Main Field of Study and progress level:
No main field: Second cycle, in-depth level of the course cannot be classified
Grading scale: Three-grade scale
Responsible department: Department of Applied Educational Science
Contents
The course will focus on the design, development and evaluation of teaching, studying and learning processes that are supported by the use ICT and contemporary social media applications. The content will focus on the use of Web 2.0 which allows users to create content in such a way that allows others to both read and write to a web environment. Social media is seen as a feature of Web 2.0 involving tools that are used to communicate in different settings such as one-to-many (blog or podcast) and many-to-many (wiki). A major feature of social media is that it enables people to connect together, providing a space in which they can interact and share ideas, experiences and knowledge. ICT supported collaborative learning can be seen to encourage active and inquiry-based approaches to learning. A range of software tools and hardware devices including MP3 players and mobile phones will be used to promote access to learning resources within an open and flexible learning environment. The course content will be responsive to contemporary developments in the field, the interests of participants and in particular to issues, questions and problems arising through an introduction to work based action research planning.
Expected learning outcomes
On successful completion of this course of study participants should be able to:
- Analyse Web 2.0 software and social media applications for their potential didactical affordances in relation to teaching situations, pedagogical activities and/or learning environments
- Design an educational development project involving the creative use Web 2.0 software and social media applications to support teaching situations, pedagogical activities and/or learning environments
- Create appropriate resources and assemble appropriate tools to test out the educational development in practice
- Design an action research project for implementing the development in practice, reflecting on action and evaluating the results
Required Knowledge
Participants need to have studied for 180 ECTS at the Basic Level of Higher Education in Education, Computer Science or closely related field OR in any subject area together with relevant experience of at least 2 years duration in teaching, training, digital media production or consultancy.
English proficiency equivalent to IELTS Academic Training - minimum score 5.0 with no individual score below 4.5 (Tests taken before January 2005 not admissible or TOEFL - minimum score 500 on paper based test and not below 4.0 on the TWE, Alternatively 173 on computer based test with iBT61 is also required.
Form of instruction
The approach of the course is based on a didactical design framework which aims to address the complexity of teaching-studying-learning processes. In particular the aim is to focus attention on the design of teaching situations, pedagogical activities and learning environments. This approach is framed within a cyclical process of didactical design which involves analysis, design, development, interaction and evaluation. The learning outcomes are structured around this cycle and as such reflect higher order thinking skills, in terms of application, analysis, evaluation and creation. This will be combined with an approach to development based on the cycle of action research involving planning, action, observation and reflection. The course of study will start with a general orientation to the online learning environment and to action research. The modules will address digital portfolio assessment for learning (My Learning), collaborative learning, mobile learning and multimodal learning in the context of Web 2.0 use. The module on Action Research Planning will run alongside throughout the course.
Examination modes
Each participant will present a commentary in the form of a self assessment of how he or she has been able to meet each of the learning outcomes. In addition this will be supported by an outline of how s/he has participated in all the module activities together with the presentation of all completed assignments. The submission of work for final examination will be through the use of a digital presentation portfolio.
Literature
Valid from:
2010 week 35
Becoming critical : education knowledge and action research Carr Wilfred, Kemmis Stephen London : Falmer Press : 1986 : x,249p : ISBN: 1-85000-089-1 (cased) Search the University Library catalogue
Elliot John Action research for educational change Milton Keynes : Open University Press : 1991 : 163 s. : ISBN: 0-335-09689-1 (pbk) Search the University Library catalogue
Schön Donald A. The reflective practitioner : how professionals think in action New York : Basic Books : Books,c cop. 1983 : x, 374 s. : ISBN: 0-465-06874-X (inb.) Search the University Library catalogue
