| CODE | LLI5014 | ||||||
| TITLE | Managing Technology-Enhanced Learning and Innovation | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||
| DESCRIPTION | The unit elaborates on Technology Acceptance models such as ANT (Actor Network Theory), SCOT (Social Construction of Technology) and TFR (Technological Frame Research). These will provide theoretical perspectives for analysing and interpreting various white papers, policies and strategies in technology enhanced learning adopted in the EU and in Malta in the last 25 years. The focus will be on the integration of ICT with pedagogy. This unit also discusses educational innovation brought about by digital technologies considering models, processes and barriers that constrain educational change. The national eLearning Strategy will be analysed from the perspective of educational innovation. Participants will also discuss and use a range of digital tools that enhance communication and learning of persons with special needs. Augmentative and Alternative Communication systems will be discussed considering how these can provide information regarding assessment and intervention across a person’s life span. The focus will be on the practical application supplemented with relevant theoretical issues. It will also include fieldwork whereby students are invited to observe clients with AAC and to be able to plan out how such AACs can be implemented. Study-unit Aims: The study-unit provides a rationale for promoting and managing innovation through the implementation and use of various learning technologies in Education. Participants will able to: i) Identify key factors that determine the adoption and use of digital technologies in one’s personal life and in supporting teaching and learning; ii) Identify the ICT requirements for an Inclusive Curriculum; iii) Discuss the process of Educational Innovation and the role of digital technologies in bringing educational change; iv) Evaluate the local educational scenario from the perspective of innovation; v) To use digital technologies to promote communication and learning with students having special educational needs; vi) To promote students’ knowledge and competence in using Augmentative and Alternative Communication means; vii) To enhance students’ ability to apply this knowledge to intervention practices. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: (i) describe recent historical and current sociological issues that brought a strong paradigm shift towards the inclusion of digital technologies in education; (ii) discuss the various ICT related policies and strategies adopted by the EU and the government of Malta to reinvigorate education and learning through the integration of learning technologies in and outside the classroom; (iii) discuss the concept of 'naturalisation' towards ICT as an integral feature for the enactment of innovative pedagogical methods and the flexibility gained in the enhancement of the learning process including individual educational needs (IENs); (iv) discuss models for educational innovation; (v) identify and discuss the main stages in the process of educational innovation; (vi) discuss the role of digital technologies in promoting and mediating educational innovation; (vii) identify examples of good practice in educational innovation; (viii) acquire a repertoire of ICT strategies to support students to overcome barriers in learning including digital technologies for literacy ; language, communication and cognition; profound and complex disabilities; social, emotional and behavioural difficulties, autism spectrum disorders; and physical and sensory impairment; (ix) describe practical and theoretical issues involved in the assessment of and intervention for individuals requiring an AAC system; (x) participate in the decision-making process regarding the selection and implementation of an AAC for the individual; (xi) facilitate the use of AAC systems by children and adults in their natural setting including education of peers and dealing with attitudes; (xii) identify common barriers affecting the implementation of AAC systems in everyday life. 2. Skills: By the end of the study-unit the student will be able to: (i) describe, analyse and interpret the philosophy adopted by EU member states in introducing technology-enhanced learning as an integral feature of pedagogy; (ii) distinguish between implementation, appropriation and enactment of new behaviour towards learning technologies in class; (iii) become aware of issues of the digital divide; (iv) adapt technology to meet the needs of students with IENs; (v) analyse the local scenario and identify policy needs; (vi) develop an action plan to promote educational change; (vii) promote leadership skills to manage and sustain educational innovation; (viii) organise and manage physical and human resources to promote educational innovation; (ix) demonstrate competence with intervention and application of AAC systems in everyday life; (x) critically appraise the different AAC systems; (xi) devise intervention plans for AAC users by drawing on available theory. Main Text/s and any supplementary readings: Main Text: - Christensen, C., Curtis W.J. & Horn, M.B. (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. McGraw-Hill, NY. - Kirkland, K. & Sutch, D. (2009). Overcoming the barriers to educational innovation: A literature review. Futurelab. http://www.futurelab.org.uk/resources/documents/lit_reviews/Barriers_to_Innovation_review.pdf - MITC (2008). The Smart Island. The National ICT Strategy for Malta 2008-2010. available at: https://mitc.gov.mt/mediacenter/PDFs/1_ICT%20Strategy%202008-10.pdf - MITC (2008). SmartLearning. Malta's national e-Learning Strategy 2008-2010. Available at: schoolnet.gov.mt/rabata/smartlearningPDF.pdf - MITA (2009), Strategic Plan 2009-2012 Available at: https://www.mita.gov.mt/MediaCenter/PDFs/1_MITA%20Strategic%20Plan%202009-2012%20%28web%29.pdf - Singleton, L., Ross,L. and Flavell, L. (2005) Access to ICT: Curriculum Planning and Practical Activities for Pupils with Learning Difficulties. David Fulton Publishers. Supplementary Readings: - Berger,P., Luckmann, T ., (1991). The Social Construction of Reality. A treatise in the Sociology of Knowledge. Penguin Books. - Bijker, W E., Hughes T P., Pinch T. (1989). The Social Construction of Technological Systems. The MIT Press, USA. - Bijker, W.E., Law J. (Eds) (1992). Shaping Technology/Building Society. MIT Press, USA. - British Educational Communications and Technology Agency (1999) Computers and Inclusion: Factors for Success. UK: Becta. - MacKenzie D, Wajcman J (Eds) (2005). The Social Shaping of Technology. Open University Press, UK. - Norman, D.A (2002). The Design of Everyday Things. http://www.evl.uic.edu/luc/422/slides/class1.pdf - North, M., and McKeown, S. (2005) Meeting SEN in the curriculum: ICT. London: David Fulton Publishers. - Augmentative and Alternative Communication (AAC) Cockerill, H and Carroll-Few L. (2001). Communicating without Speech: Practical Augmentative and Alternative Communication for Children. Cambridge University Press. - Glennen, SL and DeCoste, DC. (1997). Handbook of Augmentative and Alternative Communication. Singular Pub. Group Inc. - Light, JC, Beukelman, DR and Reichle, J. (2003). Communicative Competence for Individuals Who Use AAC: From Research to Effective Practice. Brookes Pub. - Mirenda, P and Beukelman, DR (2006). Augmentative & Alternative Communication: Supporting Children & Adults with Complex Communication Needs (3rd ed.) Brookes Pub. - Schlosser , RW (2003). The Efficacy of Augmentative and Alternative Communication: Toward Evidence-Based Practice. Academic Press. - Von Tetzchner, S and Grove , N. (2002). Augmentative and Alternative Communication: Developmental Issues. (1st ed.) Whurr Pub Ltd. |
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| ADDITIONAL NOTES | Pre-requisite qualifications: Professional Teaching Qualification | ||||||
| STUDY-UNIT TYPE | Lecture, Seminar and Tutorial | ||||||
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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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