| Unit name | Designing Technologies for Learning |
|---|---|
| Unit code | EDUCM0044 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Oldfield |
| 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
This unit focuses on how research (educational and non-educational) can inform the design of effective learning technologies and how the design process can inform our understanding of learning. It reviews relevant learning concepts from a range of diverse perspectives and how these may be creatively interrelated in the design of learning approaches that exploit new and emerging sociotechnical developments. This might encompass exploring new challenges such as those arising in cloud computing, mobile platforms, data-driven learning and assessment, creator culture, agile approaches to change and open content and through a fuller understanding of the educational potential of developments such as in the social and semantic web, and in augmented reality and immersive environments. Concepts spanning education and the sciences of mind and brain will be brought together in this unit to enable students to develop insight into learning with and designing new technologies.
How does this unit fit into your programme of study
This unit aims to:
An overview of content
This unit focuses on the multi-faceted and complex processes involved in the design of learning technologies and examines relationships between design processes, digital technologies and understandings of learning. It reviews relevant concepts related to design and learning from a range of perspectives and considers how these may be creatively interrelated in design processes that engage with new and emerging sociotechnical developments. This unit includes critical examination of the concept of design, issues of equality and justice in design, contextual implications of different learning settings and the qualities and affordances of different technologies in relation to learning. Applying this knowledge, students will embark on a design process of their own, developing a learning technology through a series of collaborative and creative activities. Concepts spanning education, technology, Human-Computer Interaction, and learning will be brought together in this unit to enable students to develop insight into learning with and designing new technologies.
How will students, personally, be different as a result of the unit
By the end of this unit, you will
Learning outcomes:
Through successful completion of this unit, students will be able to
This unit will be taught using a mixture of activities including seminars, lectures, reading, discussions and group work.
Tasks which help you learn and prepare you for summative tasks (formative):
To help gain understanding into the design process, students will spend considerable time during this unit trialling and discussing different parts of the design process, participating in creative and collaborative workshops and receiving feedback on their own idea for a technology for learning. These sessions will help develop and be incorporated into the final assessment. Tutors will also provide written formative feedback on the portfolios at least once mid-way through the term and offer a tutorial to support the second part of the assessment at the end of term.
Tasks which count towards your unit mark (summative):
Summative assessment for this unit consists of two parts. Both parts relate to the process of designing a technology to support learning, which will be developed and supported throughout the unit sessions.
Part 1 (25%): Portfolio of the design process (1,000-word equivalent) - As part of the unit, each student will create and maintain a portfolio of their design idea and process. (ILO 2, 3)
Part 2 (75%): Written essay (3,000 words) - This written work should critically reflect on the design process of the learning technology that students have developed in the unit. (ILO 1, 2, 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. EDUCM0044).
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.
