DESIGNING TECHNOLOGY ENHANCED LEARNING - 2022/3
Module code: GCAM005
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module focusses on providing a structured and grounded approach to researching and designing Technology Enhanced Learning (TEL) interventions. This will be achieved through an active approach to TEL that follows a design-based methodology - the learning design studio. This will equip participants with the tools and critical knowledge to be able to successfully design, implement and evaluate technology-based solutions to learning and teaching challenges, taking into account local contexts and disciplinary perspectives. Participants will be encouraged to work collaboratively in the design process and build an online portfolio as they progress through the module.
Surrey Institute of Education
REES Roger (Sy Inst Educ)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: X200
Module cap (Maximum number of students): N/A
Overall student workload
Prerequisites / Co-requisites
Indicative content includes:
Sensitisation to the key issues in Technology Enhanced Learning.
Topics include: situating TEL within the educational context; assessing models of technology change and uptake e.g. diffusion of innovations model (Rogers) and disruptive innovation (Christensen); identifying big design challenges in TEL; classifying types of technology use in learning and teaching.
Critques of TEL deployment from a socio-technical perspective, including technology led versus pedagogy driven approaches.
Design based approaches and the role of a designer: examining the tools and techniques avaiable to designers.
Implementation of a structured rapid design cycle and the realisation of a designed and prototyped TEL solution.
|Assessment type||Unit of assessment||Weighting|
|Coursework||DESIGN CASE STUDY (500 WORDS)||40|
|Coursework||ONLINE PORTFOLIO (2,000 WORDS)||60|
- Sensitise participants to key issues in the domain of technology enhanced learning from differing but linked perspectives.
- Engage participants with a set of design tools and practices to support a design-based approach to develop and test technology enhanced learning/ techno-pedagogical solutions to real world teaching challenges.
|1||Examine the critical challenges in the domain of TEL from social, technical, disciplinary and pedagogical perspectives||KC|
|2||Analyse and assess the critical forces within a particular learning scenario||CPT|
|3||Critically evaluate the suitability of a range of technologies for deployment in learning and teaching settings||KC|
|4||Apply a design-based approach to solve novel problems within their discipline and beyond||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to enable participants to explore broad challenges in the domain of TEL and then identify particular learning and teaching challenges, which may be related to their disciplinary domain, that can be addressed through technology supported interventions.
The learning and teaching is driven by a well tested design methodology known as the learning design studio approach. This is a design based methodology that leads participants through several scaffolded stages of problem identification and solving in the domain of Technology Enhanced Learning. These stages cover: Identification (of a challenge); Discovery (research possible solutions); Design; Sharing (and crtitique); Prototyping; Evaluation; Reflection. As the students work through these stages they will build an onlne portfolio of their work.
The learning and teaching methods include:
Audio and slidecast recorded micro-lectures (4 x 15 minutes)
Synchronous online seminars (5 x 1 hour)
Asynchronous discussion fora
Synchronous online chat sessions
Asynchrounous peer review
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: GCAM005
Programmes this module appears in
|Higher Education MA||1||Optional||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.