| Unit name | Education in a Time of Social and Technological Change |
|---|---|
| Unit code | EDUCM0064 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Grant |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Every aspect of contemporary social life, including education, is being profoundly changed by the spread of digital technologies, (including artificial intelligence, social media, video and media platforms, learning analytics, digital games, virtual avatars, robotics, etc). Meanwhile, the effects of digital technologies themselves can only be understood by considering the social contexts in which they are developed and applied. In this unit, we aim to understand how society and technology shape one another in processes of ‘sociotechnical’ change, and the implications of this for education. To understand and analyse these implications, we will explore a range of theoretical approaches concerning technological and social change and apply these theories in a variety of educational contexts.
How does this unit fit into your programme of study
This is a core, must-pass unit for MSc Education (Learning, Technology and Society) and an optional unit for students on other MSc Education pathways. This unit introduces a critical understanding of the social context of digital education.
An overview of content
In this unit, we consider the implications, challenges and opportunities of such sociotechnical changes for educators, and their impact on educational policy and practice around the world. We consider education in its broadest sense and engage with questions of educational policy, the education technology industry (‘edtech’), teaching and other education professionals, educational institutions, and communities of learners, teachers and families. We are interested in anywhere people are engaged in learning, including schools and universities, workplaces, digital spaces, community settings and families and informal and self-directed learning.
How will students, personally, be different as a result of the unit
· You will understand and be able to apply a range of relevant theories and concepts explaining the development of sociotechnical changes in education within social, cultural, political contexts
· You will have developed skills in critically evaluating and synthesising evidence from research and practice sources and applying this to examples of digital education
· You will be able to evaluate and argue for different approaches to digital education
Learning outcomes:
At the end of the unit, a successful student will be able to:
1. Explain and discuss how digital education develops in relation to wider social, political, economic, cultural and environmental trends and contexts
2. Select and apply relevant concepts and theories to analyse specific examples of sociotechnical change in education
3. Evaluate the ‘effects’ and implications of sociotechnical change in educational contexts
Teaching will involve weekly classes that combine short lectures, individual reflection, group work and activities, and individual and group participation in class discussion.
Tasks which help you learn and prepare you for summative tasks (formative):
Formative #1: Reflecting and contextualising. (1000 words or equivalent)
You will identity, introduce and reflect on a personal or professional experience, or a specific area of interest in digital education, and show how it is situated within broader educational, social, political, economic or cultural contexts and trends. Feedback will be provided by tutors.
Formative #2: Analysing and discussing. (1000 words)
You will identify an example of digital education in a particular educational context and show how this can be understood as an example of sociotechnical change. Feedback will be provided by tutors.
Students will also receive peer and tutor feedback on their developing knowledge and understanding through group work, classroom discussion and activities, as well a tutorials to support the development of their summative assessment.
Tasks which count towards your unit mark (summative):
Essay on analysing and evaluating the implications of an example of sociotechnical change in education through a particular example (3000 words) ILOs 1-3
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0064).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
