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Teaching with Learning Technologies ADP7107

Overview

Module convenor: Brett Lucas

Module teaching team: Brett Lucas and Gill Ritchie

Aims

The module’s aims are to:

  • equip participants with the knowledge to make effective use of learning technologies in their learning, teaching and assessment
  • develop participants’ ability to think critically about their own use of learning technologies, and apply their ideas within their disciplinary context
  • enhance the quality of taught provision which makes use of learning technologies

This module will provide a structured focus for colleagues to learn more about techniques for teaching with the use of learning technologies, help them to develop their academic capacity and competencies in this area, and to develop, evidence and share their practice.

UK Professional Standards Framework

The module directly addresses four of the Areas of Activity from the UK Professional Standards Framework, which are required for accreditation by the Higher Education Academy. These are:

A1: Design and plan learning activities and/or programmes of study
A2: Teaching and/or supporting student learning
A3: Assess and give feedback to learners
A5: Engage in continuing professional development in subjects / disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

The module directly addresses three areas of Core Knowledge from the UK Professional Standards Framework, which are required for accreditation by the Higher Education Academy. These are:

K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme
K4: The use and value of appropriate learning technologies
K5: Methods for evaluating the effectiveness of teaching

 

Intended learning outcomes

On completion of this module, a candidate will have:

  • a good understanding of techniques and methodologies for teaching effectively with technology
  • mastered the use of a range of technologies for use in teaching, learning and assessment

and should be able to:

  • apply their technical expertise to a range of educational contexts
  • evaluate their own use of learning technologies
  • devise strategies for enhancing student learning through the use of learning technologies within their discipline
  • apply concepts of digital literacy to their use of learning technologies
  • engage with their own development as professional academic practitioners

Teaching profile

The teaching and learning for the module is separated into workshops and master classes.

Workshops

Workshops are one hour classes that you will need to undertake some preparation for except the first. This may be in the form of some reading which will be posted online, or an online task to undertake. The details of the preparatory work will be posted on QMplus in advance of the workshop. You will find it difficult to participate in the workshop if you have not done any preparation. For workshops that have no preparatory exercise, a post-workshop exercise will be outlined.

Master Classes

Each workshop is followed immediately by a one hour master class. This session is given by a member of QMUL academic staff and is focussed on their own practice. The master class complements the workshop content and gives participants and opportunity to understand how a colleague has implemented some of the techniques explored in the module.

Outline

The syllabus is organised into six topics. All participants must attend the first session on Fundamentals of E-Learning.

In addition, participants should select three from the remaining five topics:

  • Effective Course Design for Blended Learning (not to be taken with “Effective Course Design for Distance Learning”)
  • Effective Course Design for Distance Learning (not to be taken with “Effective Course Design for Blended Learning”)
  • Embedding Digital Literacies in the Curriculum
  • Enhancing Student Learning through Multimedia
  • Effective E-Assessment

Assessment

Contribution to online activities – 10%
Reflective E-Portfolio Coursework (3000 words) – 90%

Indicative reading list

Beetham, H. and Sharpe, R., 2007. Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning London: Routledge

Laurillard, D., 2001. Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies 2nd Ed. London: Routledge

Brenton, S., 2009. Introduction to E-Learning IN Fry, H., Ketteridge, S. and Marshall, S. (eds), A handbook for teaching and learning in higher education 3rd ed.: Routledge

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