module specification

ED7140 - Web-based Learning and Teaching (2018/19)

Module specification Module approved to run in 2018/19
Module title Web-based Learning and Teaching
Module level Masters (07)
Credit rating for module 20
School School of Social Professions
Total study hours 200
 
155 hours Guided independent study
45 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 25% 50 Participants receive ongoing individual formative feedback via a private reflective e-journal and directly within their
Practical Examination 25% 50 Individual Oral Presentation of Learning Design
Coursework 50% 50 Meta-reflective Paper
Running in 2018/19
Period Campus Day Time Module Leader
Autumn semester North - -
Spring semester North - -
Year (Spring and Summer) North - -

Module summary

Web-based Learning & Teaching focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE). It is intended for education professionals who wish to investigate and critically examine the professional context for implementing and applying learning technologies for 21st Century learners. The module focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE).

The module is aligned with the requirements of the SEDA award: Supporting Learning with Technology, as well as the award of 20 credits towards the Masters in Learning & Teaching in Higher Education. At the end of the module, successful participants will have:

• Participated in an online event as an e-learner
• Designed, developed and implemented an online teaching module
• Managed and administered learners online
• Designed, delivered and evaluated online assessment
• Integrated open educational resources within a formal learning management system
• Interacted with other online practitioners in a community of practice

Prior learning requirements

None

Module aims

This module aims to enable participants to investigate and critically examine their professional context for designing, delivering and evaluating learning and teaching within a learning management system, enabling them to practise as confident and knowledgeable online practioners in the design, delivery and evaluation of  online learning designs and processes.

Syllabus

The module will contain sessions that address the following:

1. Participating in an online event as a learner.

2. Designing, delivering and evaluating quality assured learning designs for a learning management system.

3. Online assessment, feedback and evaluation within a virtual learning environment.

4.   Creating cognitive, social and teaching presence in online learning environments.

5. Integrating open educational resources with the learning activities in a learning management system.

6.   Conducting project-based research in the evaluation of e-learning designs.

7.  Interacting within and contributing to a community of practice and enquiry as an e-learning advocate and mentor.

Learning and teaching

Taught sessions will be a combination of workshop-style and online tutorials containing a mix of tutor exposition and participant activity, and both face to face and electronically mediated discussions and sessions.

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 in preparating the structured electronic portfolio will be included.

Learning outcomes

By the end of the module the participant will be able to:

1. Demonstrate the ability to appraise, review and evaluate relationship between face to face activities and online activities in different delivery modes of blended syncrhonous and asynchronous learning.
2. Describe the differences between a learning management system (LMS) and the wider virtual learning environment (VLE) in a critical and informed manner
3. Plan, design and deliver virtual learning, taking into account the influences of the broader educational environment
4. Demonstrate the ability to appraise, review and evaluate learning design within a virtual environment.
5. Design, conduct and evaluate a range of online assessment procedures
6. Demonstrate the ability to integrate open educational resources with the processes of a learning management system critically and effectively
7. Articulate their own experiences and insights into e-learning in a critically reflective manner; and support their peers in similar exercises.
8. Apply e-learning frameworks and theoretical models appropriately and effectively in their own practice
9. Administer and benefit from self-evaluation, peer-evaluation, and student evaluation.

Professional values

The participant should be able to demonstrate the following professional values:

• Reflexive attitudes to e-learning practice
• Openness to ongoing change
• Commitment to the educational endeavour
• Self-confidence and enthusiasm as an educator
• Co-operative and supportive attitudes towards peers
• Positive attitude to individual differences between students.

Assessment strategy

Participants are assessed via a structured electronic portfolio to be completed over the course of the module.

The electronic portfolio will contain a variety of sources of evidence to demonstrate engagement with the module learning outcomes under the following headings:

• e-Learner
• e-Researcher
• e-Designer
• e-Assessor
• e-Administrator and Manager
• Implications for future learning, teaching and assessment practice.

Each section of the portfolio is to include a detailed, critically reflective and scholarly account of how the participant went about engaging with the module learning outcomes, and what this engagement has meant to the participant in terms of improving professional practice from a theoretical as well as a practical standpoint. A synthesising ad critical meta-reflective paper should accompany the portfolio.

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:

• a reflexive attitude to e-learning practice
• an openness to ongoing change
• a commitment to the educational endeavour
• self-confidence and enthusiasm as educators
• a co-operative and supportive attitude towards peers
• a positive attitude to individual differences between students

Bibliography

• Littlejohn, A. & Pegler, C. (2007). Preparing for blended e-learning: Understanding Blended and Online Learning (Connecting with E-learning). Routledge
• Vai, M & Sosulski, K. (2011) Essentials of Online Course Design: A Standards-Based Guide. Routledge
• Simpson, O. (2012) Supporting Students for Success in Online and Distance Education. 3rd Edition. Routledge
• Van Merriënboer, J.J.G. & Kirschner , P.A. (2012) Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design, 2nd Edition. Ruotledge
• Helen Beetham, H. & Sharpe, R. (Eds.) (2013) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning. 2nd Ed.
• Jochems, W., Van Merrienboer, J. & Koper, R. (2003). Integrated E-Learning: Implications for Pedagogy, Technology and Organization (Open & Flexible Learning Series. Routledge)