Postgraduate Course: Technology Enhanced Learning in the Science Classroom (PGPH11084)
Course Outline
| School | School of Physics and Astronomy |
College | College of Science and Engineering |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 20 |
| Home subject area | Postgraduate (School of Physics and Astronomy) |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | In this course we take each of the common learning theories of the past century, roughly in chronological order, and work with the students to identify the key concepts. During each section, students will collaborate on an activity in the style of that section, and using appropriate technologies, and contribute and critique ideas in
the context of PER of technologically enhanced instructional approaches.
The course will be delivered wholly online. A variety of synchronous and asynchronous teaching methods will be used; planned activities include:
-Introductory induction activities based on pre-reading and one or more virtual classroom sessions to build trust and to demonstrate the new way of learning;
-Activities carried out online and offline that provide opportunities to construct artifacts with other students e.g. wikis, joint reports, presentations;
-Individual research and reading tasks;
-Live "expert session" using virtual classrooms. This will be recorded for those who can¿t attend and for future use;
-Informal, student-led synchronous session (virtual classroom or chat room);
-Asynchronous discussions;
-Research and learning logs. |
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
| Not being delivered |
Summary of Intended Learning Outcomes
On completion of the course students will be able to:
-demonstrate a critical understanding of a range of theoretical perspectives which have been developed to understand learning;
-in the context of PER, analyse and assess these perspectives in terms of the insights they offer into the nature of learning in computer-based and online environments;
-critically evaluate these perspectives, and synthesise their knowledge into an understanding of the implications for the participant's own practice;
-apply their learning to a small-scale trial of a technologically enhanced instructional approach. |
Assessment Information
| 100% Coursework |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Behaviourism
The key concepts of ¿drill and practice¿ direct instruction, rewards.
The effect of assessment on teaching approaches.
Relevant technologies including quiz tools and personal response systems (clickers).
Cognitivism.
Cognitive load, systematic instructional design and Bloom¿s Taxonomy.
Relevant technologies including students use of multimedia.
Constructivism
The Zone of Proximal Development.
Externalised thinking including constructionism.
Relevant technologies including students creation of multimedia, concept mapping tools, LOGO turtle programming.
Social Learning
Dialogic approaches.
Communities of Practice.
Peer Instruction.
Relevant technologies including students creation of multiple user domains (MOOs),
Second Life, message boards, virtual classroom.
Connectivism
Social networks.
Curation and aggregation.
Metadata.
Relevant technologies including user-defined tagging, Web 2.0 and Web 3.0 tools,
Massive Online Open Courses (MOOCs). |
| Transferable skills |
Not entered |
| Reading list |
Mazur, E., 1997. Peer Instruction: A User's Manual, Prentice Hall |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | TEL |
Contacts
| Course organiser | Dr Judy Hardy
Tel: (0131 6)50 6716
Email: |
Course secretary | Yuhua Lei
Tel: (0131 6) 517067
Email: |
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