| CODE | LLI5004 | ||||||||||||
| TITLE | Designing Technology-Enhanced Learning | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||||||
| DESCRIPTION | This study-unit will discuss various learning design approaches including didactical, constructivist, constructionist and connectivist models. Learning Design principles pertaining to the various approaches will be identified and discussed in relation to the design and development of different technology-mediated learning experiences. The design of TEL will be linked to the proposed Learning Outcomes Framework. The various dimensions of assessment will be considered, that is, assessment through technology, assessment OF TEL and Assessment FOR TEL. Study-unit Aims: The study-unit promotes: - The concept of creativity in the context of digital technologies and learning. - Both design of learning and learning by designing. - Understanding different learning design models. - The process of designing learning experiences and related resources. - A constructionist pedagogy. - Assessment OF learning, Assessment FOR learning and Learning as assessment. - Use the ePortfolio to organise learning design and learning assessment. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Understand the design of learning experiences as a creative process that generates new modes of interaction with subject matter, digital technologies and learning communities. - Understand different design models. - Identify and discuss the stages in the process of designing learning experiences. - Apply the design process to develop technology-enhanced learning experiences with specific learning outcomes. - Adopt a 'learning by designing approach'. - Understand the different aspects of assessment. 2. Skills: By the end of the study-unit the student will be able to: - Apply the learning design process involving analysis, design, development, implementation and evaluation stages. - Design learning by instruction. - Design learning by exploration. - Design learning by gaming. - Design learning by designing. - Design learning by collaboration. - Assess content of learning. - Assess the process of learning. - Adopt a learning by assessment approach. - Handling digital cameras to capture good digital images. - Editing digital images using on-line tools. - Saving and sharing digital images. - Using on-line 3D design tools to develop 3D models. Main Text/s and any supplementary readings: Main Text: - Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge, New York. Supplementary Readings: - Beetham, H. & Sharpe, R. (2007). Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. Routledge; 1 edition. - Bonanno, Ph (2009). Learning to Game and Gaming to Learn: A Process-Oriented Pedagogy for Collaborative Game-Based Learning. In Edvardsen, F. and Kulle, H. (Eds): Educational Games: Design, Learning and Applications. Nova Science Publishers. Pg 61-84. - Bonanno, Ph (2011). A Process-oriented Pedagogy for Ubiquitous Learning. In Kidd, T. & Chen, I, (Eds): Ubiquitous Learning: A Survey of Applications, Research, and Trends. Information Age Publishing. (Pg 17-35). - Bonanno, Ph (2014). Designing Learning in Social On-line Learning Environments: A Process-oriented Approach. In Mallia, G.: The Social Classroom: Integrating Social Network Use in Education. IGI Global Publishing. (Pg 40-61). - Bonanno, Ph (2015). Assessing Technology-Enhanced learning. In Koc, S, Wachira, P & Liu, X (Eds).: Assessment in Online and Blended Learning Environments. Information Age Publishing. - Buchem, I. & Perez-Sanagustin, M. (2013). Personal Learning Environments in Smart Cities: Current Approaches and Future Scenarios. eLearning Papers • ISSN: 1887-1542 • www.openeducationeuropa.eu/en/elearning_papers. n.º 35 • November 2013. - Dick, W., Carey, L., & Carey, J.O. (2008). Systematic Design of Instruction, (7th Edition). Allyn & Bacon. |
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| STUDY-UNIT TYPE | Lecture and Seminar | ||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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