2022/3, Trimester 2, ONLINE, Edinburgh Napier University
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| Occurrence: | 001 |
| Primary mode of delivery: | ONLINE |
| Location of delivery: | ONLINE |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Ingeborg Van Knippenberg |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
In this module you will work with the module team using an applied online learning approach. You will explore key issues and concepts through exploring them in your own teaching context, or through exploring relevant case study examples. From the outset you will engage with the subject, and your peers, through a series of individual (LOs 1,2,4,5) and collaborative tasks (LOs 1,2,3) that feed into the assessed work. Participation in asynchronous discussion is required throughout and is assessed (LOs 1,2,3). Tutor support is provided via our online learing environment and digital tools that flexibly utilise asynchronous and synchronous forms of online communication to best suit individual needs. You will also have the opportunity to consult online guest speakers.The intention is for you to develop an experiential understanding of key issues through exploring the theory and practice of blended and online education while studying online. In order to identify current debates and practice, you are expected to access relevant academic literature, use online databases and become familiar with the role of digital tools in academic debates. In undertaking the work for the module, you will be drawing upon established and emerging pedagogical research, including that relating to your discipline.Assessment is undertaken throughout the module with each element structured to provide opportunities for feedback at key points. Assessment is designed to be integral to the learning process (Assessment for Learning, AfL). Assessments triangulate between learning outcomes, content and employability skills and cumulatively provide the summative package for the module. Commencing with participation in a series of student-led seminars which account for 60% of the summative assessment, you will work in groups to take turns leading online discussion and activities. Developing your own digital practices, you are required to submit an individual project which accounts for 40% of the summative assessment.
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Throughout the module unit based discussions provide opportunities for peer feedback and also feedback from the module team. As the group seminars and individual projects are ongoing throughout the module, all feedback on these will be formative up until the final submission. You will be given the opportunity to submit a draft of your individual project or blog which will receive formative feedback from the module team.
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The student-led seminar entails you and one or two others take on the responsibility of preparing and facilitating an online seminar based on a theme related to student diversity and its wider implications in the blended and online learning and teaching context. Furthermore, it is designed to provide you with an opportunity to moderate an asynchronous discussion or discussion-related activity, where you will be faced with the challenges inherent to the online collaborative learning environment. The assessment is comprised of a peer review element and a self and group-assessed element. You are required to participate in the student-led seminars for each of the units - that's three in total. Each seminar lasts for two weeks, followed by a week for completing and submitting evaluation forms. You will be leading one of the seminars and for the other two, you will expected to take an active part as a 'regular' seminar participant. It is a compulsory part of the module that you complete a peer-review feedback sheet for each of the seminars in which you have participated.This seminar assignment is worth 60 % of your final mark for the module.Your task for your individual project, worth 40% of your final mark, is to critically consider the student support issues that arise in blended and online learning and teaching in your discipline, or the ways in which blended or online approaches can be used to address wider student support issues in your discipline. You have two options: Option 1, to create and maintain a reflective blog, which captures your own student experience of studying on the SBOSE module. This should provide a narrative relating the general themes and selected concepts from the first three units of the module, to your own student experience. Option 2, to develop a tool, resource or other intervention that is designed and ready to implement in a blended or online environment. Your development should aim to improve a chosen aspect of student support on one of your courses with which you are directly involved. You are also required to produce a short written justification and critique in relation to your design.
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Online | Guided independent study | 100 |
| Online | Groupwork (Scheduled) | 60 |
| Online | Guided independent study | 40 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Discussion/Participation | 60 | 1,2,3 | 13 | HOURS= 00.00, WORDS= 2500 |
| Report | 40 | 4-5 | 14/15 | HOURS= 00.00, WORDS= 2000 |
| Component 1 subtotal: | 60 | |
| Component 2 subtotal: | 40 | | | |
| Module subtotal: | 100 | | | |