UN815: Technology in the Academic Environment
Convenor: Dr Edd Pitt
Cap: Numbers are capped at around 15 due to the amount of computer terminals available in the suitable computer room and due to the scheduling of the first assignment task
Entry requirements: You should have basic ICT skills suitable for Higher Education work, including familiarity with the designer role in the adopted virtual learning environment, Moodle. You should normally have completed, or been exempted from, the core module: UN819 An Introduction to Learning, Teaching and the Academic Environment.
This module does not provide initial training in the use of the VLE; such training is available from the Computing Service or your Faculty Learning Technologist.
Module outline: 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); Web2.0; the real and the virtual, artificial intelligence, and conceiving learners and teachers; quality, automation of the academic environment and information management; 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.
Subject specific learning outcomes
At the end of the module, successful participants will be able to:
- 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).
Generic learning outcomes
- Systematic and critical understanding of the implications of incorporating and using new technologies in learning and teaching and the academic environment.
- Reflect critically upon own practice and plan for 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).