The University of Southampton
Courses

EDUC6443 Investigating Innovations in Learning and Teaching PT

Module Overview

The module will look at innovation in learning and teaching in the context of educational practice.

Aims and Objectives

Module Aims

• An ability to recognise different forms of innovation in learning and teaching. • An ability to take a critical approach to interrogating different forms of innovation and associated claims; • An understanding of how develop informed judgements and critical thinking in the context of educational practice; and • An ability to explore the barriers to and enablers of change in educational innovation.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Design learning and teaching which fosters quality learning in HE/FE
  • Implement learning and teaching strategies which foster quality learning in HE/FE.
  • Construct assessment procedures which foster quality learning in HE/FE.
  • Design innovations in learning and teaching in HE/FE.
  • Implement innovations in learning and teaching in HE/FE.
  • Evaluate the effectiveness of learning and teaching innovations in HE/FE.
  • Reflect on your own professional practice and development striving to improve the effectiveness of your decisions and actions

Syllabus

The content of the module will typically cover: • Principles of learning and teaching applied to HE/FE • Principles of instructional design applied to HE/FE • Instructional strategies to foster quality learning in HE/FE • Assessment methods to foster quality learning in HE/FE • Innovation in learning and teaching in HE/FE • Designing/implementing learning and teaching innovations in HE/FE • Evaluating the effectiveness of learning and teaching innovations in HE/FE

Special Features

Students will be supported in developing an appropriate means of presenting their interview

Learning and Teaching

Teaching and learning methods

The teaching and learning methods will include lectures, workshops, seminars that involve group discussions, presentations and activities and self-directed study.

TypeHours
Independent Study125
Teaching25
Total study time150

Resources & Reading list

Selwyn, N. (2014). Distrusting Educational Technology: Critical Questions for Changing Times. 

Vai, M., & Sosulski, K. (2011). Essentials of Online Course Design: A Standards-Based Guide.. 

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. 

Phillips, R., McNaught, C., & Kennedy, G. (2012). Evaluating E-Learning: Guiding Research and Practice. 

Pacansky-Brok, M. (2013). Best Practices for Teaching with Emerging Technologies. 

Prensky, M. (2010). Teaching Digital Natives, Partnering for Real Learning:. 

Salmon, G. (2011). E-Moderating: the Key to Teaching and Learning Online. 

Harasim, L. (2012). Learning Theory and Online Technologies. 

Selwyn, N. (2011). Education and Technology: Key Issues and Debates. 

Salmon, G., Edirisingha, P., Mobbs, M., Mobbs, R., & Dennett, C. (2008). How to Create Podcasts for Education. 

Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. 

Derks, D., & Bakker, A. B. (Eds.). (2013). The Psychology of Digital Media at Work. 

Thomas, M. (Ed.). (2011). Deconstruction Digital Natives: Young People, Technology and the New Literacies. 

Woollard, J. (2011). Psychology for the Classroom: E-Learning. 

Ko, S., & Rossen, S. (2010). Teaching Online, A Practical Guide. 

Carliner, S., & Shank, P. (Eds.). (2008). The E-Learning Handbook. 

Routledge Selwyn, N. (2007). The use of computer technology in university teaching and learning: a critical perspective.. Journal of Computer Assisted Learning. ,23 , pp. 83-94.

Assessment

Assessment Strategy

The assessment for this module typically consists of a 3-5 minute podcast which presents and describes an innovation in teaching and learning practice which may normally be, but not necessarily, viewed as a video/audio abstract for the associated 3000 word critical essay. Together they will identify, investigate and critically discuss an innovation in teaching and learning. Both elements are marked as one single piece. For guidance, the podcast should represent 25% of the effort and the critical essay 75% of the effort. To be clear although there are two elements, a single mark is awarded. If either part is submitted late then standard late penalties will be applied to the mark as a whole.

Summative

MethodPercentage contribution
Podcast and Critical Essay 100%

Referral

MethodPercentage contribution
Coursework assignment(s) %

Repeat Information

Repeat type: Internal & External

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