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. |
Module Content
Syllabus Plan
The precise structure of the module varies year by year, but in general, the first cluster of sessions will focus on some of the key concepts of digital education, such as computer-supported collaborative learning, communities of inquiry, affordance theory, augmented reality and gamification. We will engage with these ideas through engagement with a range of digital tools such as wikis, blogs, twitter and/ or games.
In the second cluster of sessions, we will reflect on some of the core issues around the role of technology in education, such as the promise of openness versus the threat of surveillance and cyber bullying, the loss of literature versus new digital literacies and creativity and education futures. There will be further opportunity to discuss experiences and ideas with fellow students through digital media.
In addition, there will be some practical experiences, for instance through working with educational games, AR technology and interactive technology which will further enhance your understanding of the links between digital technology, practice and pedagogy. We also aim to visit a local school to experience some ideas around digital technology in practice.
Throughout the module, you will participate in online activities, and a host of online materials and digital tools will be made available for both campus and blended students. You will be required to write and develop a digital portfolio, which will enable you to present your developing ideas to peers and to critically reflect on the module content and your own professional practice and the wider literature.
Contributions to online discussions and a reflection on your own learning will also form part of the work that will be assessed. Formative assessment can include a written assignment in which you are asked to review an educational app. Moreover, there will be a variety of activities throughout the module, in which you will be asked to reflect, discuss and debate with other students, which will be formatively assessed by the course tutors.
This module descriptor captures two modes of delivery: campus-based (C) and blended (B). In the Learning and Teaching section below there are two sets of numbers: one pertains to campus-based delivery and one to blended delivery. Students enrolled on the blended mode will be expected to undertake more independent guided study than those on the campus-based mode.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30.5 | The teaching sessions will take on a variety of forms, including 10 weekly face to face (C) and/or online seminars (B) (1-3 hours) and pre-recorded lectures, online sessions (B) via a range of collaboration tools (e.g. ELE) One half-hour tutorial (either face to face or Skype) related to the formative assignment |
| Guided Independent Study | 119.5 | Engagement with specific online materials, videos, preparations for academic tutorial, preparing for seminar activities, responding to seminar (C)/ online activities (B), collaborative group tasks (B & C) |
| Guided Independent Study | 100 | Preparation for assignments |
| Guided Independent Study | 50 | Set readings |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
