Module title: Curriculum Design and Development for Blended and Online Learning

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

Module code: EDU11108
Module leader: Julia Fotheringham
School Department of Learning, Teaching & Enhancement
Subject area group: Learning and Teaching Enhancement
Prerequisites

n/a

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: Julia Fotheringham
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The PG Cert TLAP is a work based programme and your day to day tasks associated with teaching, learning and assessment comprise a fundamental part of your learning and achievement of the Learning Outcomes. Key to understanding the LTA approach and its alignment with the learning outcomes is appreciating that the three thematic areas can be studied in any order maximising the potential for flexibility around your needs and priorities. Each of the learning outcomes are relevant to some aspect of your practice and during the preparation of each of the three parts of your Learning Contract, you will identify opportunities for developing short critically reflective pieces of writing (known as patches) which are based on your day to day work-based activities, drawing from the literature and mapped to each of the Learning Outcomes (LO1 – 9).
In each thematic areas you will be expected to participate in a range of online learning activities. There are two workshops associated with each of the thematic areas and you can attend these either online or face to face. Your choice of mode of attendance will depend on your preference for mode of delivery and your availability. Recordings of online workshops will be made available for your future reference. Skills workshops will also be available throughout the year.
Face to face participation in the Module is not mandatory, but we expect that you will meet your PDT in person at the start of the programme, but if that is not possible arrangements will be made for you to meet online in Skype or Virtual Classroom. Thematic Leaders will identify readings and web resources which you can access from Moodle and you will be expected to read widely to support your learning and your reflective writing


Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 120
Online Groupwork (Scheduled) 40
Online Work based learning 40
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 40 2,3 11 HOURS= 0, WORDS= 1000
Project - Written 60 1,4 13 HOURS= 0, WORDS= 1500
Component 1 subtotal: 40
Component 2 subtotal: 60
Module subtotal: 100

Description of module content:

•Review of pedagogic design for blended and online education
•Blended and online curriculum design and management features
•Relevant technical, student support and administrative systems
•Institutional learning, teaching and assessment strategies
•Institutional quality processes and procedures
•National legislation standards and frameworks
•Considerations in selecting and integrating technologies
•Accessibility and usability
•Intellectual property and copyright
•Evaluation of online CPD provision such as virtual communities of practice, social networks and Massive Open Online Courses (MOOCs)
•Professional development
•Cross-institutional collaboration
•International, cultural, language considerations

Learning Outcomes for module:

LO1: Critically analyse blended and online curriculum design and developments, taking into account relevant legislative guidelines, quality procedures, and organisational learning, teaching and assessment strategies.
LO2: Critically examine personal, local and wider institutional barriers to engage with online communities of practice.
LO3: Critically evaluate the advantages and disadvantages of a variety of online networks including virtual communities, MOOCs and social networks to assess their effectiveness in continuing professional development (CPD) provision
LO4: Develop and critically evaluate a small-scale blended or online course unit.

Indicative References and Reading List - URL:

Core - INOUE, Y (2010) CASES IN ONLINE AND BLENDED LEARNING TECHNOLOGIES IN HIGHER EDUCATION: CONCEPTS AND PRACTICES.: PA: INFORMATION SCIENCE REFERENCE, 1st ed. - ISBN: 9781605668819
Core - WENGER, E, WHITE, N AND SMITH J (2009) DIGITAL HABITATS – STEWARDING TECHNOLOGY FOR COMMUNITIES.: PORTLAND: CPSQUARE., 1st ed. - ISBN: 0982503601
Core - CIUSSI, M AND FREITAS, E. (2012) LEADING ISSUES IN E-LEARNING RESEARCH (FOR RESEARCHERS, TEACHERS AND STUDENTS): READING:ACDEMIC PUBLISHING INTERNATIONAL, 1st ed. - ISBN: 9781906638917
Core - BONK, C. AND LEE, M (2015) MOOCS AND OPEN EDUCATION AROUND THE WORLD: NEW YORK: ROUTLEDGE, 1st ed. - ISBN: 9781138807402
Core - GARRISON, D.R., & VAUGHAN, N.D (2008) BLENDED LEARNING IN HIGHER EDUCATION: FRAMEWORK, PRINCIPLES, AND GUIDELINES: NEW YORK: SAN FRANCISCO: JOSSEY-BASS, 1st ed. - ISBN: 9780787987701
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