Test Course 1

What will I study?

Curriculum

Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum.

Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum.

Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum.

Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum. Curriculum.

Curriculum Information

Curriculum information relates to the current academic year (in most cases).
Course and module offerings and details may be subject to change.

Glossary of Terms

Credits: You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
Module: An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
Optional: A module you may choose to study.
Required: A module that you must study if you choose this course (or subject).
Semester: Most courses have 2 semesters (aka terms) per year.

Year 1 (30 Credits)

RequiredTE304: TEL eLeadership

Semester 1 and Semester 2 | Credits: 10

Educational organisations operate within an increasingly digital, networked and complex environment where change is ever-present. This module is designed to equip participants with the eLeadership capabilities, communication skills, awareness, knowledge and tools required to navigate and leverage this dynamic environment. The module takes a three-level, policies, procedures and practices, approach to ensure that participants and their organisations are well placed to be ‘digitally ready’ when scoping, developing and implementing organisational activities (e.g. strategic and operational plans).
(Language of instruction: English)

Learning Outcomes

Demonstrate a broad and a specialised knowledge of the field of technology enhanced learning to underpin adoption of effective and efficient policy, action plans and practices
Critically evaluate current and emerging issues in technology enhanced learning policy documents to lead organisational strategic planning and practice
Triangulate key inputs to formulate a contextualised organisational digital roadmap for advancement of technology enhanced learning initiatives and activities
Establish a framework for continuing professional development aimed at supporting the ongoing pedagogical needs and practices of educators in the digital learning environment
Appraise the characteristics, traits and needs of digital learners with a view to embedding a successful online and blended learning environment
Take responsibility for the implementation of an evaluation and monitoring process aimed at creating excellence in the provision of technology enhanced learning activities
Develop, operationalise, monitor, review and evaluate an iterative TEL continuing professional development strategy
Actively foster an inclusive and sustainable community of learning that supports continuous improvement of technology enhanced learning

Assessments

Department-based Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

Reading List

"Leading the eLearning Transformation of Higher Education" by Gary Miller and six others
Publisher: Stylus Publishing
Chapters: 12
"Going Online: Perspectives on Digital Learning" by Robert Ubell
ISBN: 9871315775173.
Publisher: Routledge
Chapters: 10
"Change We Must" by Matthew Goldstein,George Otte
ISBN: 9780795348044.
Publisher: Rosettabooks
Chapters: 8

The above information outlines module TE304: "TEL eLeadership" and is valid from 2018 onwards.
Note: Module offerings and details may be subject to change.

RequiredTE302: Blended Learning Design

Semester 1 and Semester 2 | Credits: 10

Developing Learning Design focuses on pedagogical concepts and instructional design models that are fundamental to designing and developing an online learning environment. It examines pedagogical, technical and practical issues that affect the development of effective online learning environments and the issues relating to managing and monitoring online learning activities, assessment and evaluation
(Language of instruction: English)

Learning Outcomes

Demonstrate a comprehensive and specialised knowledge of fundamental models and concepts of the online learning environment
Evaluate a range of formal online learning environments (e.g. MOOCs, Online Learning Environments such as Blackboard and Moodle) and social online environments (e.g. Web.2.0, social networking) for a range of learning scenarios
Discuss pedagogical, technical and practical issues that affect the development of online learning environments
Synthesise the key elements of three eLearning pedagogical models for designing online learning activities (Mayes’ Conceptual Model; Laurillard’s Conversational Model; and Salmon’s 5-Step eTivity and eModerator framework)
Apply instructional design models to construct detailed prototype online learning environments and learning activities using a variety of online learning, communication and collaboration tools
Explain issues relating to managing and monitoring online learning assessment and training evaluation processes to develop effective assessment and evaluation strategies
Take responsibility for applying learning to own professional practice, for evaluating and managing the learning needs of others and for ensuring the continuing professional development self and others
Scrutinise the role of technology in the learning process ensuring that appropriate pedagogical approaches and professional standards are implemented for online learners

Assessments

Department-based Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

Reading List

"Blended Learning and Online Tutoring" by Janet MacDonald
ISBN: 9780566088414.
Publisher: Gower Publishing, Ltd.

The above information outlines module TE302: "Blended Learning Design" and is valid from 2018 onwards.
Note: Module offerings and details may be subject to change.

RequiredTE303: Blended Learning and Teaching

Semester 1 and Semester 2 | Credits: 10

Learning and Teaching Online focuses on the fundamental models and concepts of online learning, on the range of related literacies that trainers need to develop and on the pedagogical approaches needed for successful online learning.
(Language of instruction: English)

Learning Outcomes

Demonstrate a broad and specialised knowledge of the fundamental models and concepts of the online learning environment
Identify the key drivers, benefits and challenges to eLearning adoption
Discuss the range of knowledge, skills and digital literacies needed by trainers to develop, facilitate and manage an effective online learning environment
Discuss the range of knowledge, skills and digital literacies needed by learners to fully engage in collaborative virtual learning communities
Apply online pedagogical models and learning technology tools to plan and construct prototype online courses and learning activities in an online learning environment
Critically engage in current eLearning discourse (e.g. ‘Digital Native v Digital Immigrant’ debate, data protection, copyright, digital identity)
Reflect and apply learning to participant’s own professional practice
Recognise the role of technology in the learning process ensuring that appropriate pedagogical approaches are implemented for online learners

Assessments

Department-based Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

Reading List

"The Practice of Elearning" by Robert Ubell
ISBN: 9781138025325.
Publisher: Routledge

The above information outlines module TE303: "Blended Learning and Teaching" and is valid from 2018 onwards.
Note: Module offerings and details may be subject to change.

Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules.

Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules. Curriculum Post Modules.

Unique Features

Careers

Study Abroad

Work Placement

Partnerships

Accreditation and Awards

Who Teaches this Course?

Learning and Assessment

Course News

Research Excellence

Contact Us

FAQs

Recognition of Prior Learning

Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning.

Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning.

Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning. Recognition of Prior Learning.

Transferable Skills

Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills.

Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills.

Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills.

Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills.

Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills. Transferable Skills.