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.
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.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Buckingham, D. (2007) Beyond Technology: Children’s Learning in the Digital Age. Cambridge: Polity Press.
Craft, A. (2011), Creativity and Educational Futures. Stoke on Trent:Trentham Books
Craft (2012) Childhood in a digital age: creative challenges for educational futures. London Review of Education. Vol. 10, No. 2, July 2012, 173–190
Crook, C. & Lewthwaite, S. (2010) Technologies for formal and informal learning, in K. Littleton, C. Wood & J. Kleine Staarman, The International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.
Facer, K., Craft, A., Jewitt, C., Mauger, S., Sandford, R., Sharples, M. (2011).Building Agency in the Face of Uncertainty. Outcome of ESRC Seminar Series on Educational Futures (2009-11) –http://edfuturesresearch.org/wp-content/uploads/2011/06/Building-Agency-in-the-Face-of-Uncertainty-Thinking-Tool.pdf
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan.
Hakkarainen, K. (2010) Learning communities in the classroom, in K. Littleton, C. Wood & J. Kleine Staarman, The
International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.
Heppel, S., Chapman, C., Millward, R., Constable, M. & Furness, J. (2004). Building Learning Futures. London: CABE/RIBA. Retrieved 30th May 2005 from: http://rubble.heppell.net/cabe/final_report.pdf (accessed 21/01/2009)
Hutchby, I and Moran-Ellis, J. (2001) Children, Technology and Culture: The Impacts of Technologies in Children's
Everyday Lives. London: Routledge .
Inayatullah, S. (2015). What works: Case studies in the practice of foresight. Taipei: Tamkang University Press.
Inayatullah, S. (2008). Mapping Educational Futures. In Bussey, M., Inayatullah, S., Milosevic, I. (eds). (2008). Alternative Educational Futures: pedagogies for emergent worlds. Rotterdam/Taipei: Sense Publishers
Jewett, C. (2010) Technology and learning: A multimodal approach, in K. Littleton, C. Wood & J. Kleine Staarman, The International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.
Kirriemuir, J & McFarlane, A. (2004). Literature Review in Games and Learning. London: Nesta FutureLab. Retrieved on 30th May 2005 from: http://www.nestafuturelab.org/research/reviews/08_01.htm
Loveless, A. (2003) Creating Spaces in the Primary Curriculum: ICT in creative subjects. The Curriculum Journal, 14:1, 5-21.
Marsh, J. (2004) Popular Culture, Media and Digital Literacies in Early Childhood. London: Routledge .
Rasmussen, I. & Ludvigsen, S. (2010) Learning with computer tools and environments: A sociocultural perspective, in K. Littleton, C. Wood & J. Kleine Staarman, The International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.
Robinson, K. (2015) Creative Schools: The Grassroots Revolution That’s Transforming Education. Viking.
Shaffer, D. (2007) How computer games help children to learn. New York: Palgrave/MacMillan
Veen, W. and Vrakking, B. (2006). Homo Zappiens: Reshaping learning in the digital age. London: Network Continuum Press.
Wegerif. R. (2007) Dialogic, Educational and Technology: Resourcing the Space of Learning. New York: Springer-Verlag
Wegerif, R. (2012) Dialogic: Education for the Internet Age. London, Routledge