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.
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.
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.
Balacheff, N., & Gaudin, N. (2003). Conceptual framework. In S. Soury-Lavergne (Ed.), Baghera Assessment Project: Designing a hybrid and emergent educational society (pp. 3–22). Grenoble, France: Laboratoire Leibniz-IMAG.
Buckingham, D. (2007) Beyond Technology: Children’s Learning in the Digital Age. Cambridge: Polity Press.
Cross, N. (2001). Designerly ways of knowing: design discipline versus design science. Design issues, 17(3), 49-55.
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.
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.
Hutchby, I and Moran-Ellis, J. (2001) Children, Technology and Culture: The Impacts of Technologies in Children's Everyday Lives. London: Routledge .
Loveless, A. (2003) Creating Spaces in the Primary Curriculum: ICT in creative subjects. The Curriculum Journal, 14:1, 5-21.
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.
Sefton-Green, J. (2004). Literature review in informal learning with technology outside school.
Shaffer, D. (2007) How computer games help children to learn. New York: Palgrave/MacMillan
Simon, H. A. (1996). The sciences of the artificial. MIT press.
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. (2013) Dialogic: Education for the Internet Age. London, Routledge
