Module EFPM317 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM317: Educational Technology in Practice
This module descriptor refers to the 2019/0 academic year.
Module Content
Syllabus Plan
The module will be delivered through a programme of lectures and seminars, including peer presentation, (online) group work, peer discussions and support, interactive activities, workshop-type sessions and visits to reflect the ILOs.
Supervision of directed and independent work will be through email, moderation of discussion forums and instant messaging/chat programmes. You will use a range of online platforms to support your learning.
A number of sessions will adopt the ‘Lesson study approach’ in which you work in small teams, carefully and collaboratively crafting lesson plans and then analysing the outcomes.
In the first cluster of sessions, you will be introduced to key concepts and methodologies related to the planning, implementation and evaluation of educational practice with new technology.
The second cluster of sessions will consider the role of educational technology in educational practice, focusing on key theories and tools. You will also be working in pairs to plan, implement and evaluate your own practice with educational technology. Distance students are expected to implement your practice in an educational setting in your own locality.
The last cluster of sessions will consider a critical reflection of professional practice and discuss wider issues in design, implement and evaluations of new technology in educational settings. Peer presentations will be held to share and evaluate practice. Distance students are expected to undertake a group presentation via ELE.
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 | 10 in-class sessions (3 hours) including lectures, seminars and tutorials with equivalent on-line provision for distance students |
| Guided independent study | 50 | Directed reading related to topics discussed in the module |
| Guided independent study | 120 | Directed study e.g. planning and implementing designed activities, analysing your own practice, preparing group presentations, writing blog entries. |
| Guided independent study | 100 | Preparation for assignments, further independent readings, contributions to online discussions and commenting on peer blogs |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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 |
|---|---|---|---|
| Video/online presentation of ICT setup/infrastructure in own/local educational practice | 10-15 minutes presentation/edited video | 1-15 | Written peer assessment and tutor feedback |
| Constructive comments/discussion on presentations/videos from peers | No fixed word length | 1-15 | 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 |
|---|---|---|---|---|
| Theorised reflection/accompanying statement on ICT resources/ practice, revised on the basis of peer comments | 45 | 3,000 words | 1-15 | Written summative feedback |
| Critical evaluation of the role of technology for informal learning | 45 | 3,000 words | 1-15 | Written summative feedback |
| Contributions to online discussions | 10 | 500 words | 1-15 | 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 |
|---|---|---|---|
| Theorised reflection | Re-submission of theorised reflective statement | 1-14 | 6 weeks |
| Critical evaluation | Resubmission of critical evaluations | 1-14 | 6 weeks |
| Contributions to online discussions | Reflection on online discussion experience (500 words) | 1-14 | 6 weeks |
Re-assessment notes
Re-assessment of the online discussion contributions will be undertaken by means of a 500 word written reflections of your own online discussion experience.
