Module EFPM294 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM294: Technology and Education Futures
This module descriptor refers to the 2019/0 academic year.
Module Aims
Through an exploration and discussion of theoretical, professional and practical applications of new technology in education,the module aims to develop your critical understanding of how technology may shape the ways in which we think about teaching and learning, both now and in the future. There is a strong focus on the social nature of learning with new technology, digital literacies and creative practices with technology and you will familiarize yourself with a range of digital approaches for education, including social media, Augmented Reality and gamification. You will be strongly encouraged to reflect on and link back your ideas to your own practice and experiences.
Specifically the module will enable you to:
- develop a conceptual, critical and experiential understanding of the social and creative nature of learning with new technology;
- identify possible affordances of technological tools for teaching and learning;
- identify and interpret educational theory and research and relate this to educational practice and educational futures with new technology;
- identify and interpret evidence and discuss this in the context of academic and professional reading work independently and with originality;
- develop a critical understanding of ethical issues involved in teaching and learning with new technology
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. demonstrate a systematic understanding of theoretical perspectives and practical concerns in the area of educational technology; 2. demonstrate a critical understanding of the nature of learning processes around new technology, with a specific focus on social and digital aspects of teaching and learning and around possible educational futures; 3. demonstrate an ability to critically reflect on the affordances of technological tools for teaching and learning; 4. demonstrate an ability to synthesise relevant theoretical perspectives and arguments in current debates about core dilemmas in educational technology; |
| Discipline-Specific Skills | 5. identify systematically and evaluate insightfully current research and advanced scholarship relevant to the field of educational technology, creativity and thinking; 6. explore critically the multiple lenses through which educational technology can be interpreted and developed; 7. evaluate and critique ideas and concepts encountered within the specialism in the light of different theoretical approaches; 8. apply theoretical insights, through critical reflection, to your study of the specialism; |
| Personal and Key Skills | 9. demonstrate the ability to identify and critically discuss current issues in educational technology; 10. demonstrate the ability to construct organised, structured, critically reflective and analytic writing; 11. demonstrate the ability to manage time and engagement in the context of masters level study that has a high level of independent study; 12. demonstrate the ability to take the initiative in contributing collaboratively in interactive learning contexts; and 13. demonstrate communication skills both oral and written and in on-line contexts. |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| A blog post in which you critically review an educational app (for iOS/ Android). | 1000 words equivalent | 1-13 | Oral and written peer assessment and tutor feedback |
| Critically reflect on the various topics that are presented in the module and discuss your ideas with other students in the online discussion forum, blogs and other social media that will be utilised | Throughout the module | 1-13 | Written peer assessment and tutor feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Digital portfolio | 70 | 5,000 words | 1-13 | Written summative feedback |
| Video blog | 20 | 10 minutes (1000 words) | 1-13 | Written summative feedback |
| Reflective summary of contributions to online discussions | 10 | 500 words | 1-13 | Written summative feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Digital portfolio | Re-submission of digital portfolio (5,000 words) (70%) | 1-13 | 6 weeks |
| Video blog | Resubmission of video blog (10 minues or 1000 words) | 1-13 | 6 weeks |
| Reflective summary of contributions to online discussions | Essay (500 words) about one of the topics discussed in the module (10%) | 1-13 | 6 weeks |
Re-assessment notes
The assessment of contributions to online discussions will be re-assessed by the submission of a 500 word essay on a topic set by the tutor, capped at the mark of 50.
