ED7139 - Applying Learning Technologies (2019/20)
|Module specification||Module approved to run in 2019/20|
|Module title||Applying Learning Technologies|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||School of Social Professions|
|Total study hours||200|
|Running in 2019/20||
Applying Learning Technologies (ALT) 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.
This module may be used as an opportunity to further develop expertise with online eLearning tools in the participant’s own academic discipline. ALT is provided as a self-study, small-scale, action research module, investigating the pedagogical application of digital tools. It is offered as a project-based module with supervisor support and access to online learning resources and spaces.
The aim of this module is to allow learners to investigate, through active learning, the role of ICT in learning and teaching. Participants will review the current educational technologies that are available, together with evaluating their use in teaching, learning and assessment. Learners are then required to complete the process of investigating, analysing, designing, developing, implementing and evaluating the use of digital technology in their own work and use this experience to review their own professional development needs.
Prior learning requirements
The module will address the following issues:
1. Use of learning technologies for blended learning, teaching and assessment LO 1, 2
• A review of available learning technologies
• A consideration of how learning technologies are used
• An audit of current personal use of learning technologies
• The development of practical ICT skills as necessary to deliver effective blended learning.
2. Learning technologies and learning LO 1, 2
• A study of the theoretical perspectives and approaches to learning, teaching and assessment.
• An understanding of various learning design frameworks appropriate for virtual learning environments.
3. The design, implementation and evaluation of learning, teaching and/or assessments, which use digital learning technologies. LO 3, 4, 5
• Selecting an appropriate evaluation method
• Implementing an evaluation
• Analysing and Reviewing results
• Impact of experience on teaching
Balance of independent study and scheduled teaching activity
A project-based module with supervisor support and access to online learning resources and spaces, it requires a considerable amount of guided independent study. Each of the assignments provides opportunities for reflective learning. Feedback on the action plan and engagement with the online CoP informs the project implementation and evaluation – and the final report entails a meta-reflection on the learning gained and implications for future practice.
The module participants will:
1. Demonstrate the ability to appraise, review and evaluate the process of implementing a variety of learning technologies for blended learning, teaching and assessment.
2. Provide evidence of a critical awareness and understanding of theories for using learning technologies within a Virtual Learning Environment (VLE).
3. Design, plan, implement and integrate eLearning tools into an ICT programme and evaluate their impact on learning.
4. Critically reflect on the results of an ICT evaluation and describe the impact this will have on future professional teaching practice.
5. Based on results of the intervention, describe future plans for teaching that will enhance eLearning, which are supported by current learning theories and best practices.
See descriptions of each component below:
Coursework: Technology Project Action Plan. A written proposal (c.1000 words) for a subject-specific intervention using elearning technology, based on sound educational theory and practice. 25% pass on aggregate LO1, LO2 LO3
Coursework: Evaluation of L&T intervention. Screencast (narrated digital presentation) (15-20 minutes) that captures critical reflection and analysis of the experience from both a learner and teacher perspective, and accompanying evidence (e.g. screenshots, photos, audio/video recordings, copies of learning and teaching materials, questionnaires, feedback sheets) 25% pass on aggregate LO3, LO4,
Coursework: Educational Technology Project Report (with updated Project Plan). A written final report (c.3000 words) on the development project, including updated project plan, outcomes of the intervention and critical reflection on lessons learnt overall and implications for future practice. Marked by the tutors, taking note of engagement with earlier peer comments on the draft Action Plan and feedback on the evaluation of the intervention (as presented in the screencast) 50% assessment must be passed to successfully complete the module LO2, LO4, LO5
• Stringer, E. et.al (2018). Using digital technology to improve learning. Education Endowment Foundation.
• Garrison, D Randy (2017). E-Learning in the 21st Century: a community of inquiry framework for research and practice. 3rd edition
• Fregona, C & Sadza, A (2016). “Blended learning” in Pokorny, H & Warren, D (2016) Enhancing Teaching Practice in Higher Education. Sage
• JISC. (2016). Technology and tools for online learning. Jisc Guides.
• Weller, S (2015). Academic Practice: Developing as a professional in Higher Education . Sage