Programme Specification for the 2013/4 academic year

MEd MED Technology Creativity and Thinking

1. Programme Details

Programme nameMEd MED Technology Creativity and Thinking Programme codePTD1EDUEDU27
Study mode(s)Full Time
Part Time
Academic year2013/4
Campus(es)St Luke's (Exeter)
Programme start date

09/2013

NQF Level7 (Masters)

2. Description of the Programme

The MEd Technology, Creativity and Thinking Studies programme explores the future of education and asks how it should best meet the needs of tomorrow’s world, its employers and its pupils.

There is a general consensus amongst education policy makers that there is a shift towards a global ‘knowledge society’ and that this shift requires that education needs to respond by teaching those general transferable thinking and learning skills associated with communication, collaboration, and creativity.

The idea of a ‘knowledge society’ presents new challenges for educational theories and practice and it is clear that there is considerable pressure on schools and educators to meet the diverse needs of current and future learners. It is against this backdrop of global change that this MEd pathwayseeks to develop a critical and reflective programme of work for educational professionals who would like to enhance their understanding and knowledge around approaches to learning which meet the needs of learners in the 21st century. This programme will provide a coherent approach to teaching for education in the knowledge age.

You will be given the opportunity to develop an individual research project. You will be able to become a part of active research groups like CREATE and the Centre for Teaching Thinking and Dialogue. In this way you will be in an excellent position to consider and develop your own professional practice in light of the theories and methods that you will encounter.

3. Educational Aims of the Programme

1. To support students development as autonomous professionals
2. To provide knowledge, understanding and skills for students to analyse educational policy, theory and practice.
3. To provide students with the procedural knowledge to develop conceptual understanding and analyse data
4. To provide the organisational and transferable skills central to professional autonomy.
5. To support students’ ability to define and evaluate complex educational issues drawing on national and international perspectives.
6. To equip students with the methodological knowledge needed to select appropriate methods to conduct research.
7. To provide students with knowledge and skills needed to apply theory to practice.
8. On successfully completing the programme, a graduate should be able to: Identify and evaluate educational concepts and issues related to their specific field of study.
9. Engage in critical debate about current educational issues, drawing on evidence from theory, research and practice.
10. Deploy a range of personal and professional skills relevant to the workplace, and identify and justify solutions to educational problems relevant to their area of study.
11. Analyse the relationships between policy, theory and practice in a range of educational contexts and contribute to policy, practice and curriculum development in the workplace.
12. Select appropriate research methods for their research projects and investigate issues in teaching and learning and communicate the findings.

The aims of the programme are:

4. Programme Structure

 

 

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

12 months full-time or 24 months part-time. You will make the decision whether to study as a full-time or part-time student according to your circumstances - we welcome both full-time and part-time students and your decision does not affect your application.

Total credits required: 180

The MEd Technology, Creativity and Thinking in Education pathway is part of a coherent Masters programme, which gives you the opportunity to study another aspect of Education.

Part time study As a two-year part-time student you will take three 30 credit modules in the first year and three 30 credit modules in the second year.

Full time study As a one-year full-time student the order of study is as above but you must complete it in three terms of full-time study. You will normally submit your dissertation up to 12 months from the date of your registration.

Stage 1


Compulsory Modules

CodeModule Credits Non-condonable?
EFPM837 Teaching and Researching English for Academic Purposes 15No
EFPM316 Digital Futures for Education 30No
EFPM308 Preparing for Educational Research and Dissertation 60No

Optional Modules

Option modules (60 credits)

Students may select any combination of option modules (timetable permitting) up to the maximum of 60 credits. You may choose a maximum of 30 credits from a specialism other than your chosen one and still receive an award that specifies your chosen specialism. If you choose to study more than 30 credits outside of your specialism then you will be awarded a Master of Education.

The availability of all modules is subject to timetable, staffing and other constraints, including financial viability as determined by student recruitment and fees. Module availability is thus subject to permission from the Director of Education.

CodeModule Credits Non-condonable?
Creative Arts
EFPM265 The Arts & Educational Futures 30 No
EFPM228 Arts in the Curriculum 30 No
SEN
EFPM272 International Perspectives: inclusion, disability & diversity 30 No
EFPM273 Critical Perspectives in Inclusive & Special Education 30 No
TESOL
EFPM835 Foreign Language Testing and Assessment 15 No
EFPM268 Developing an Appropriate Language Teaching Methodology 15 No
EFPM787 Teaching English to Young Learners 15 No
EFPM269 Developing Language Teachers 15 No
EFPM280 Developing Practical Knowledge for TESOL Teaching 30 No
EFPM266 Principles of Language Learning for TESOL 30 No
EFPM309 New Technologies in Language Learning 15 No
EFPM310 Developing Materials for TESOL 15 No
EFPM311 Principles & Practices of Curriculum Development & Syllabus Design 15 No
EFPM387 Teaching and Researching English for Academic Purposes 15 No
EFPM313 Issues in English Language Teaching 15 No
EFPM314 Discourse and Language Education 15 No
Technology Creativity and Thinking
EFPM303 Creativity and Education Futures 30 No
EFPM317 Educational Technology in Practice 30 No
Total Credits for Stage 1

180


6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

As a student on the MEd in Technology, Creativity and Thinking you will be taught through a combination of face-to-face teaching and tutoring, supported by online activities and resources. We believe that the use of online learning tools will be of dual benefit to our students, in that it will provide you with practical experience in using educational technology, while providing extra support for your studies.

This pathway uses a variety of teaching methods, some of which have been defined here as we use them, as these terms can mean slightly different things in different institutions throughout the world:

Lecture notes, slides and resources will be posted on the internet after the face-to-face sessions have taken place. Online discussion forums will be used to enhance your learning experience and you will be required to participate in the online activities, alongside any face-to-face meetings.

The modules will be supported by an extensive selection of course materials, including further lectures in the form of:

  • Notes
  • Slides
  • Recorded presentations
  • Additional readings
  • Film clips
  • Web links
  • Suggested activities
  • Examples of work

For details of the kinds of assessments used on this pathway, please see the Assessment page.

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

Every module that you take on this MEd pathway will have an assessment at the end of it. The form that the assessment takes will vary from module to module; assessments are made using a variety of methods including:

  • group discussion
  • written work
  • project work
  • examinations
  • presentations

Nevertheless, all students completing the MEd will have to complete a 10,000 word dissertation.

How much your assessment will contribute towards your final mark depends on the academic requirements of the module. For details of specific assessments for individual modules, please see the modules page and then click on the module you are interested in - you will find a section on that page which describes how it is assessed.

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

To apply for this programme you will have a good first degree in Education, or in a discipline from the Social Sciences or Humanities, and you will also:

  • be a qualified teacher
  • and/or hold equivalent professional qualifications
  • and/or have at least three years working in an educational or training setting

If English is not your first language you must also fulfil the mimimum standards for competence in the English language (for reading, writing, speaking and listening). For students completing the IELTS (International English Language Testing System), this means an overall score of at least 6.5, with no less than 6.0 in any section.

APL procedures that meet national standards are also available to applicants.

7. Programme Regulations

University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Assessment and Awards

For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Classification

Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

You can also read details of Generic Marking Criteria.

8. College Support for Students and Students' Learning

Personal and Academic Tutoring

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.

Student Staff Liaison Committee (SSLC)

SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Learning Resources

The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services

A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

Student Support Services

The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).

Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Not applicable to this programme.

18. Final Award

MEd MED Technology Creativity and Thinking

19. UCAS Code

C920

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

180

ECTS credits

90

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision