University of the West of Scotland

Undergraduate Programme Specification

Session: 2021/22

Last modified: 19/02/2020 12:34:14

Named Award Title:Cert HE Digital Learning Design Single

Award Title for Each Award: Cert HE  Digital Learning Design

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:
Maximum Period of Registration:
Mode of Study:Full Time
Part Time
Campus:Distance/Online Learning

School:School of Education & Social Sciences
Programme Leader:Gordon Heggie

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications


or GCE


or SQA National Qualifications/Edexcel Foundation


Other Required Qualifications/Experience

Applicants may also be considered with other academic, vocational or professional qualifications deemed to be equivalent, and it is recognised that applicants are likely to have a recognised professional qualification for their sector and experience in delivering learning and teaching.


Further desirable skills pre-application


General Overview

General Programme Aims 

To provide a professional certificate HE course in the area of digital learning design that meets the needs of practitioners who are increasingly responsible for creating and delivering digital learning.

To support students to develop comprehensive and detailed understanding of learning technologies and their application to effective learning by modelling the best practice and principles of digital learning design.

To enable students to acquire and critically apply knowledge and skills in digital learning development and implementation.

To provide opportunities for students to develop and evidence a range of graduate attributes including personal and vocational skills and characteristics: to become Universal, Work-ready, and Successful (“I am UWS”).

To cultivate an attitude of professionalism, and develop good online communication skills. 

To emphasise to students their future role and responsibility as online educators. 

To provide the student with the opportunity to apply what they’ve learned in their own professional context.

 
General Description of the Programme 

The Certificate HE Digital Learning Design will enable students to develop an understanding of learning technologies and their application to effective learning, as well as acquire and critically apply knowledge and skills in digital learning development and implementation.

The programme is primarily targeted at working professionals in learning and development roles who have a recognised professional qualification for their sector (e.g. Social Work, Social Service, Health, or Education) and experience in delivering learning. The programme addresses a specific skills gap identified by our partners in Health, Social Care, and Education, and has endorsement from industry partners in these sectors.

The programme is entirely online and the content is agnostic and applicable to any professional who has a requirement to create online content for learning. The activities and assessments will focus on the application of learning in the workplace and will draw on learners' work experience and practices.

The main subjects covered are as follows: 

  • Fundamentals of Effective Learning Design
  • Maximising Learning: User Experience Design
  • Learning in a Networked World
  • Assessment and Credentialing in Digital Learning
  • Applying Technologies for Learning (project) 

 

Employment Prospects 

This qualification is aimed primarily at working professionals who wish to develop their knowledge and understanding of digital learning design, but as it embeds graduate attributes also ensures that those who complete the programme have further developed a range of personal and vocational skills and characteristics, as valued by employers.

More information

The programme is unique and embraces multi-media and e-pedagogies, demonstrating new and established online approaches including synchronous and asynchronous activities, independent and group work, and a variety of assessment methods.

Groups are small to facilitate and encourage online participation and consideration has been given to the scaffolding of activities to foster community. 

The Education Futures Team will lead by example in the delivery of online distance learning and will make extensive use of online environments. The standard VLE (Virtual Learning Environment) within the University is Moodle but this course employs a range of online tools to develop digital confidence and fluency.

A variety of assessment methods are used throughout the programmes. These range from digital portfolios and online presentations to reports and essays. The aim is to embed the application of theory into practice and encourage ongoing reflection and self-development in what is a fast-changing environment albeit underpinned by more traditional learning theories.

Students can contact staff via e-mail or other online communication tools, and students are supplied with staff contact details (including e-mail addresses).

Both group project work and individual project work are incorporated into the curriculum so that students develop the skills associated with group and independent working as well as giving online presentations on their work. Formative feedback and constructive comments are given to the student on their work. Anonymous marking is undertaken, where possible. 


Graduate Attributes, Employability & Personal Development Planning

Graduate Attributes 

UWS’ Graduate Attributes focus on academic, personal and professional skills and throughout the programmes that these skills develop graduates who are universally prepared, work-ready and successful. The programme provides opportunities throughout to:

  • Develop detailed subject knowledge and practical skills relating to digital learning design through a relevant curriculum.
  • Understand the importance of ongoing development including evaluation and reflection by embedding this in formative and summative assessment practices.
  • Develop a range of cognitive skills and personal competencies to best prepare students for the future by embedding real-life problems and activities throughout the programme.
  • Develop a range of personal and professional skills through working with others on the course and in the workplace.
  • Embed accessibility and inclusion in digital learning design.
  • Spark curiosity in learning and learning design through the use of innovative approaches and technologies. 

There will be an overarching theme around the curation of a “professional digital identity” through the appropriate use of social media and online portfolios / blogging throughout.

Work Based Learning/Placement Details

The programme is aimed at working professionals and there are opportunities to exploit professional contexts. Equally, micro-teaching and other peer learning and assessment tasks can provide an opportunity to replicate an authentic industry experience. 

Engagement and Attendance

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a comprehensive and detailed understanding of learning technologies and their application to effective learning.
A2Recognise aspects of learning theory that are applicable to their own professional context.
A3Identify key components of effective online learning design.

Practice - Applied Knowledge and Understanding

B1Critically apply knowledge and skills in digital learning development and implementation with reference to their own context.

Communication, ICT and Numeracy Skills

C1Find, access, and evaluate information online.
C2Communicate clearly in a number of formats using information successfully accessed online.
C3Present evidence-based arguments.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Analyse and evaluate learning theories and models.
D2Evaluate online information from a range of sources.
D3Apply problem solving skills in a range of practice- informed and practice-based scenarios.

Autonomy, Accountability and Working With Others

E1Work effectively as a member of a team.
E2Work effectively independently.
E3Reflect on their own development and outline appropriate plans for their own CPD.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
7EDUC07032Fundamentals of Effective Learning Design40   
7EDUC07034Maximising Learning: User Experience Design20   
7EDUC07033Learning in a Networked World20   
7EDUC07031Assessment and Credentialing in Digital Learn20   
7EDUC07030Applying Technologies for Learning (Project)20   

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Students obtaining all 120 credits at SCQF 7 or above, from the programme, are eligible for the Certificate of Higher Education in Digital Learning Design.


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1

Practice - Applied Knowledge and Understanding

B1

Communication, ICT and Numeracy Skills

C1

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1

Autonomy, Accountability and Working With Others

E1

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.



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