Module Code: |
H9TEL |
Long Title
|
Technology Enhanced Learning
|
Title
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Technology Enhanced Learning
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Module Level: |
LEVEL 9 |
EQF Level: |
7 |
EHEA Level: |
Second Cycle |
Module Coordinator: |
Michael Goldrick |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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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
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No Co-requisite modules listed |
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
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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
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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
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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
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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
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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
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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
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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
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull 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 |
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 |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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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 |
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Atherton, P. (2018), 50 Ways to Use Technology Enhanced Learning in the Classroom: Practical strategies for teaching, Sage, London.
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Jon Dron and Terry Anderson. (2014), Teaching Crowds: Learning and Social Media, 1st. AU Press, Athabasca University, Athabasca.
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Robert M. Gagne. (2005), Principles of Instructional Design, 5th. Wadsworth.
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PWC (Price Waterhouse Coopers). (2014), Leveraging Technology in Education, PWC.
| Supplementary Book Resources |
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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.
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European Commision. (2013), Survey of Schools: ICT in Education Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools.
| Supplementary Article/Paper Resources |
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Downes, S. (2010), New technology supporting informal
learning. Journal of Emerging
Technologies in Web Intelligence,, 2(1), 27-33.
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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.
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Redecker, C. and Punie, Y. (2017), European Framework for the Digital
Competence of Educators: DigCompEdu,
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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,
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Lauren M. Anstey & Gavan P.L. Watson. (2018), Rubric for eLearning Tool Evaluation.
Centre for Teaching and Learning, Western University,
| This module does not have any other resources |
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