Module Code: H9TEL
Long Title Technology Enhanced Learning
Title Technology Enhanced Learning
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 10
Module Coordinator: Michael Goldrick
Module Author: Stephanie Roe
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Compare and contrast the different approaches to the way in which technology can be used to enhance learning.
LO2 Analyse and contrast the affordances for learning and the possible constraints in various e-learning, virtual, mobile learning and blended learning settings.
LO3 Assess the quality of a learning environment using appropriate measures and criteria.
LO4 Use pedagogic design to create effective, inclusive instructional artifacts with the appropriate use of learning technologies.
LO5 Critically evaluate standards and best practices in technology-based learning environments.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
67837 H9TEL Technology Enhanced Learning
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Introduction to learning and technologies (10%)
• Learning technologies defined • History of learning and technology • Varieties of learning technologies • Benefits of learning technologies
Learning (Content) Management Systems (5%)
• Characteristics and features of an L(C)MS • Core capabilities of an L(C)MS • Comparison of LMS and LCMS
Standards and e-Learning Components (10%)
• Reusable learning objects • Why do e-Learning standards matter? • Evaluating e-Learning tools (using Anstey and Watson, 2018 or similar) • Intracourse navigation and content chunking • SCORM, AICC, Tin Can API, and IMS specifications • Standards and LMS/content interoperability
Blended Learning (30%)
• Definition • Blended Learning Models in Higher Education • Blended Learning Models at the workplace • Tools for the development and delivery of blended learning • Managing students in a blended regime • Future directions and disruptive technologies • Consideration of the latest research results from the college, nationally and internationally
Learning Technology and Society (10%)
• Informal learning • Learning settings: workplace, home, community • Technologies that support social learning in organisations: wikis, blogs, podcasts • Gamification and Game-based learning
Computer-supported adaptive and collaborative learning (15%)
• Types • Web 3.0 technologies • MOOC's • Teacher’s role in design and delivery • Scripting collaboration • The role of AI and big data • Good practices in adaptive and collaborative learning
Mobile Learning (10%)
• Types of m-learning • Current technology landscape • Mobile device capabilities. Tablets and other platforms • Benefits and good practice • Pedagogies supported by mobile learning
Evaluating e-Learning (15%)
• Advantages and disadvantages of e-Learning • Kirkpatrick’s levels of evaluation • Formative and summative evaluation methods • Criteria for selecting e-Learning systems and course
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Assignment % of total: 50
Assessment Date: n/a Outcome addressed: 1,2,5
Non-Marked: No
Assessment Description:
Review an existing learning technology
Assessment Type: Project % of total: 50
Assessment Date: n/a Outcome addressed: 3,4,5
Non-Marked: No
Assessment Description:
Creation of a course on a LMS.
No End of Module Assessment
No Workplace Assessment

Part Time

Coursework
Assessment Type: Assignment % of total: 50
Assessment Date: n/a Outcome addressed: 1,2,5
Non-Marked: No
Assessment Description:
Review an existing learning technology.
Assessment Type: Project % of total: 50
Assessment Date: n/a Outcome addressed: 3,4,5
Non-Marked: No
Assessment Description:
Creation of a course on a LMS.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 36 Per Semester 3.00
Independent Learning Independent Learning 214 Per Semester 17.83
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 36 Per Semester 3.00
Independent Learning Independent Learning 214 Per Semester 17.83
Total Weekly Contact Hours 3.00
 

Module Resources

Recommended Book Resources
  • Atherton, P. (2018), 50 Ways to Use Technology Enhanced Learning in the Classroom: Practical strategies for teaching, Sage, London.
  • Jon Dron and Terry Anderson. (2014), Teaching Crowds: Learning and Social Media, 1st. AU Press, Athabasca University, Athabasca.
  • Robert M. Gagne. (2005), Principles of Instructional Design, 5th. Wadsworth.
  • PWC (Price Waterhouse Coopers). (2014), Leveraging Technology in Education, PWC.
Supplementary Book Resources
  • Richard Walker, Julie Voce, Joe Nicholls, Elaine Swift, Jebar Ahmed, Sarah Horrigan and Phil Vincent. (2014), Survey of Technology Enhanced Learning for higher education in the UK, 1st. Universities and Colleges Information Systems Association, University of Oxford, Oxford.
  • European Commision. (2013), Survey of Schools: ICT in Education Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools.
Supplementary Article/Paper Resources
  • Downes, S. (2010), New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence,, 2(1), 27-33.
  • Hillen, Stefanie A. Landis, Melodee. (2014), Two Perspectives on E-Learning Design: A Synopsis of a U.S. and a European Analysis, International Review of Research in Open and Distance Learning, 15 n4 Sep 2014, 199-225.
  • Redecker, C. and Punie, Y. (2017), European Framework for the Digital Competence of Educators: DigCompEdu,
    http://publications.jrc.ec.europa.eu/rep ository/bitstream/JRC107466/pdf_digcomed u_a4_final.pdf
  • M. Xenos. The Future of Virtual Classroom: Using Existing Features to Move Beyond Traditional Classroom Limitations. In: Auer, M., Tsiatsos, T. (eds) Interactive Mobile Communication Technologies and Learning, Springer, 725, 944-951,
    https://doi.org/10.1007/978-3-319-75175- 7_92
  • Lauren M. Anstey & Gavan P.L. Watson. (2018), Rubric for eLearning Tool Evaluation. Centre for Teaching and Learning, Western University,
    http://creativecommons.org/licenses/by-n c-sa/4.0/
This module does not have any other resources
Discussion Note: