PgCert/PgDip/MScBlended and Online Education

myProgramme 2019/20

myProgramme Contents

1 Programme Leader welcome 1

2 Health and safety 2

3 About myProgramme 3

4 myProgramme contacts 6

5 Communicating with myProgramme contacts 10

6 How I will learn 12

7 Assessment and feedback 13

8 Results, progression and development 14

9 Questions you may have on opportunities available on myProgramme 16

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Programme Leader welcome

A very warm welcome to the Blended and Online Education PgCert/PgDip/MSc, which we usually refer to as the BOE. We look forward to learning from you and to supporting your learning with us during your time on this unique programme. We hope you will have a fantastic time and make the most of all the opportunities available to you.

To those continuing your studies, as the new programme leader I am delighted to be welcoming you back to the programme and, on behalf of the rest of the team, would like to congratulate you on your achievements so far. We’re looking forward to working with you again this academic session.

Whether brand new to the programme or returning, you’ll discover that the BOE addresses a broad range of themes, provides you with opportunities to bring to your own practice, what you learn here and seeks to offer more ways of collaborating and sharing your understanding with us, and with your fellow students. We think you’ll like it.

The BOE offers an enjoyable, interesting, valuable and challenging time of learning, collaboration and research in the months ahead, which I believe will provide a sound basis for your future practice.

The purpose of this handbook is to provide a source of information about your programme and to make you aware of some of the more important regulations under which it operates. Members of the Programme Team will be happy to explain any aspects which might seem unclear. Please read its contents carefully and ensure you know where to find a copy of it for future reference.

Our Programme Administrator, Svetlana Vetchkanova, is always on-hand to discuss aspects of support or administration. Contact her by email at s.vetchkanova@napier.ac.uk, or by phone, +44 (0)131 455 6380.

Please do not hesitate to get in contact with me if you have any questions and I look forward to meeting you online.

LouiseDr Louise Drumm, FHEADepartment of Learning and Teaching EnhancementRoom 7.B.37Edinburgh Napier UniversitySighthill Campus ++ 44 (0) 131 455 6540L.Drumm@napier.ac.uk

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Health and safety

The BOE is an online course. However, you are welcome to visit and use our campus resources.

In the event of an emergency at an Edinburgh campus There are Security offices at all our main campuses. The main Control Room operates 24 hours and can be contacted on 0131 455 6119. If for any reason you feel that your personal safety is threatened on campus, please phone the emergency line (0131 455 4444) and ask for an escort to the exit.

Health and safety Adherence to the University’s safety practices is required. As a student you must read and familiarise yourself with the University fire and emergency procedures which can be found at myNapier. For the safety of yourself and others please also read the Safety Guide.

About myProgramme

The Blended and Online Education programme facilitates a collegiate and constructive environment within which you will be enabled to develop knowledge and skills as they concern learning, teaching and assessment in blended and online contexts. The programme is designed to adapt to the needs and interests of individuals at different stages in their careers who may be working in a variety of settings. You will study part time in a supportive, collaborative online community of practice, experiencing an active and engaging mix of individual and collaborative assessment activities designed to meet personal and collective needs.

Successful completion of the full programme will conclude with a 60-credit dissertation, organised around an area of specific interest within the blended and online context. Earlier exit points at the PgCert Blended and Online Education level (60 credits) and at the PgDip Blended and Online Education level (120 credits) seek to maximise flexibility for participants.

Programme philosophy

A quality student experience is at the core of the programme’s ethos. Critically, the Blended and Online Education programme not only addresses the practice of designing and teaching for blended and online courses, but also explores the broader factors and challenges that the mindful use of technology in learning, teaching and assessment can address, and which have important strategic implications. In this respect, improved engagement, reconstructing CPD provision, widening access, responsiveness to student diversity, the development of independent, collaborative and engaged lifelong-learning skills, digital literacies, the support of FE-HE

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articulation and international transition to programme are common themes found across the suite of modules.

Grounded in its cognisance of strategic agendas, the programme is committed to you, the individual learner and to your development. It values your unique capacity to engage in critical reflection and evaluation, and seeks to tailor learning to meet your individual needs, whilst maximising opportunities for engagement within an active, collaborative community of practice. You will have the opportunity to experience online learning from the point of view of an online and blended learner, to engage in curriculum development and to explore the research/ scholarship pedagogic base, adding to it through the process of your learning and development.

You will be actively encouraged to apply the output of this process to your own practice, in order to maximise the benefit of the programme within the work setting. You will be offered appropriate support to engage in opportunities for publication, either within the university, or more widely, in relevant journals and at conference. In line with continuing technological and pedagogical advances, your programme seeks to open full masters level qualifications to practising lecturers and educators who wish to enhance their understanding of blended and online learning, to explore meanings across media and to augment their policy-making, delivery and assessment skills in blended and online teaching contexts.

Programme aims and learning outcomesProgramme aims:PgCert• To enable you to participate in a scholarly community of reflective pedagogic

practitioners engaged in blended and online educational contexts;

• To embrace an enhancement-led, student-focused, evidence-based approach to blended and online learning, teaching and assessment practice;

• To inspire career-long continuing professional development in blended and online educational contexts so as to enhance existing practice and digital engagement;

• To embed a commitment to research, knowledge exchange, scholarship and evaluation, in blended and online learning, teaching and assessment practice;

• To exploit the potential for blended and online learning to widen participation in education and CPD opportunities.

• To facilitate the successful articulation of UKPSF, D2 for eligible participants.

PgDip• To extend engagement with emerging digital technologies, teaching and assessment,

adding depth to discipline-based and pedagogic practice;

• To adopt an increasingly critical, research-informed edge in the context of blended and online education within your area of work.

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MSc• To demonstrate a sustained, critically evaluative engagement with pedagogic

research and its application to a specific area of enquiry within the context of blended and online education.

Programme intended learning outcomesOn completion of PgCert Blended and Online Education, you will have evidenced:

A1: Collaborative engagement with a scholarly community of reflective pedagogic practitioners engaged in blended and online educational contexts;

A2: An enhancement-led, student-focused, evidence-based approach to blended and online learning, teaching and assessment practice;

A3: Commitment to career-long continuing professional development in blended and online educational contexts demonstrating an enhancement to their existing practice and digital engagement;

A4: Engagement with research, knowledge exchange, scholarship and evaluation in blended and online learning, teaching and assessment practice;

A5: Critical exploration of the potential for blended and online learning to widen participation in education and CPD opportunities.

In addition, if you are exiting with the PgDip Blended and Online Education you will have evidenced:

A6: Increasing depth to your engagement with emerging digital technologies, teaching and assessment practice, with specific examples of leading change within your discipline/ area of work;

A7: A critical, research-informed edge to your studies in the context of blended and online education.

In addition, if you are exiting with the MSc Blended and Online Education you will have evidenced:

A8: Your ability to manage a critically evaluative investigation into an area of specific interest within the context of blended and online education, and to submit a digital dissertation with at least one appropriate digital artefact.

Knowledge and understanding:

Within the framework of critically reflective/evaluative practice, on completion of PgCert/PG Dip / MSc Blended and Online Education, you will have:

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B1: Evaluated the key theoretical ideas and wider arguments that underpin current thinking about blended and online education, and their implications for learning, teaching and assessment practice;

B2: Applied conceptual and practical knowledge and critical thinking to the evaluation of existing blended or online programmes;

B3: Evidenced a comprehensive and critical understanding of key factors in student diversity, analysing their implications for supporting learners in blended and online course contexts;

B4: Engaged with curriculum development/redesign evidencing the application of learning to your own practice within blended and online contexts;

B5: Appraised current and emerging technologies in the context of inclusive education, engaged with the philosophical underpinnings and principles of pedagogic research so as to inform a small-scale (20 credit) study of a defined topic (PgDip only);

B6: Extended your knowledge base in a defined area as a consequence of a sustained period of critical engagement (MSc only).

Skills and other attributes: Within the framework of critically reflective / evaluative practice at each level – PgCert, PgDip and MSc, you will have evidenced:

B7. Your ability to appraise blended and online education as it operates in your own professional practice and across the international context;

B8. Your engagement with scholarship within the blended and online context;

B9. Engagement individually, and, within a collaborative, cross-disciplinary community, to extend the potential for learning and development, whilst engaging within the inclusive digital university;

B10. Exploration and debate around the pedagogic literature, of the digital agenda, generally, and, within the context of your own subject discipline field/area of practice.

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Programme structure

Expectations for engagementTo get the most from your time on your programme, it is critical that you engage in each of the module activities. Firstly, the regular online meetings provide an opportunity for you to ask questions and receive feedback from your tutor. These sessions are also attended by classmates so provide a wonderful opportunity to share your experience and network. Sessions are recorded and any good discussions or useful information that should be shared will be posted on Moodle.

The pace of studies is set by you. However, you are expected to log into Moodle and access your email on a regular basis. Your classmates and tutors will be participating regularly on Moodle please make sure you are up to speed.

You are expected to contribute to discussion boards, this includes providing responses and commenting upon your peers’ posts. At least two discussion boards will be led by your tutor, but the rest will be a fundamental arena for you and your peers to build your own community of practice.

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Including every studentEdinburgh Napier University welcomes people with disabilities, long term health conditions and specific learning difficulties and is committed to providing students with positive support in all aspects of University life.  We provide support and information for students with a range of disabilities or additional needs, so we can offer equal access and opportunities for all our students (see myNapier – Dyslexia or Other Specific Learning Difficulties).   This includes a range of software tools for literacy support, mind mapping study tools and help with proof reading, all of which are available on the University network.  Look in the Study Tools folder under Applications/Core/Study Tools.   The Study Tools – Software Guide explains how to use the software available.  To access “Applications” you will need to use Edinburgh Napier’s Virtual Desktop Service.  Before you can do this, you will need to install the client onto your device.  Instructions are available in Ask Napier.

You can also use the accessibility options built into your web browser to change how our materials look in Moodle, including changing the text size.   Google Chrome is especially good, and you can find lots of free accessibility add-ins in the Chrome store at:

https://chrome.google.com/webstore/category/collection/accessibility

Questions you may have: What facilities, field trips, equipment, software etc will I be using on myProgramme?The MSc Blended and Online Education is an online programme and, therefore, students are required to have access to a modern PC or MAC computer and a broadband connection. There will also be occasions where it would be beneficial to have access to a smart phone or tablet device. We recommend that you use a headset (headphones with built-in microphone) and a webcam to enable you to engage and communicate fully. A full list of recommended hardware and software is included in your welcome pack.

Are there any particular processes and forms that I need to be aware of on myProgramme?The Moodle modules will be the focal point for all activity on the Programme; all processes and forms will be accessible from here.

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myProgramme contacts

myProgramme representatives (Please also see the Getting involved with the wider University section of myUniversity)

The Programme Team is committed to ensuring the quality of your learning experience on the programme and will be seeking your views at various points in the programme. From a formal perspective, Staff Student Liaison Committees (SSLC) and Programme Boards of Studies meetings are held three times per year and provide a forum for the BOE programme team and students representatives to take forward discussions relating to the development, planning, management, operation and enhancement of the programme. Virtual attendance at the SSLCs and Boards of Studies will be enabled.

Programme teamYour programme has a team to manage its day to day running. If you have a question or problem, then you should contact one of the members of that team. If you are unable to speak with the individual and really need to, please contact Svetlana Vetchkanova – S.Vetchkanova@napier.ac.uk. As the Programme Administrator, she will assist you.

Programme LeaderLouise Drumm Sighthill 7.B.37 +44 (0)131 455 6540 l.drumm@napier.ac.uk

The role of your Programme Director / Leader includes a remit to manage and co-ordinate the operation of your programme in liaison with your Dean of School and the rest of the University, and to liaise with any professional bodies of relevance to your programme.

Deputy Programme Leader Anne Tierney Sighthill 7.B.37+44(0)131 455 2532 a.tierney@napier.ac.uk

PDTs/ Lecturers/ Senior Lecturers Your Personal Development Tutor (PDT) is the person to whom you should go in the first instance for guidance on any academic or personal issues that may be affecting your academic work. You can find out who your PDT is by logging into eStudent Records.

Julia Fotheringham Sighthill 7.B.37+44(0)131 455 6468 j.fotheringham@napier.ac.uk

Fiona Smart Sighthill 7.B.37 +44(0)131 455 6112 f.smart@napier.ac.uk

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Cameron Graham Sighthill 7.B.37TBC

Ingeberg Knippenborg Sighthill 7.B.37TBC

School Disability Contact School Disability Contacts (SDCs) are members of academic staff who act as points of contact for students who require additional support due to a disability, medical condition or specific learning difficulty such as dyslexia. Each School may have one or more SDCs who liaise closely with the Disability and Inclusion Team. The role includes directing students who request support, sharing information with academic staff and collating copies of learning profiles.

Anne Tierney Sighthill 7.B.37+44(0)131 455 2532 a.tierney@napier.ac.uk

Academic Conduct Officer One of the things you will learn about is the importance of academic integrity. Information on plagiarism and what it means is available in myUniversity. Each School has an Academic Conduct Officer (ACO) responsible for investigating allegations of breach of Academic Conduct Regulations.

Academic conduct officer, shsc.aco@napier.ac.uk

Information Services (this includes IT and Library Services)Information on the range of services offered by the Edinburgh Napier University Information Services is available to you in myUniversity

Information Services Advisor: Sheena Moffat, S.Moffat@napier.ac.uk

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Communicating with myProgramme Team

Talking with staff Meetings can usually be arranged by contacting the relevant staff members either via telephone or email. The Programme team commonly use Skype or Webex for one-to-one or group communication, and would recommend that all students download the software.

Email

As a matriculated student of the University you will be allocated a University email address. This is the only recognised account for emailing the Programme Team, your administrative team or the University’s support services. Your University email is also linked to Moodle. This means you will receive any notifications from Moodle direct to your email account. Accessing it regularly helps to keep you connected to the University and you can do this from any Internet enabled device, including tablets and smart phones.

It is your responsibility to check your Edinburgh Napier e-mail account regularly

Moodle

Moodle is your core online learning environment. It provides secure access to all course information, learning activities and additional learning support where appropriate. Once matriculated, you will automatically be registered in Moodle and enrolled to your module and programme sites. We’ll provide an introduction to Moodle in your first week with us. You can login to Moodle from any Internet enabled device, including tablets and smart phones.

Support for Moodle is available from the IT Support Desk for any login issues, from the school office for incorrect modules, and from your module leader for access to materials and activities.

You’ll have the opportunity to collaboration with students from other cohorts, on the BOE Programme Moodle site. We’ll provide information about what’s happening around the programme, there, as well as exclusive, useful online industry webinars, and online social events.

The Programme site is available at:

https://moodle.napier.ac.uk/course/view.php?id=9325

It is your responsibility to check the programme Moodle pages regularly.

Social media

The MSc BOE will make some use of social media to create additional online spaces for communication with the Programme Team, fellow students, and associates outwith the University. The University recognises the potential benefits of social media, and encourages responsible and acceptable use so that you can enjoy the benefits of online networks, whilst maintaining the high standards of conduct

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expected by the University and relevant professional organisations. Guidance is available on AskNapier: How do I protect myself when using Social Media?

It is your responsibility to maintain a professional online identity when using social media.

How we will communicate last minute changes to activities

Students should remember to check the Moodle module regularly for any and all last-minute changes to activities. It is important to stay up to date with any amendments, which will be posted here in the first instance.

When communicating in any form please observe the University values and note the Information Security Policy and the Computer Suites Accepted Use policy.

To help ensure compliance with data protection legislation, the University e-mail address is the only account the University will use to communicate with you. Please ensure you check this e-mail address regularly to ensure you get relevant information from the University.

What opportunities will there be on myProgramme to provide feedback to staff?

We value student feedback greatly, and you will find during your programme that your module leaders will seek feedback from you informally during the trimester. Your module leader will be keen to hear what you and your classmates are enjoying, what is going well and any concerns or changes that you feel might be required. Programme teams welcome feedback at all times. Please take time to complete surveys and participate in discussions aimed at getting your feedback.

Towards the end of each module, there will be the opportunity to complete a module evaluation questionnaire. Here you can give your views on key aspects of the module, including the teaching, learning, assessment and feedback you have experienced to date and the resources used to support the delivery of the module. The class representative system is another mechanism through which you can raise issues / matter for consideration. 

You will also be asked to provide feedback on your experience on your programme through the Postgraduate Taught Experience Survey (PTES). Please take time to participate as your feedback is valuable to us, to enhance the student experience.

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Student Staff Liaison CommitteeThe SSLC is one of a number of ways that Edinburgh Napier seek to engage with you in the continual enhancement of your programme experience.  The SSLC provides a forum where student representatives and programme staff can engage in effective discussions relating to a number of elements that together help make the student learning experience:

Whilst the SSLC meeting allows students to highlight areas of good practice and issues that may impinge on the learning experience, staff may also use this meeting to share any proposed module or programme changes. This will allow representatives to gather student feedback on any proposed changes and present it to the programme team at the Board of Studies to ensure that the student voice is informing programme development.

Board of StudiesBoard of Studies meetings are held in Trimester 1 and 2. These meetings create an opportunity for staff and students to discuss developments in the programme and to explore opportunities for enhancement.

“You said, we did”The programme will be undergoing an institutional 5-yearly review in 2020, which will involve working with your feedback and responding with ‘you said, we did’.

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How I learn

The PgCert/PgDip/MSc Blended and Online Education is a fully online part-time programme which is work-based in its focus. It is designed so that you, the student, drive your learning experience within a community of practice. As such, you become an active member of the programme and a co-creator of learning. Delivery is structured within the framework of seven compulsory modules, enabling the cohort to establish and create its identity, whilst at the same time enabling you to tailor learning to suit your professional context and areas of interest. The programme offers opportunities for cross-cohort collaboration and wider engagement with students on the PgC Learning, Teaching and Assessment Practice in Higher Education programme.

The programme is taught within a lively virtual learning space and employs a number of approaches to facilitate learning, including directed reading, leading into structured activities, featuring both collaborative and individual tasks as well as peer assessment.

The programme team are mindful to model good practices in guiding students through a range of blended and online approaches. At times, team members’ roles will be participatory, actively engaging in the learning process alongside the students - for example, in student-led seminars which feature in the Supporting the Blended and Online Student Experience module.

A key aspect of the programme involves analysing and critiquing the potential of current and emerging technologies to facilitate learning across geographic and other boundaries. The experimental and work-based nature of the programme and assessment facilitates concurrent development of a wide range of blended and online skills – intellectual, practical and professionally transferable. You will engage online with guest experts of local, national and global reputation, and with relevant online professional communities and case studies that will support your professional development in blended and online education during and beyond your time on the programme. From the outset, you will be encouraged to consider underpinning values, sustainability and ethics in blended and online settings. Respect for learners is a fundamental programme value, as is a commitment to using current and emerging technologies to develop learning communities. Content and process are expected to challenge many of the traditional concepts of college, university and professional delivery.

The BOE is delivered within an online environment (Moodle), facilitated by the Module Leader and other members of the Programme Team, and populated with resources to support learning and collaboration. While the applied nature of the programme, including the continual engagement required may be demanding for

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students, particularly during busy periods in your professional work, wherever possible, you are guided through studies mindfully and flexibly.

From the outset, you are offered a tailored and adaptive online induction, and comprehensive orientation activities enabling you to become familiar with your online surroundings. Throughout the programme, you will engage in collaborative discussions so as to share knowledge and ideas, and to challenge thinking. Collaborative activity will also encompass group activities, student-led seminars and peer review/ assessment. There will also be opportunities for engagement across the programme as a whole, and, as noted above, with fellow students on the PgC Learning, Teaching and Assessment in HE provision. Autonomous learning and research is also a feature of the programme. A range of innovative and convenient digital tools and artefacts are catered for – with the use of open source software, social networking, self-reflective technologies enabled, alongside the opportunity to try out new and untested tools, extending the potential for your on-programme development. You will be encouraged to engage with self-reflective tools such as blogs and ePortfolio software, in order to keep an account of, and gain most from your learning and development.

Assessment and feedback

In seeking to provide you with an authentic and comprehensive online experience, the Programme Team has designed a range of innovative assessments tasks. At the core, you will develop, individually, and in groups, projects that relate to the design of blended and online interventions within your own teaching or education-related practice. There will be opportunities for you to work together in case study analysis, to build on your capacity to evaluate appropriate design and delivery, and to evidence familiarity with tertiary college, university or professional contexts. Student-designed and student-led seminars offer participation observation, and encourage peer assessment. Engagement through online debate and discussion is important, and you will be encouraged to evidence your critical understanding through collaborative participation.

There is increased independence as a learner at Diploma level. Your individual project requires you to produce a quality proposal, to evidence your engagement with literature by conducting a review and, latterly, to write and submit your final dissertation which will include within its presentation the use of digital technologies and tools. Formative assessment, designed to maximise the opportunity for learning and development, feeds as a thread through the programme. It will take a variety of forms, but will be recognised by the fact that although it is not graded, it is compulsory and will generate feedback, from a peer, a peer group or a member of the Programme Team.

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More in depth information will be provided in the module Moodle sites and within assessment briefs which will provide detail about the item of assessment and its requirements, including percentage weighting, word limits and format. It will also advise you on when and where the assessment should be submitted.

Details of all the assessments that you are required to undertake for each compulsory module during the trimester are in the assessment matrix located below. The matrix tells you the type of assessment, its submission week and the weighting of assessment. For other modules on your programme you will find these assessment details here. Other information like how you will be expected to submit your work and the method that will be used to give you feedback will be detailed in the assessment brief.

Any coursework you will undertake will have an assessment brief. Where provided, the assessment brief contains information about the assessment including the marking criteria. Assessment briefs are held on Moodle. It is vital that you read all assessment briefs relating to your chosen modules.

Feedback you will receive will come in a variety of ways (formal and informal). You are encouraged to speak to your teaching staff to help understand how feedback will be given in each module and assessment.

module code module name Trimester code

assessment type

assessment week due

assessment weighting

EDU11100 Introduction to Blended and Online Education

TR1 REPORT 13 100

EDU11108 Curriculum Design and Development for Blended and Online Learning

TR1 REPORT 11 40

EDU11108 TR1 PROJ 13 60

EDU11111 Supporting the Blended and Online Student Experience

TR2 DISC_PART 1 60

EDU11111 TR2 LEARN_LOG 15 40EDU11112

Educational Research Methods and Practice

TR1 REPORT 5 25EDU11112 TR1 ESSAY 9 50EDU11112 TR1 REPORT 14 25EDU11114 Emerging Digital

Technologies for Blended and Online Education

TR2 ESSAY 14 100

EDU11115 Dissertation - Research in Blended and Online Education

TR2 DISS 30 100

EDU11117 Customised Study for Blended and Online Education

TR2 PROJ 13 100

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Results, progression and development

How do I progress through my programme and develop subject expertise?

The MSc BOE is a part-time programme beginning with the first core module in Trimester 1 which commences in September of each new academic year. The second core module follows in Trimester 2 after which there is a break of studies during Trimester 3 during the summer, before the third core module that completes the PGCert stage of the programme is undertaken.

At your Diploma stage, you will explore new and emerging technologies of actual/potential value in blended and online educational contexts, further develop your understanding of pedagogical theories and principles, and be provided opportunities to engage in their application for your practice. Your experience of learning within the PgDip part of the programme will prepare you for the 60-credit digital dissertation, which will ask you to prepare at least one element as a digital artefact.

Programme and Module External ExaminersStuart Boon Programme External Examiner University of Strathclyde

External examiners are experienced university teachers from other institutions who provide an overall independent judgement on general student performance and the quality and standard of your programme of study. They do not mark your work. You should also note that it is not part of their remit to communicate with individual students.

Assessment Boards are responsible for making decisions about your academic performance, including whether you have passed or failed a module, whether you can continue on a programme of study and what your final award will be.

Further information about the role of assessment boards is in the University academic regulations.

What are the assessment criteria? There are different pass marks / grades depending on the level of study that you are undertaking. To pass a postgraduate module you must get P1 overall. Each module may be made up of one or two components; and each component of assessment may contain a number of elements, e.g. the assessment component may be a portfolio of work that contains a PowerPoint Presentation, a report and a series of class tests. These would be known as the elements which make up the component. The weighting of components and elements is in the module catalogue.

You can find out how your overall (degree classification/taught master’s award) is calculated, including the rules for distinction within the University Regulations.

(Section B3 details the regulations used to calculate your undergraduate degree / Section C3 details the regulations used to calculate your taught master’s award of the University)

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Masters programmes are assessed on a 16-point grading scale with three overall grades of performance, Distinction, Pass and Fail.

When will I get my results?You will normally get your mark / grade for each piece of work at the same time that you get your feedback on that assessment. Normally this will be with you within three working weeks. However, the marks at this stage are still preliminary and have to be confirmed by your Assessment Board. Your confirmed results will be available through your student account and the date of when this is available can be found on myNapier.

What if I have failed?Do not panic if you have failed a module. You can get help from a number of people. In the first instance you can contact your PDT, Module Leader or Programme Leader to talk through what will happen regarding reassessment. You can also ask for additional support from your Module Leader as you prepare for any reassessment. Information on reassessment, what is expected and resubmission dates can also be obtained from the Moodle site of the module.

ReassessmentReassessment is when you need to re-sit an assessment due to having failed it. Reassessments are usually undertaken during trimester 3 and specific details can be found on the Moodle site for the module or if it is an exam can be found through the exam timetable.

Course prizes/medalsThe programme team may award prizes to students whose assessed work is of an exceptional standard.

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Questions you may have on opportunities available on myProgramme In addition to the developing my subject knowledge and

expertise, what other opportunities are available on my programme? How are my employability and transferrable skills developed over the duration of my programme?

The programme is well placed to offers a range of opportunities for students wishing to understand the application of learning technologies on learning, teaching and assessment practice. At regular points, students are invited to attend online seminars, provided by industry experts, previous students, and University colleagues, which outline an area or theme of relevance. More broadly, PDTs are committed to providing students with quality advice and guidance, and connecting students to the university mechanisms of support and transferrable skills training.

Can I undertake a period of work experience within my programme? The MSc Blended and Online Education is a work-based Programme and, as such, you would be expected to develop your own existing practice as a consequence of the opportunities offered.

Are there any opportunities to study abroad within my programme?Whilst we would normally not expect students to undertake study abroad, the Programme provides very strong opportunities for collaborative learning within and between cohorts and, typically, attracts students from a variety of backgrounds and international locations.

Will I get the opportunity to be involved in research?

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Students will be well supported, particularly through their Diploma stage, to engage in research, and the Programme Team will provide opportunities throughout studies. Additionally, the team welcome students wishing to develop their ideas into further research. Your PDT is your first point of contact, here.

What is employability like on myProgramme? The MSc Blended and Online Education attracts a very broad range of people, and this mix of experiences, attitudes and views is undoubtedly its strength. The majority of students will normally be in professional employment prior to enrolling on the programme. Typically our students work as College or University lecturers, or as part of professional service teams such as in technical support roles. However, students are also drawn from the private and third sector. You may find that the successful completion of the programme, as a whole, or in part, provides enhanced opportunities for promotion. You may find that enhanced understanding and skills simply leads to increased job satisfaction, job enrichment and improved student engagement. Whatever the case for you, the programme commits to ensuring that you feel better equipped for your role in education in the 21st century and better prepared for working in diverse online and blended environments and contexts.

Student destination information – as indicative information, students have in the past:

Been recognised by their employer for their contribution to strategic and operational change

Been promoted within and outwith their organisation Published from their studies Presented at conference Entered Doctoral programmes with an educational focus