Unit information: Using Technology for Learning and Teaching in Higher Education in 2014/15

Unit name	Using Technology for Learning and Teaching in Higher Education
Unit code	EDUCM0024
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Ms. Kit Leighton-Kelly
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This module develops theoretical and conceptual frameworks within which the use of information and communications technology in the support of learning, teaching and assessment can be examined. The module introduces a range of learning technologies to participants; helps participants to assess ways in which the use of learning technologies might enhance their teaching and assessment practice; and provide them with some of the skills needed in order to begin using them effectively. The main elements are: introducing a range of learning technologies and how they are used; planning and designing an online learning activity in line with educational theories and models; creating an online learning activity/resource; analysis, evaluation and feedback. The module is designed as an optional component for those enrolled on the Teaching and Learning Programme in Higher Education. It may also be taken by other members of the academic staff of the University of Bristol. Aims:

• To present conceptual and theoretical frameworks within which the use of information technology to enhance and support learning can be evaluated;
• To enable new academics to develop their understanding and use of a range of learning technologies.

Intended Learning Outcomes

Successful course participants will be able to:

• Demonstrate their understanding of differing theoretical and conceptual frameworks used in the context of e-learning;

• Show knowledge of current discourse through reference to the literature on e-learning;

• identify and analyse how different technologies can be used appropriately for learning, teaching and assessment;

• design a computer-based activity or resource for use with students in line with educational models and theories;

• assess the practical considerations to be taken into account in using learning technologies, relating to available resources, institutional policy, funding etc

Teaching Information

Presentations by course tutors. Practical hands-on computer activities. Large and small group discussions. Presentations by course participants with structured feedback and simulated mentoring Practical work to plan and design activity. Independent study, research and reflection.

Assessment Information

There is a choice from two assessment options in this unit, both equivalent to 4000 words in total. Either:

• design and create a small-scale online learning activity or resource (equivalent to 1500 words); and
• write a reflective report on this work for inclusion in the student’s Teaching and Learning Portfolio (equivalent to 2500 words) including:
  • a full description of the activity in terms of its aims, audience, time-scale, constituent activities;
  • an analysis and justification of how this particular online learning activity or resource was chosen and why it is appropriate, in terms of the conceptual frameworks developed in the unit;
  • an evaluation of the practical implications of this activity or resource relating to available resources, institutional policy, funding etc. Make reference to any external evidence (eg formal or informal evaluation data) for the effectiveness of the activity;
  • highlights of what has been learned from the creation of the online learning activity/resource;
  • a reflection on areas for development and an action plan as a result of feedback on the activity which relates to this unit and background

Or, alternatively:

• Write a longer reflective evaluation (4000 words) of a prior, existing or current e-learning intervention addressing all of the points listed in the reflective report section above.

Reading and References

Bull, J. and McKenna, C. (2004) Blueprint for Computer Assisted Assessment, London: Routledge Falmer Collis, B. and Moonen, J , (2001) Flexible Learning in a Digital World: Experiences and Expectations, London, Kogan Page. Laurillard, D., (2002) (2nd Ed) Rethinking University Teaching: a Framework for the Effective Use of Educational Technology, London, Routledge. Maier, P. and Warren, A. (2000) Integrating Technology in Teaching and Learning: a Practical Guide for Educators, London, Kogan Page. McConnell, D (2000) (2nd Ed) Implementing Computer Supported Cooperative Learning London: Kogan Page Salmon, G (2004) (2nd Ed) E-moderating: the Key to Teaching and Learning Online, London, Kogan Page. A range of electronic sources is also used