Postgraduate Course: Learning and Teaching with Technology in the Classroom (EDUA11331)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course will seek to examine and expand upon the pedagogic issues surrounding the blending of technologies into campus-based programmes and physical learning spaces. The course will explore technology-supported teaching and learning in "traditional" physical spaces, and more broadly in campus-based programmes. |
| Course description |
The course will be taught on a pattern of two, day-long, face-to-face events. We plan this because of the centrality of spaces, and physical resources, in the focus of the course. The overall structure of the course will be a division into four blocks of activity. With the focus on the design and planning of classroom activities, we will arrange to convene each of the four half-day meetings in four differently designed and equipped spaces across the University.
Block 1; Day 1 (convened in a large lecture theatre)
Overview; organisations and technicalities
Available technologies will be reviewed, along with a consideration of forthcoming technologies which are in use elsewhere in higher education, or which are in prospect, and may be anticipated to be relevant. Consideration will be given to the ways in which the institution maintains and upgrades its facilities, along with the structures which induct and support both staff and students into their use. Participants will be encouraged to consider how they might position themselves as users and / or as innovators in the area of technology-supported teaching and learning, and how they might manage their continuing professional development in this area. Consideration will also be given to the affordances of technology for teaching in a more accessible and inclusive fashion.
Block 2; Day 1 (convened in a teaching microlab)
Working with large groups
Technologies can be used to support learners in their anticipation of, participation in, and consolidation after, large group meetings. Lecture room and online facilities and resources will be reviewed, and their potential to support inclusion, presentation, dissemination and interaction considered.
Block 3; Day 2 (convened in a teaching studio)
Working with small groups
Resource-based, student-selected, and collaborative project work is an increasing part of many programmes of study. Such approaches require consideration of how students¿ work is to be coordinated, supported and assessed, and learning spaces ¿ both formal and informal ¿ can impact upon successful and inclusive collaborative working.
Block 4; Day 2 (convened in the Library Training Suite)
Students; their technological habitats and habitus
Our students increasingly own their own communication and media technologies which they will, with or without the support of their teachers, be using to form part of their own personal learning environments (PLNs). The opportunities and challenges of this "bring-your-own-device" (BYOD) culture will be considered, with a view to understanding how student practices and best cultivated and supported. We will consider whether BYOD helps to promote inclusion.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
| Course Start Date |
18/09/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 14,
Online Activities 10,
Formative Assessment Hours 2,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
71 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Course work will contribute 100% of the assessment. There will be two parts to the assessment:
1. critical review of 1000 words (50%)
2. creation of teaching and / or learning resource material. 1000 word commentary on the design of the resource (50%) |
| Feedback |
Details of the course assignments will be arrived at by negotiation with the participants, in order to identify activities which will be directly relate to the participants¿ professional practice. This early formative feedback will be inform the work the students do for the two pieces of summative assessment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- a critical understanding of both the technological infrastructure, and the organisational structures, which support them in their use of learning technologies in the University
- an extensive knowledge of the range of information and communication technologies, both presently available and in near prospect, that might be deployed in support of their teaching and learning objectives
- a critical understanding of the technical, strategic, and pedagogic affordances and constraints that would indicate, or contra-indicate, a given technological approach to a particular educational objective
- significant knowledge of the sources available by which they can keep abreast of emerging developments in learning technology
- a generative awareness of the current pattern of student ownership of information and media technologies as this might relate to the students¿ engagement with technologies for education
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Learning Resources
Carvalho, L. and P. Goodyear (2014). The architecture of productive learning networks.
Collis, B. and J. Moonen (2001). Flexible learning in a digital world : experiences and expectations. London, Kogan Page.
Ellis, R. A. and P. Goodyear (2010). Students' experiences of e-learning in higher education: the ecology of sustainable innovation. New York, Routledge.
Gee, J. P. (2007). What video games have to teach us about learning and literacy. Basingstoke, Palgrave Macmillan.
JISC (2006) Designing spaces for effective learning
http://www.jisc.ac.uk/publications/programmerelated/2006/pub_spaces.aspx
JISC (2014) Copyright Law Overview.
http://www.jisclegal.ac.uk/ManageContent/ViewDetail/ID/3588/Copyright-Law-Overview-12-June-2014.aspx
Laurillard, D. (2002). Rethinking university teaching : a framework for the effective use of learning technologies. London, RoutledgeFalmer.
New Media Consortium (2014) The Horizon Report. http://www.nmc.org/publications/2014-horizon-report-higher-ed
Savin-Baden, M. and K. Wilkie (2006). Problem-based learning online. Maidenhead, Society for Research into Higher Education & Open University Press.
Selwyn, N. (2011). Education and technology : key issues and debates. London, Continuum.
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Additional Information
| Graduate Attributes and Skills |
Ability to evaluate and critically analyse a range of teaching pedagogies for professional use
Proficiency in a range of IT skills for professional use
Skills in autonomous learning and in collaborative conversations with peers |
| Additional Class Delivery Information |
The course will be taught in four blocks spread over two face-to-face teaching days. |
| Keywords | learning technologies teaching with technology |
Contacts
| Course organiser | Dr Hamish Macleod
Tel: (0131 6)51 6665
Email: |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: |
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