Module overview
The module is intended to provide:
a) a theory-based account of changes and innovations in technology which impact generally on the digital literacy skills and practices that students bring to class and, more specifically, on their potential implications for foreign language teaching and learning;
b) an overview of e-learning environments and tools and the affordances they provide;
c) perspectives on pedagogy and material and course design involving e-learning.
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- conceptualise and recognise the practical implications of the changing roles and activities of teachers and learners.
- identify approaches to e-learning design for language teaching and the ideas about language and learning they are based on
- evaluate existing e-learning courses, apps/software, syllabus and materials for language teaching
- critically evaluate a range of e-learning theoretical approaches, materials and tools
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- equip you to carry out e-learning course and materials design processes for language teaching within a future institutional context
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- a range of e-learning theoretical approaches, materials and tools
- approaches to e-learning design for language teaching and the ideas about language and learning they are based on
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- demonstrate digital literacy skills in ICT literacy, information literacy and learning skills in digital environments
- examine and reflect on your own e-learning and teaching experiences and beliefs and relate these to current theory
Syllabus
We first examine the broader context of technological (computer and information based) change and its impact upon education before we engage in academic discussions about characteristics and principles of e- learning (including online distance and blended learning modes), characteristics of computer mediated communication, student motivation and the roles online tutors need to take on (in relation to individuals but also to online communities), e-material and course design and evaluation, assessment and others.
Throughout the course, you will be encouraged to link the respective theoretical frameworks with your own previous experiences and beliefs; explore the relationship between theory and pedagogic practice and experience; and reflect upon the pedagogic potential of different e-learning tools and resources (including VLEs, iPads and mobile technology, social networking tools, MOOCs and others).
Learning and Teaching
Teaching and learning methods
Teaching methods include:
- tutor-led discussion in seminars;
- individual and collaborative study and research tasks; and reports/presentations about these in seminars;
- group reflection on invited speaker presentations and lectures face-to-face and online via Panopto recordings/video files;
- small group discussions and tasks.
Learning activities include:
- reading key texts;
- accessing e-learning resources and online environments;
- participating in seminars;
- private study, research and reflection;
- individual and collaborative reports/presentations in seminars.
| Type | Hours |
|---|---|
| Seminar | 12 |
| Completion of assessment task | 36 |
| Lecture | 12 |
| Wider reading or practice | 30 |
| Follow-up work | 20 |
| Preparation for scheduled sessions | 40 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Farr F. and Murray, L. (2016). The Routledge Handbook of Language Learning and Technology. Oxford and New York: Routledge.
Meskill, C., & Anthony, N (2010). Teaching Languages Online.
Carrier, M. Damerow, R. and Bailey, K. (2017). Digital Language Learning and Teaching: research, theory and practice. Oxford: Routledge.
Salmon, G. (2011). E-moderating: the key to teaching and learning online.
Assessment
Formative
Formative assessment description
Coursework Online tasksSummative
Summative assessment description
| Method | Percentage contribution |
|---|---|
| Essay | 50% |
| Practical assessment | 50% |
Referral
Referral assessment description
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
Repeat
Repeat assessment description
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
Repeat Information
Repeat type: Internal & External