| Unit name | Technology Enhanced Learning in Education |
|---|---|
| Unit code | MEEDM0032 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Jane Williams |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
PG Certificate in TLHP or equivalent from other institution. |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
Why is this unit important?
You will already be using technology as an educator. Technology is likely to play a role in your professional development as a health practitioner. But what does technology have to offer students for their learning? When does it get in the way? How can it be combined effectively with other teaching methods? How can we recognise when it is working for us and our learners? Technology is pervasive and widely employed in educational contexts. This unit will assist participants in evaluating, techniques, methods, and digital tools with the goal of improving teaching and learning.
The unit will appeal to people who are new to TEL as well as those already fluent with technology. The course focuses on pedagogy and does not involve any digital tool training.
This unit contributes to the TLHP programme's overarching objectives to:
The unit is also consistent with TLHP aims to be continually engagingwith the academic debates in the field of healthcare education and to engage in critical reflection and application to your own practice. In its mode of learning the unit supports learning as a social enterprise where knowledge is constructed through the activities that individuals participate
An overview of content
We relate learning theories explored elsewhere in the TLHP programme to TEL whilst introducing new theories and practices that are specific to digital education. The summative assignment entails practical application of these ideas and frameworks to a planned TEL intervention in your own teaching context. The learning activities, along with formative peer and tutor feedback, will support key elements of this application.
How will students, personally, be different as a result of the unit
You will be able to discern the role and affordances of technology in teaching and learning and be ready to apply this new understanding to your own practice as an educator and as a learner.
Learning Outcomes
On completion of this unit, learners will be able to:
Blended learning, including using a variety of digital tools, online synchronous and asynchronous sessions as well as face to face study days. Study days and synchronous sessions will be based on best practice interactive teaching/ learning and including:
There will be some preparatory activities before the course and in between teaching sessions. Participants are asked to bring their own devices (e.g. phones, tablets, laptops and chargers) to study days.
Tasks which help you learn and prepare you for summative tasks (formative):
These all support the development of skills needed for the final, summative assignment.
Tasks which count towards your unit mark (summative):
The assignment consists of a presentation including demonstration and critique of your TEL intervention (duration 20 minutes plus questions) (100%).
When assessment does not go to plan
In the event of your assignment not reaching a pass at first submission, you may re-submit it. This may depend on results of other Diploma units. IN the event of a resubmission, you will be offered a one to one tutorial to support you and ensure you understand what you need to do in order to meet the criteria with your resubmission.
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. MEEDM0032).
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.
