ED7139 - Applying Learning Technologies (2018/19)
| Module specification | Module approved to run in 2018/19 | ||||||||||||||||
| Module title | Applying Learning Technologies | ||||||||||||||||
| Module level | Masters (07) | ||||||||||||||||
| Credit rating for module | 20 | ||||||||||||||||
| School | School of Social Professions | ||||||||||||||||
| Total study hours | 200 | ||||||||||||||||
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| Assessment components |
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| Running in 2018/19(Please note that module timeslots are subject to change) |
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Module summary
Applying Learning Technologies focuses on the wider issues of educational technology with specific reference to the use of information and communications technologies (ICT) for teaching learning and assessment, including the use of social media and other open educational resources.
Prior learning requirements
None
Module aims
The aim of this module is to allow the learner to investigate, through active learning, the role of ICT in learning and teaching.
The learner will review the current educational technologies that are available, along with their use in learning, assessment and teaching. They will go through the process of designing, developing, implementing and/or evaluating the use of technology in their own work and use this experience to review their own professional development needs.
Syllabus
The module will contain sessions (taught in one Semester) that address the following issues:
1. Use of learning technologies for blended learning, teaching and assessment
• A review of available learning technologies
• A consideration of how learning technologies are used in learning, teaching and assessment
• An audit of current personal use of learning technologies
• The development of practical ICT skills as necessary to deliver learning, teaching and assessment in a virtual environment.
2. Learning technologies and learning
• A study of the theoretical perspectives approaches and learning, teaching and assessment models appropriate to an e-learning environment.
3. The design and/or implementation and/or evaluation of an online learning, teaching and/or assessment intervention that uses available learning technologies.
3. An evaluation of the online learning intervention
• Selecting an appropriate evaluation method
• Implementing the evaluation
• Reviewing results
• Planning resulting actions
4. Dissemination of the results of the online learning intervention
• Disseminate the learning technology development to an appropriate audience in order to meet SEDA criteria.
Learning and teaching
Taught sessions will consist of a combination of workshop-style and online tutorials containing a mix of tutor exposition and participant activity, and discussions both face to face and electronically mediated.
Throughout the taught sessions, the application of concepts to participants’ work settings and the relevant theoretical implications will be emphasised and used as illustration.
Other directed activity and opportunities for participant-initiated discussion will be facilitated in module sessions.
Tutorial support will be included particularly to support preparation of the portfolio.
Learning outcomes
The module participant will:
1. Investigate the use of a variety of learning technologies for learning, teaching and assessment.
2. Demonstrate a critical understanding of learning processes within a virtual environment.
3. Provide evidence of critical awareness and understanding of theories relating to learning technologies.
4. Demonstrate the ability to appraise, review and evaluate the process of implementing learning technologies within the professional context.
5. Design, plan and implement a strategy for integrating ICT into a programme of learning
6. Evaluate the impact of an ICT intervention in a learning situation.
7. Critically reflect on the results of the evaluation, and plan and undertake, actions related to both the learning programme and personal professional development.
8. Disseminate the results of an implementation and evaluation of the use of ICT.
Professional values
Participants should be able to demonstrate the following SEDA values:
• An understanding of how people learn
• Scholarship, professionalism and ethical practice
• Working in and developing learning communities
• Working effectively with diversity and promoting inclusivity
• Continuing reflection on professional practice
• Developing people and processes
Assessment strategy
Learner performance will be assessed by a portfolio which includes the following:
• A technology intervention action plan which details the rationale for the intervention, the approach and methods to be used for an investigative educational technology project.
• A scholarly project report of 3000 words which describes the technology intervention, its results and implications for future practice from both a practical and a theoretical standpoint.
• Evidence of a peer-evaluated presentation to an appropriate peer and/or workplace-based audience for the dissemination of the results of the technology intervention.
Participants will be assessed on the basis of the learning outcomes and using the MALTHE marking scheme (see appendix), and with reference to the SEDA values and attitudes, which are:
• An understanding of how people learn
• Scholarship, professionalism and ethical practice
• Working in and developing learning communities
• Working effectively with diversity and promoting inclusivity
• Continuing reflection on professional practice
• Developing people and processes
Bibliography
• Pathak, R P. & Chaudhary, J. (2012). Educational Technology. Pearson
• Richardson. W. (2010) Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. (3rd Ed.). Sage
• Woollard, J. (2011) Psychology for the Classroom: E-Learning. Routledge
• Kear, K. (2011) Online and Social Networking Communities: A best practice guide for educators: Routledge
• HEFCE. (2009) Effective Practice in a Digital Age. JISC
• Rennie, F. & Morrison, T. (2013). e-Learning and Social Networking Handbook: Resources for Higher Education. 2nd Edition. Routledge