EXPLORING TECHNOLOGY ENHANCED LEARNING - 2023/4
Module code: GCAM006
The module follows a design approach that will scaffold participants in a cyclical process of critically evaluating and developing their practice in relation to using technology to enhance learning and teaching. Participants will explore models, critical examples and case studies within the field of digital learning. This will provide greater understanding of key themes and directions in the field. These case studies will be used to identify design principles and patterns that are relevant to their discipline. Participants will then complete the cycle by applying these principles and patterns to develop technology orientated learning designs to enhance their practice. Participants will be encouraged to work collaboratively as they progress through the cycle of activities.
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
Indicative content includes:
- Analysis of design patterns and principles and their application in designing for enhanced practice.
- Scaffolded reflection on participants own practice and experiences of digital education.
- Exploration of a range of models, projects and practices representing significant themes and directions in digital education.
Key theoretical frameworks in the field will be introduced to support these stages and the transitions between them.
|Assessment type||Unit of assessment||Weighting|
|Coursework||REPORT (1,000 WORDS OR EQUIVALENT)||40|
|Coursework||DESIGN SCENARIO (1,500 WORDS OR ONLINE EQUIVALENT)||60|
The assessment strategy is designed to provide students with the opportunity to demonstrate that they critically evaluate their own practice and position this in relation to evidence informed approaches from the field of TEL.
Thus, the summative assessment for this module consists of:
- Identification of principle/s and pattern/s for successful technology related interventions presented in appropriate format (1000 words or equivalent). Deadline – Week 6 (LO1&2)
- Design scenario detailing analysis and explanation of how the identified principle/s pattern/s can be applied to develop practice through the application of TEL (equivalent 1,500 words). Deadline - Week 13 (LO3&4)
Formative assessment and feedback
- As described in the learning and teaching strategy, participants will receive ongoing formative feedback from peers and tutors throughout the module.
- Promote a deep understanding of how participants can apply technology in developing their own practice.
- Engage participants in analysing principles and patterns underlying successful digital learning.
- Explore those principles and patterns that are most relevant to the challenges in their discipline, role and practice.
- Identify how these can be applied to develop their own practice further.
|001||Analyse examples of the application of technology to enhance learning in relation to their own experience and pedagogic and disciplinary approach.||KCP|
|002||Analyse principles and patterns underlying successful examples of technology-based interventions||CT|
|003||Critically evaluate the relevance and potential applications of principles and patterns for developing their own practice within their disciplinary context.||KC|
|004||Apply design principles and patterns to the continued development of their practice.||KCP|
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 encourage exploration of a theme which is individually meaningful, professionally significant and potentially transformative. The cycle starts within participants own practice then uses a scaffolded approach to interrogate examples in order to bring key design principles and patterns back into practice.
This exploration will be carried out independently but online synchronous and asynchronous activities will centre on collaboratively sharing, critiquing and developing responses. This will help to ensure that participants are encouraged to broaden as well as deepen their understanding. The ‘critical friend’ perspective of peers will help ensure the developments are meaningful and significant to participants while also grounded.
Online seminars will be used for introducing and progressively exploring themes and examples. These will be regularly scheduled to bring participants together to present and discuss their explorations. These will be shared and developed using online tools and spaces which will also be used to deliver the assessments. Participants will be sharing their ideas and providing feedback throughout the module.
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: GCAM006
Programmes this module appears in
|Higher Education MA||2||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.