Postgraduate Module Descriptor

EFPM315: Teaching Thinking in the Internet Age

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
Outline plan for the literature review	500 words	3, 4, 5	Written verbal feedback from tutor.
Presentation of work to peers	15 minutes oral presentation, 5 minute questions	1-8	Peer and tutor feedback (face to face or online)

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
Theorised essay	70	4000 words	1-13	Written
Collaborative Wiki	30	2500 words	1-13	Written

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
Theorised essay	Theorised essay (4000 words)	1-13	6 weeks
Collaborative wiki	Collaborative wiki (2500 words)	1-13	6 weeks

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.

Brown, John Seely and Douglas Thomas. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace.

Dweck, C. S. (2012). Mindset: How You Can Fulfil Your Potential. London: Constable & Robinson Limited.

Flynn, J. R. (2009).What Is Intelligence: Beyond the Flynn Effect(expanded paperback ed.). Cambridge:Cambridge University Press.

Larkin,S. (2010).Metacognitionin Young Children. London: Routledge

Lucas, B. and Claxton, G. (2010) New Kinds of Smart; How the science of learnable intelligence if changing education. Buckingham: Open University Press.

Littleton, K. and Mercer, N. (2013). Interthinking: Putting talk to work. Abingdon: Routledge.

Perkins, D. N. (1995). Outsmarting IQ: The Emerging Science of Learnable Intelligence. New York: Free Press.

Salomon, Gavriel (1997).Distributed cognitions: Psychological and educational considerations. Cambridge University Press.

Trilling, B & P. Hood, (2001) “Learning, Technology and Education Reform in the Knowledge Age, or ‘We’re Wired, Webbed and Windowed, Now What?’”, in C. Paechter, R. Edwards, R. Harrison, & P. Twining, (Eds.), Learning, Space and Identity, Paul Chapman Publishing & The Open University, London, UK, 2001. Also at: http://www.wested.org/cs/we/view/rs/654

UNESCO (2005). Towards Knowledge Societies: Unesco World Report. [www.unesco.org/en/worldreport]

Wegerif, R.B. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179-190.

Wegerif, R. (2013). Dialogic: Education for the Internet Age. London and New York: Routledge.

Wegerif, R, Kaufman, J. C. & Li , L., (2015) Routledge International Handbook of Research on Teaching Thinking. Routledge.