DESIGNING TECHNOLOGY ENHANCED LEARNING - 2023/4
Module code: GCAM005
This module focuses on providing a structured and grounded approach to researching and designing digital learning. This will be achieved through an active approach to design for learning that follows a design-based methodology. 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
Independent Learning Hours: 110
Seminar Hours: 7
Prerequisites / Co-requisites
Indicative content includes:
- Sensitization to the key issues in digital education.
- Topics include: digital learning within the educational context; assessing models of technology change; identifying design challenges; types of technology use in learning and teaching.
- Critiques of technology 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 available to designers.
- Implementation of a design cycle and the realization of a design for learning.
|Assessment type||Unit of assessment||Weighting|
|Coursework||DESIGN CASE STUDY (2,500 WORDS)||100|
The assessment strategy is designed to provide students with the opportunity to demonstrate their achievement of the learning outcomes. It acknowledges the ongoing development of work through the scaffolded activities that run through the module.
Thus, the summative assessment for this module consists of:
A design case study of 2,500 words total including a 500 word reflective summary. Deadline Week 13 (LO 1, 2,3&4)
Formative assessment and feedback
- There are multiple opportunities for formative feedback within the learning design approach that are both tutor and student-led.
- Sensitise participants to key issues in the domain of digital education from differing but linked perspectives.
- Engage participants with a set of design tools and practices to support a design-based approach to develop and evaluate design solutions to real world teaching challenges.
|001||Examine the critical challenges in the domain of digital learning from social, technical, disciplinary and pedagogical perspectives.||KC|
|002||Analyse and assess the critical challenges within a particular learning scenario.||CPT|
|003||Critically evaluate the suitability of design solutions for appropriate learning and teaching settings.||KC|
|004||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 digital learning 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 approach applies 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 critique); Prototyping; Evaluation; Reflection. As the students work through these stages they will build an online portfolio of their work.
The learning and teaching methods include:
- Seminar: 7 hours
- Independent learning: 110 hours
- Guided learning: 30 hours
- Captured content: 3 hours
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 2023/4 academic year.