This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 31/03/2022 13:31:51
|
Title of Module: Online Pedagogy in Higher Education |
|---|
|
Code: EDUC11140 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | TBC
|
|---|
| Summary of Module |
|---|
This module is intended to provide a practical introduction to online pedagogy in higher education. The module provides opportunities for students to engage in a vibrant online community to discuss 21st century issues related to pedagogy. The module takes the learner on a journey from theory to practice and provides them with the knowledge, skills, and understanding to design effective digital learning and assessment.
Beginning with an overview of appropriate learning design, and covering instructional design, various models and approaches to online learning at the theoretical and practical level, culminating in the practical application within a professional context.
The assessment is to design and develop a learning resource, incorporating relevant theories and models, and evaluate their own and others’ resources. It is intended that this is aligned closely with their professional practice.
Participants can choose to study this Module as part of a Postgraduate Certificate in Academic Practice (PG CAP), or on its own as CPD.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
| |  | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the theories, concepts, models and principles underpinning effective digital learning and assessment design, and justify their inclusion with reference to current theory and debate about the future of Higher Education.
L2.
Draw on a significant range of evidence to inform and justify the design, development, and evaluation of an online resource suitable for inclusion in a programme of Higher Education study in a discipline of their choosing.
L3.
Critically evaluate their own and others’ online resource, synthesising and applying appropriate design principles, and justifying their approach with significant evidence. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 11.
By the end of this module students will be able to:
•Select and explain key concepts and models that inform and underpin robust and effective digital learning design in Higher Education.
•Identify the features of effective online pedagogical models and justify their inclusion based on current research evidence
•Critically evaluate the legal and cultural factors influencing the design of modern online learning resources
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
By the end of this module students will be able to:
•Identify, use and re-purpose appropriate digital learning content for a number of pedagogical purposes.
•Design new online content using an appropriate range of tools and software.
•Evaluate online learning resources drawing on a range of evidence including student and peer feedback
|
| Generic Cognitive skills |
SCQF Level 11.
By the end of this module students will be able to:
•Apply critical analysis, evaluation, and synthesis to key models and theories of digital learning and assessment,
•Develop original and creative solutions to the contextualised application of knowledge, skills, and understanding in the creation of a digital learning resource.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
By the end of this module students will be able to:
•Communicate effectively online with a range of audiences with different levels of technical knowledge.
•Communicate effectively with peers.
•Evaluate, adapt, and use a wide range of digital tools to support and enhance work at this level
|
| Autonomy, Accountability and Working with others |
SCQF Level 11.
By the end of this module students will be able to:
•Exercise substantial autonomy and initiative in a digital learning design project
•Take responsibility for own work
•Demonstrate leadership skills in the transformation of learning via innovation and change projects
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 45 |
| Tutorial/Synchronous Support Activity | 10 |
| Asynchronous Class Activity | 45 |
| Independent Study | 100 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
The following materials form essential underpinning for the module content and ultimately for the learning outcomes:
Internet access and a PC or laptop. The content is entirely delivered through the VLE with some activities ustilising other web tools as agreed by the cohort, depending on access.
Core resources are available online and these will be signposted as you progress through the module to ensure currency.
The following indicative resources are recommended wider reading:
Biggs, J. and Tang, K. 2011. Teaching for quality learning at University. 4th ed. Maidenhead: Oxford University Press.
Clark, R.C. and Mayer, R.E. (2016) E-learning and the science of instruction. John Wiley & Sons.
Salmon, G. (2013) E-tivities. Routledge.
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
It is expected that students will participate in all activities as part of their engagement with their programme of study. Please refer to UWS Regulation 5.3.6. |
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
Yes
|
|---|
| Subject Panel | Career-Long Professional Learning |
|---|
| Moderator | TBC |
|---|
| External Examiner | J Schoch |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.01 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Design and develop a learning resource, incorporating relevant theories and models, and evaluate their own and others’– 90% |
| Online participation (timely completion of online activities including participating in forum discussions) – 10% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
In accordance with the University’s proposed Single Equality Scheme every effort will be made to accommodate any equality and diversity issues brought to the attention of the school.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|