practice, and technologies to enhance learning outcomes. Critically reflect on ones own culture and biases that can impact learning and teaching in the health professions. Show a high level of current research-informed knowledge and practice in developing curriculum and teaching methods for distinct learning environments, and applying best-practice and innovative approaches to scaffolding learning within clinical, healthcare and education settings. Draw on appropriate research bases and methodologies to scope gaps in the literature and to identify clinical problems accurately; and based on these understandings of the problem, with a discerning eye for discovery, work to develop evidence-based solutions that lead to healthcare and educational improvements. Make principled, professional and academic decisions that demonstrate respect and commitment to diversity and inclusion, inter-professional practice, professional ethics and scholarly endeavour. Demonstrate manaakitanga towards others and in self-care by navigating personal, academic and professional challenges with integrity. Demonstrate a capacity for professional leadership applying ethical, evidence-informed practice, and respectful engagement across academic and professional communities to promote healthcare and teaching improvements. Show a commitment to equitable learning outcomes, honest critical reflection about own competencies and biases as educators and awareness of current theories and developments in the health professions and clinical education. |
| 3 | Extend and demonstrate understanding of formative and summative assessment delivered online. | MClinEd - Master of Clinical Education - Programme Capabilities Demonstrate thorough understanding of educational research and theory in teaching and learning and its underpinning principles, practices and approaches, including sound disciplinary knowledge of inter-professional learning opportunities and curriculum design within clinical healthcare contexts. Become an inquiring, evidence-informed clinical educator by being aware of the implications of different knowledge systems, theory, practice, and technologies to enhance learning outcomes. Critically reflect on ones own culture and biases that can impact learning and teaching in the health professions. Demonstrate critical analysis, evaluation, integration and synthesis of research evidence and literature to optimise curriculum so as to inform current policies, research projects and future plans in clinical education. Demonstrate the ability to contest ideas and appraise and critically synthesise evidence from various sources. Synthesise understandings and clinical experience in order to contest established knowledge and practices, generating original research and approaches, and communicating results of analysis and research appropriately to varied intended audiences. Show a high level of current research-informed knowledge and practice in developing curriculum and teaching methods for distinct learning environments, and applying best-practice and innovative approaches to scaffolding learning within clinical, healthcare and education settings. Draw on appropriate research bases and methodologies to scope gaps in the literature and to identify clinical problems accurately; and based on these understandings of the problem, with a discerning eye for discovery, work to develop evidence-based solutions that lead to healthcare and educational improvements. Make principled, professional and academic decisions that demonstrate respect and commitment to diversity and inclusion, inter-professional practice, professional ethics and scholarly endeavour. Demonstrate manaakitanga towards others and in self-care by navigating personal, academic and professional challenges with integrity. Demonstrate a capacity for professional leadership applying ethical, evidence-informed practice, and respectful engagement across academic and professional communities to promote healthcare and teaching improvements. Show a commitment to equitable learning outcomes, honest critical reflection about own competencies and biases as educators and awareness of current theories and developments in the health professions and clinical education. |
| 4 | Critically and substantively engage in reflective practice to advance and refine their teaching practice, including matter of equity. | MClinEd - Master of Clinical Education - Programme Capabilities Connect to the knowledge of place to appreciate the importance of belonging and diversity. Become conversant with matauranga Maori, kaupapa Maori and Te Tiriti o Waitangi and their context in Te Moananui-a-Kiwa and the world to advocate for just and equitable societies. 1. Evaluate educational interventions, practices and systems in terms of their responsiveness to Māori and capacity to eliminate inequities. Promote sustainable changes and a collaborative and enquiry-focused community of practice approach to improving opportunities for diverse student groups across disciplines. Demonstrate the ability to collaborate across a range of patient and professional groups and environments, promoting interprofessional research and practices in clinical education. Reflect on own culture and ways of knowing and seek to understand others approaches to learning and teaching in the health professions. Critically evaluate their own and their team’s clinical teaching practice with a focus on improved clinical outcomes, health equity, and patient safety. |
## Assessments
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| Assessment Type | Assessment Percentage | Assessment Classification |
| --- | --- | --- |
| Flight Path | 10 | Individual Coursework |
| Content analysis and course blueprint | 30 | Individual Coursework |
| Digital assessment object | 10 | Individual Coursework |
| Complete lesson or module | 25 | Individual Coursework |
| Summary reflection | 15 | Individual Coursework |
| Participation | 10 | Individual Coursework |
## Assessment to CLO Mapping
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| --- |
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| Assessment Type | 1 | 2 | 3 | 4 |
| --- | --- | --- | --- | --- |
| Flight Path | | | | |
| Content analysis and course blueprint | | | | |
| Digital assessment object | | | | |
| Complete lesson or module | | | | |
| Summary reflection | | | | |
| Participation | | | | |
## Student Feedback, Support and Charter
## Student Feedback
Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
## Class representatives
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
## Tuākana
Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at [Tuakana Learning Communities](https://www.auckland.ac.nz/en/students/student-support/academic-support/tuakana-learning-communities.html).
## Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the [Student Disability Services’ website](http://disability.auckland.ac.nz/).
## Wellbeing
We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the [Support Services](https://www.auckland.ac.nz/en/students/student-support/personal-support.html) page for information on support services in the University and the wider community.
## Special Circumstances
If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s [aegrotat or compassionate consideration page](https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html). This should be done as soon as possible and no later than seven days after the affected test or exam date.
## Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit [Student Charter](https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html).
## Student Academic Complaints and Disputes
Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the [Student Policies and Guidelines](https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines.html) section of the Policy Hub.
Course - V6
CLINED 717 - Advanced E-Learning in Clinical Education - V2.4 - Effective From: Summer Semester 2025 (Published: 2025-12-07)