promoting student engagement through the application of ... learning with technology... ·...
TRANSCRIPT
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Promotingstudentengagementthroughthe
applicationoftechnologytodevelopactivelearning:
‘ActiveLearningwithTechnology’
Semester2:2017/18
ModuleCoordinator:DavidJennings
ModuleCode:UTL40190
ECTS7.5
Level:MastersLevel9
UCDTeachingandLearning,AcademicAffairs
ModuleHandbook
1Updated:15.2.17
1ImagescourtesyofUCDMediaServices&RossLoughnane
2
Contents
1. IntroductiontoProgrammeModules 3
2. ModuleDescriptor 4
3. ModuleLearningOutcomes 4
4. TeachingandLearningStrategies 5
4.1 NoteonAuditingaSession 6
5. TheModuleContent 7
6. ModuleTimetableandWorkload 8
7. AssessmentStrategies 9
8 InitialReading 10
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IntroductiontoProgrammeModules
Level9Modules
ThisLevel9modulecanbeundertakenasastand-alonemodulefortheawardofCertificateinContinuing
ProfessionalDevelopmentorasamodulefortheProfessionalCertificate/DiplomainUniversityTeaching
andLearning.Asalevel9modulestudentsareexpectedtoreviewresearchandotherliteratureatthe
forefrontofthesubjectsofthemodule.Studentswillassessthecurrentleveloftheirknowledgeandskills
intheareaandtakeresponsibilityfortheircontinuedprofessionaldevelopment.Students’learningfrom
thesemoduleswillfacilitatetheminitiatingnewteachingandlearningactivities.
ActiveandParticipativeLearning:BecomingaBetterUniversityTeacher
Theexpectationisthatallregisteredstudents/learnerswillattendandactivelyengageinallsessions.There
areonlyc.5scheduledface-to-facesessionswherelearnerswillworkcollaboratively,shareexperiencesand
particpateinindividualandgrouptasks.Therearealsoonlineactivitiesthataidandsupportboththe
sessionsandassessmentprocess.Thereforeitisrequiredthatonewouldactautonomouslytocomplete
andparticipatefullyinallkeylearningactivities.
*Pleasenoteamobiledeviceisessentialforthismodulee.g.laptop,tabletetc.
KeyContacts
AnyqueriesrelatingtotheprogrammeshouldbedirectedtotheProgrammeDirector,TerryBarrett.
AnyquestionsrelatingtoregistrationshouldbedirectedtotheGraduateAdministrator,ClaireDeighan.
QuestionsrelatingtothemodulemaybedirectedtothemoduleCo-ordinator,DavidJennings.
ProgrammeDirector GraduateAdministrator ModuleCo-ordinator
TerryBarrett
Rm:F318,NewmanBld
716x8553
ClaireDeighan
Rm:F309,NewmanBld
716x8732
DavidJennings
Rm:F317,NewmanBld
716x8552
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ModuleDescription
Theaimofthismoduleistopromoteactivestudentlearningbytheuseoftechnologyinteachingpractice.
Participantswillengageinareflectiveprocesstoidentifyanddeveloppotentialareasofactivelearningand
participationwithintheirpractice.Theywillthenevaluateandassesstechnologicaloptionstoapplywithin
agivensession,moduleorprogramme.
Inevaluatingtheresearchliteratureandappraisingnewinnovativetechnologiesandpedagogies,itis
expectedthatbytheendofthismoduleoneshouldbeabletoutiliseachosentechnologicalintervention
tosupport,enhanceandpromotestudentengagementbytheprovisionofcreativeopportunitiesforactive
learning.
ModuleLearningOutcomes
Havingsuccessfullycompletedthismodule,youwillhavedemonstratedtheabilityto:
1. Reflectandevaluateonone’steachingpracticeinrelationtoactivelearning.
2. Reviewthetheoreticalandpedagogicalbasisforpromotingstudentengagementandthe
developmentofactivelearning.
3. Assessandevaluatethesuitabilityofactivelearningapproach/estopromotestudentengagement.
4. Appraiseandapplyappropriatetechnologicalsolutionstosupportandenhanceactivelearning.
5. Provideacritiqueoftheresearchevidencetosupportyourchosentechnologicalsolution.
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TeachingandLearningStrategies
Themodulehasbeendesignedtoaccommodatethedevelopmentofareal-time(tecnhnological)
interventionintoone’spracticethatwillhaveanotedimpactuponstudentengagementandinparticular
activelearning.
Inordertofacilitatethisthereareaseriesofindividualandgroupactivities,bothonlineandinsession.
Manyoftheseleaddirectlytoanassessedpieceofwork,thuseachelementisgroundedinpracticeand
authentictoyourownpertinentlearningneeds.
Therearethreecoreelements:
1. TheFiveface-to-faceSessions
Theseareessentialforpersonelengagement,collaborationandgrouptasks.Eachsessionhasacoretheme
(seebelow)andrelatedactivities.
Thefinalsessionactsasamini-vivawhereineachparticipantpresentstheirproject[thisformspartofthe
assessmentprotocol].
2. OnlineLearning
TheverynatureofthismoduleinvitesyoutofullyexploreandutlisebothourinstitutionalVLEBlackboard
andamyriadofotherpotentialtechnologies.
Youwillberequiredtoundertakeaseriesofonlineactivitiesandencouragedtodevelopyourownskills
andshareresources.
3. GroupTutorials
These provide the opportunity for a dedicated session to collectively discuss; the progression of the
proposals/projects;clarifyinghowthesefulfilthespecifiedprogrammeand/ormodulelearningoutcomes;
andanyotherissuesthatmayarise.
Thesearescheduledas1hoursmallgroupsessions.Patticipantswillberequiredtoenrollinadvance.
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*Additional/OptionalSessions
Fromtimetotimethemodulecoordinatorwillnotifyparticipantsofadditionalworkshopswithinthe
TeachingandLearningcalendar,bothlocallyandnationally,thoughthesedonotformpartofthe
accreditationforthismodule,theymaybeofbenefitandthusrecommended.
Theintentionofthese‘optional’electivesessionsaretwofold;
• toenableparticipantstoattendsessionsthatmayofferdisciplineorspecificlearningneeds
• and/ortoprovideaseriesoffixedresourcesessionsonanidentifedissue/contentpertinenttothe
academiccommunity.
Giventhereducedfrequencyofdiscussiontimewithpeers,thesesessionsprovideanimportant
opportunityforpeerlearningandsocialinteractionthatshouldbeavailedofifatallpossible.
Non-RegisteredParticipation/AuditingModuleSessionsasCPDWorkshops
Eachmodulesessionhasacorethematic
offering(seebelow)andprovidesaseriesof
activitiestoenablemoduleprogression.
Howeveritispossibletoattend(inaudit
fashion–i.e.certificationofattendance)any
andallsessionswithoutbeingregisteredto
theprogrammeormodule,treatingthe
sessionsasindividualopportunitiesfor
professionaldevelopment.
Weactivelyencouragefacultytoavailoftheseopportunities,bothasameanstodeveloptheirprofessional
practicebutalsotoengagewiththeirpeersintheacademiccommunityofpracticewithinUCD.
Pleasecontacttheindividualmodulecoordinatorforfurtherdetails.
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TheModuleContent
SessionOne:ActiveLearningwithTechnology
Thisfirstsessionbeginsbyreviewingcurrentpracticeandaddressinglearningneedsandhow
thesemaybefacilitatedbywayofatechnologicalintervention.Consequentlyeducational
theoryanduniversaldesignrequirementsarearticulated.Participantsareinvitedtopropose
thierowninitialinterventions.
SessionTwo:EvaluatingTechnologies
Thissessionfocususontheevaluationofpotentialtechnologicalsolutionsandapproaches.The
culminationofwhichisthedesignandproductionofaseriesof‘informationsheets’andtheir
disseminationforreview.
SessionThree:InstructionalDesign
Thissessionexploresanumberofinstructionaldesignmodelsandoffersameanstoproducean
actionplanforyourbespokeintervention.InsodoingelementsofIPR,copyrightandthe
conceptofreusableresourcesarearticulated.
SessionFour:OpenLab
Ostensiblyanopportunitytopresentsomecasestudymaterialsand/oranadditional
informationsession/workshopasdeterminedbythecohort.
SessionFive:ProjectPresentations
Eachparticipantisrequiredtopresenttheirproject/pilotforpeerreview.
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ModuleTimetable(ataglance)Session1 26.01.18
TBCUniversalDesign Participate
Session2 9.02.18
TBCEvaluatingTechnology Participate
Assignment1 Submission Doitontime!
Session3 23.02.18
TBCInstructionalDesign Participate
Assignment2 Submission Doitontime!
GroupTutorials
(1hrdurationeach)
9.03.18*
TBCSignup
Participate
Session4 13.04.18
TBCOpenLab Participate
Session5
(Assignment3)
27.04.18*
TBCProjectPresentations Participate
Assignment4 05.05.17 Submission Doitontime!
PleasenoteSessionsare10.00–13.00exceptthosemarkedwith*theseare10.00–16.00
ModuleWorkload(asperCMS)
Code Workload Description
Seminars 18 Equatestothescheduledsessions(asabove)
OnlineLearning 20 Equatestothededicatedonlineactivties/tasksrequired
Tutorial 1 Equatestothescheduledsessionsbyappointment(asabove)
Practical 30 Equatestotheimplemenation/reviewwithinone’spractice
SpecifiedLearningActivities 20 Equatestotherequiredactivitesforprogression
AutonomousStudent
Learning
90 Equatestotheexpectedresearchworkundertakenoutsideof
session
Total 179
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TheAssessmentStrategy
Theassessmentwillundertaketheformoffourinter-relatedactivities/assignments,thesearespread
acrossthemoduletimetabletoenableonetoapplyandappraise(wherepossible)anyproposed
interventionswithintheirpractice.
Week2-3: Aseriesofevaluation/informationsheetsontechnologicaltools/approaches
• Thisentailsaseriesofexploratoryandformativeonlineactivites,culimanatinginaseriesof
informationsheetsupontechnologicalsolutions.
• ThesewillbeuploadedviatheBlackboardWiki
Week4-6: Anactionplan/projectproposaltodevelopanewinterventiontosupportactivelearning
• Candiateswillarticulateandpeerreviewanactionplanforthierproposedintervention
• ThesewillbeuploadedviatheBlackboardJournals
c.Week11:Thepresentationofapilot/proposeduseofatechnologicalsolutiontosupportand
enhanceactivelearning
• Candidateswillformerlypresenttheculminationofthierprojectsandaddresskeylearning
outcomesofthemodule
• Thesewillbeuploadedinadvanceofsession5
c.Week12:Ameta-reviewoftechnologicaltoolsandtheirpotentialtopromotestudentengagement.
• Candiateswillcomposeanevaluationreportfordissemination
• ThesewillbeuploadedviatheBlackboardAssessmenttool
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RequiredAssignments(asperCMS):
ThismoduleisassessedasaPass/Fail,therearefourrequiredsummativesubmissions.
[N.B.thereareotherformativepieceswithinthemoduletofacilitateprogression(seetimetableabove].
Description Timing Wieghting
1. Project Week2 15
2. Journal Week4 25
3. Presentation Week11 30
4. Essay Week12 30
InitialReading:Thiscollectionofmaterialsoffersasnapshotofsomeofthekeyareas(someoldsomenew)thatthe
modulewilldealwith…Itisnotexpectedyoureadtheminthierentiretyorallthatarehere,itmerely
providesastartingpointforyourownexplorations.
Guidanceandfurtherreferenceswillbeavailableonlineandviathesessions.
Anderson,T.,Rourke,L.,Garrison,D.R.,&Archer,W.(2001)'Assessingteachingpresenceinacomputer
conferencingcontext',inJournalofAsynchronousLearningNetworks5(2):pp.1–17.Availableat
http://auspace.athabascau.ca/bitstream/2149/725/1/assessing_teaching_presence.pdf
Beetham,H.&Sharpe,R.Eds.(2013)RethinkingPedagogyforaDigitalAge:Designingfor21stCentury
Learning,2nded.,LondonandNewYork:Routledge
Christensen,C.M.(2013)'DisruptiveInnovation',inSoegaard,M.&Dam,R.F.(Eds.)(2013)The
EncyclopediaofHuman-ComputerInteraction,2nded.Aarhus,Denmark:TheInteractionDesign
Foundation.Availableatwww.interaction-design.org/encyclopedia/disruptive_innovation.html
Conole,G.(2013)DesigningforLearninginanOpenWorld,NewYork:Springer.
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Downes,S,2003,Design,StandardsandReusability,Availableathttp://www.downes.ca/cgi-
bin/page.cgi?db=post&q=crdate=1059622263&format=full
Garrison,D.R.(2011)E-Learninginthe21stcentury:AFrameworkforResearchandPractice,2nded.
London:Routledge/Falmer.
Guàrdia,L.,MarceloMaina,M.&Sangrà,A.(2013)'MOOCDesignPrinciples.APedagogicalApproachfrom
theLearner'sPerspective',ine-learningPapers33:pp.1–6.Availableat
www.openeducationeuropa.eu/en/article/MOOC-Design-Principles.-A-Pedagogical-Approach-from-the-
Learner%E2%80%99s-Perspective
HEFCE(2010)'StudyofUKOnlineLearning:ReporttoHEFCEbytheDepartmentforContinuingEducation,
UniversityofOxford'[online].Availableat
www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1710/rd17_10.pdf
Laurillard,D.,2001.RethinkingUniversityTeaching:AFrameworkfortheEffectiveUseofLearning
Technologies.2ndEd.London:RoutledgeFalmer.
Littlejohn,A(editor),2003,ReusingOnlineResources:asustainableapproach,KoganPage
Macdonald,J.,2008.BlendedLearningandOnlineTutoring:planninglearnersupportandactivitydesign.
2ndEd.Farnham:Gower.
Salmon,G2003.E-Moderating:TheKeytoTeachingandLearningOnline.KoganPage.Materialavailableat
http://oubs.open.ac.uk/e-moderating
Seale,J.K.(2006)E-learningandDisabilityinHigherEducation:AccessibilityResearchandPractice,New
York:Routledge.
Sharpe,R.(2010)Conceptualizingdifferencesinlearners'experiencesofe-learning:areviewofcontextual
models.ReportoftheHigherEducationAcademyLearnerDifference(HEALD)SynthesisProject,Oxford,
OxfordBrookesUniversity.Availableat
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www.heacademy.ac.uk/resources/detail/evidencenet/Conceptualizing_differences_in_learners_experienc
es_of_e-learning
Siemens,G.(2002)'LessonsLearnedTeachingOnline'[online].Availableat
www.elearnspace.org/Articles/lessonslearnedteaching.htm
UniversitiesUK(2013)'MassiveOpenOnlineCourses:HigherEducation'sDigitalMoment?'.Availableat
www.universitiesuk.ac.uk/highereducation/Documents/2013/MassiveOpenOnlineCourses.pdf
Wiley,D.A.(2000)."Connectinglearningobjectstoinstructionaldesigntheory:Adefinition,ametaphor,
andataxonomy,"inD.A.Wiley,ed.,TheInstructionalUseofLearningObjects:Availableat.
http://reusability.org/read/chapters/wiley.doc