This module is not currently running in 2024 to 2025.
This module provides participants with an overview of the field of Learning Technologies and offers an opportunity for experience of various technologies from the points of view of the student, tutor and other HE staff. Participants will analyse and discuss pedagogical principles which underpin possible uses of new technologies and the implications variously on learning and teaching, research and administration, in terms of staff development and student support. Indicative topics are: modes of pedagogy (e.g. the spectrum of pure face-to-face through blended learning, or combined mode, to computer-mediated distance learning) and assessment, including tools such as quizzes, personal response systems and other mobile devices; modes of computer-mediated communication (e.g. one-to-one, one-to-many, many-to-many); technology in society and diffusion of innovations. This module does not consider new technology for its own sake nor does it focus upon technical specifications.
10 hours
Autumn & Spring
Assessment one - Write a 1000 word reflective account of your experiences of technology. This reflection could relate to your previous experiences of using technology within your teaching or using technology in your learning. Crucially the account needs to also indicate how you may wish to use technology in your role in the future (This assessment relates to learning outcome 11.1 for this module)
Assessment two - Conduct an enquiry into usage of technology in or around the academic environment and write a 2000-3000 word piece, in the form of a project report, case study or an essay. (This assessment relates to learning outcomes 11.2,11.3 and 11.4 for this module).
Conole, Gráinne & Oliver, Martin (ed.) (2007) Contemporary perspectives in e-learning research : themes, methods and impact on practice, Routledge.
Dreyfus, Hubert L. (2001) On the Internet, London: Routledge.
Floridi, Luciano (2004) The Blackwell guide to the philosophy of computing and information, Oxford: Blackwell.
Knapp, M.L & Daly, J.A (2011) The SAGE Handbook of Interpersonal Communication (4th edition) Sage.
Maier, P & Warren, A. (2000) Integrating Technology in Learning and Teaching Kogan Page.
Rheingold, H (1993, 2000) The Virtual Community: Homesteading on the Electronic Frontier. Available to fully view at http://www.rheingold.com/vc/book/intro.html
Salmon, G. (2000) E-Moderating: The key to Teaching and Learning on-line, London: Kogan Page.
Wood, A. F.& Smith, M.J (2005). Online Communication: Linking Technology, Identity, and Culture. Second Edition. Lawrence Erlbaum Associates.
See the library reading list for this module (Canterbury)
Reflect upon their previous experiences of technology and how this underpins their pedagogic beliefs about technology use within higher education. (supports PGCHE A1-7, D1. UKPSF A2, A5, K4).
Evaluate critically current research and scholarship on technology in the academic and the wider environment (supports PGCHE A1-7, B2, C3. UKPSF A2, A5, K4).
Evaluate critically different technologies available for uses in the higher education context (supports PGCHE A1-7, B2, C3, C5, C7. UKPSF A2, A5, K4).
Apply to their practice their developed understandings of how, as appropriate, teaching and other aspects of academic work can be enhanced by technology (supports PGCHE B1, C1-5, C7. UKPSF A2, A5, K4).
At the end of the module, successful participants will have developed a systematic and critical understanding of the implications of incorporating and using new technologies in learning and teaching and the academic environment. And they will be able to reflect critically upon their own practice and plan for their future needs and continuing professional development as a teacher, researcher or learning support worker (supports PGCHE A1-7, B1, B2, C1-5, C7, D1-4. UKPSF A2, A5, K4).
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