Module overview
The module will look at innovation in learning and teaching in the context of educational practice.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Implement learning and teaching strategies which foster quality learning in HE/FE.
- Reflect on your own professional practice and development striving to improve the effectiveness of your decisions and actions
- Design learning and teaching which fosters quality learning in HE/FE
- Implement innovations in learning and teaching in HE/FE.
- Construct assessment procedures which foster quality learning in HE/FE.
- Design innovations in learning and teaching in HE/FE.
- Evaluate the effectiveness of learning and teaching innovations in HE/FE.
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
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.
| Type | Hours |
|---|---|
| Teaching | 25 |
| Independent Study | 125 |
| Total study time | 150 |
Resources & Reading list
Journal Articles
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.
Textbooks
Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education.
Woollard, J. (2011). Psychology for the Classroom: E-Learning. Routledge.
Derks, D., & Bakker, A. B. (Eds.). (2013). The Psychology of Digital Media at Work. Routledge: Psychology Press.
Harasim, L. (2012). Learning Theory and Online Technologies. Routledge, Taylor & Francis Group.
Selwyn, N. (2014). Distrusting Educational Technology: Critical Questions for Changing Times.
Phillips, R., McNaught, C., & Kennedy, G. (2012). Evaluating E-Learning: Guiding Research and Practice. Routledge.
Prensky, M. (2010). Teaching Digital Natives, Partnering for Real Learning:. Corvin, a SAGE Company.
Salmon, G. (2011). E-Moderating: the Key to Teaching and Learning Online. Routledge: Taylor & Francis Group.
Carliner, S., & Shank, P. (Eds.). (2008). The E-Learning Handbook. Pfeiffer.
Thomas, M. (Ed.). (2011). Deconstruction Digital Natives: Young People, Technology and the New Literacies. Routledge: Taylor & Francis Group.
Selwyn, N. (2011). Education and Technology: Key Issues and Debates. Continuum.
Vai, M., & Sosulski, K. (2011). Essentials of Online Course Design: A Standards-Based Guide.. Routledge: Taylor & Francis Group.
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey- Bass.
Salmon, G., Edirisingha, P., Mobbs, M., Mobbs, R., & Dennett, C. (2008). How to Create Podcasts for Education. Open University Press.
Ko, S., & Rossen, S. (2010). Teaching Online, A Practical Guide. Routledge: Taylor & Francis Group.
Pacansky-Brok, M. (2013). Best Practices for Teaching with Emerging Technologies. Routledge: Taylor & Francis Group.
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
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Essay | 75% |
| Group presentation | 25% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
Repeat Information
Repeat type: Internal & External