Module title: Introduction to Blended and Online Education

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: EDU11100
Module leader: Louise Drumm
School Department of Learning, Teaching & Enhancement
Subject area group: Learning and Teaching Enhancement
Prerequisites

There are no pre-requisites for this module to be added

2018/9, Trimester 1, ONLINE, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: ONLINE
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Louise Drumm
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
This module asks students to draw on your own teaching and learning contexts to co-construct with the tutors the focus and content of the module. Through employing a scaffolded approach, the tutors support the students to explore the key issues and concepts experientially. Developing their reflective practice, students will explore learning theories through the lens of their own experiences and practices (LO1). Drawing on a range of literature, both provided upfront and collaboratively sourced, students will have opportunities to engage critically with debates on the use of educational technologies and how they apply to their own context (LO2). Students will work collaboratively to present an evaluation of a case study, drawing on both practical and theoretical concepts (LO3). Students will be asked to collect and curate a set of digital artefacts which embodies their unique learning journey through the module. This collection provides the students with the opportunity to bring together the literature, the theory, current technologies and their own thinking and share it with their peers. As such, the collection feeds directly into the final assessment where students present a personal strategy for their use of digital technologies with evidence drawn from the literature (LO4).

The module topics will be presented within units, given students opportunities to engage and reflect deeply. Engagement and support will be both synchronous and asynchronous, with opportunities for students to speak with tutors and other students discussion forums, online webinars, the virtual learning environment and other digital communication and collaboration tools.

Feedback will be provided on tasks throughout the module, and students are expected to engage with their peers in providing constructive feedback

Formative Assessment:
Students will be formatively assessed and given feedback on: a) a collaborative task working with other students to create a guided tour of a given case study; b) participation in online reflective discussion forums on the case studies; c) the curation of digital artefacts which explore, in their own context, the key topics of the module. Students will be invited to submit a draft or skeleton plan for their final summative assessment for feedback.

Summative Assessment:
Students will be assessed summatively through a critical reflection report of 3,000 words which includes a personal strategy for their future use of technology for teaching and learning. The reflection is a wrap-around to a collection of digital artefacts which the student builds and curates during the module, and draws on their learning during the collaborative case study task, with reference to learning theories and the literature on the digital technology for teaching and learning.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 100
Online Groupwork (Scheduled) 50
Online Seminar 50
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 100 1,2,3,4 13 HOURS= 0, WORDS= 3000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

In this module you will be exploring practical and theoretical understandings of the use of technology for learning and teaching. The module will give you an overview of teaching approaches and educational technologies, equipping you to evaluate their appropriateness for your context. Emphasising active learning approaches, you will gain an understanding of the use of technology for assessment and feedback. You will get the opportunity to critique learning, teaching and assessment practices using case studies. As part of a community of practice with your fellow learners, you will gain a first-hand knowledge of collaborative learning online and co-construct learning opportunities with your peers. While small blends and low-tech approaches to learning will be addressed, you can also pursue your own interests in this field, continuing these in greater depth in later modules in the programme. Contemporary debates around open education, global and cultural perspectives, accessibility and inclusivity will also form a key part of the development of your critical understanding of the use of technology for learning and teaching. Based on your own context, this module will enable you to develop your own practical teaching strategy, drawing on evidence from the literature and other sources.




Learning Outcomes for module:

LO1: Critically evaluate learning theories and their implications for teaching and learning online.
LO2: Critically engage with digital technologies for teaching and learning and reflect on their use in your context.
LO3: Evaluate examples of blended and online learning.
LO4: Develop a personal strategy in your use of technology for teaching and learning.

Indicative References and Reading List - URL:

Core - HOWARD, C., SCHENK, K., & DISCENZA, R. (2004) DISTANCE LEARNING AND UNIVERSITY EFFECTIVENESS: CHANGING EDUCATION PARADIGMS FOR ONLINE LEARNING.: INFORMATION SCIENCE PUBLISHING, 1st ed.
Core - LAURILLARD, D., (2012) TEACHING AS A DESIGN SCIENCE: BUILDING PEDAGOGICAL PATTERNS FOR LEARNING AND TECHNOLOGY.: LONDON: ROUTLEDGE., 1st ed. - ISBN: 9780415803854
Core - PALLOFF, R. M., & PRATT, K. (2013) LESSONS FROM THE VIRTUAL CLASSROOM: THE REALITIES OF ONLINE TEACHING.: SAN FRANCISCO: JOSSEY-BASS., 1st ed. - ISBN: 9781118224755
Core - SELWYN, N. (2011) EDUCATION AND TECHNOLOGY: KEY ISSUES AND DEBATES.: LONDON:CONTINUUM, 1st ed. - ISBN: 9781441108890
Core - THOMAS, M. VIRTUAL LEARNING ENVIRONMENTS: USING, CHOOSING AND DEVELOPING YOUR VLE. (2009) : BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. PP.1152-1153 Vol. 40, 40 - ISSN: 00071013
Core - MESKILL, C. (2013) ONLINE TEACHING AND LEARNING (ADVANCES IN DIGITAL LANGUAGE LEARNING AND TEACHING): LONDON: BLOOMSBURY, 1st ed. - ISBN: 9781441138798
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