Developing Digital Learning Environments
| Code | School | Level | Credits | Semesters |
| EDUC4262 | Education | 4 | 20 | Full Year UK, Full Year UK, January Full Year UK |
- Code
- EDUC4262
- School
- Education
- Level
- 4
- Credits
- 20
- Semesters
- Full Year UK, Full Year UK, January Full Year UK
Summary
All aspects of the module are placed in the context of the scholarship of designing and developing digital learning and teaching experiences in higher education. Participants will use familiar and supported digital platforms to create a digital learning experience to incorporate into their teaching. Participants will participate in a process that combines theory, technical and digital literacy, imagination and creativity.
Target Students
Members of staff enrolled on the PGCHE.
Classes
Delivered through workshops and individual tutorials.
Assessment
- 40% Assignment 1: Blended learning experience to be developed in VLE.
- 60% Assignment 2: 2,500 word blended learning design and development report
Assessed in both autumn & spring semest
Educational Aims
Drawing on sound principles from Module 1: Teaching and Learning in Higher Education and Module 2: Curriculum Design and Assessment in Higher Education of the PGCHE this module aims to enable participants to become a capable designer and developer of an inclusive student-centred digital learning environment that is appropriate for a research-intensive institution that values interactive and collaborative learning.Learning Outcomes
At the end of this module, participants will be able to:
1. Conceptualise a sound integration of synchronous (live) in person and/online learning with asynchronous (independent) online and/in person learning to create an inclusive digital learning experience.
2. Engage in an educationally led process of design, development, and evaluation of a digital learning environment.
3. Develop a student-centred digital learning experience that promotes collaboration and student interactivity through diverse modes, sessions and activities.
4. Critically review their digital learning experience from a scholarly perspective using digital learning quality and evaluation frameworks and literature (including accessibility).