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 digital learning environments and tools and the affordances they provide;
c) perspectives on pedagogy, materials/resources and course design involving digital language 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 in digital spaces.
- critically evaluate a range of theoretical approaches, materials and tools related to digital education
- evaluate existing digital courses, apps/software, syllabus and materials for language teaching
- identify approaches to digital education design for language teaching and the ideas about language and learning they are based on
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- a range of theoretical approaches, materials and tools related to digital education
- approaches to digital education 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:
- examine and reflect on your own digital learning and teaching experiences and beliefs and relate these to current theory
- demonstrate digital literacy skills in ICT literacy, information literacy and learning skills in digital environments
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- equip you to carry out digital course and materials design processes for language teaching within a future institutional context
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 digital education (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), online 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 digital tools and resources (including VLEs, mobile technologies, social networking tools, MOOCs, AI 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 recordings/video files;
- small group discussions and tasks.
Learning activities include:
- reading key texts;
- accessing online resources and online environments;
- participating in seminars;
- private study, research and reflection;
- individual and collaborative reports/presentations in seminars.
| Type | Hours |
|---|---|
| Completion of assessment task | 36 |
| Follow-up work | 20 |
| Preparation for scheduled sessions | 40 |
| Seminar | 12 |
| Wider reading or practice | 30 |
| Lecture | 12 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Salmon, G. (2011). E-moderating: the key to teaching and learning online.
Carrier, M. Damerow, R. and Bailey, K. (2017). Digital Language Learning and Teaching: research, theory and practice. Oxford: Routledge.
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.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Online tasks
- Assessment Type: Formative
- Feedback: Group feedback online on online tasks and activities
- Final Assessment: No
- Group Work: Yes
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Personal Critical Reflection | 20% |
| Essay | 80% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
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