E*510 Page 4 of 4

Sept 2012

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Module Description

Title and Code / ED510 Learning Design and Technology in a Digital Age
EM510 Learning Mathematics in a Digital Age
ES510 Learning Chemistry in a Digital Age
Level / 5
Credit rating / 20 credits
Pre-requisites / Co-requisites / Entry criteria for freestanding modules / None
Type of module / Taught
Aims / The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5:
1.  To amplify the students’ knowledge of theories of learning;
2.  To enhance the students ability to reflect upon their capacity as learners;
3.  To examine the influence of digital media on learning and education;
4.  To develop an understanding of the contexts in which learners of all ages make use of digital media.
Learning outcomes / In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for Level 5 study, by the end of the module students should be able to:
1.  reflect upon their experiences during the module and more widely as a learner in a digital age;
2.  analyse how these experiences fit with any big ideas encountered during the module;
3.  explore the influence of digital media on learning and education;
4.  represent their thinking clearly, concisely and creatively.
Content / ·  Theories of learning & how these apply in contemporary learning environments.
·  Technology mediated learning.
·  Digital media in society: affordances, constraints, opportunities and anxieties, myths and misunderstandings;
·  Digital media in learning and education: policies and practices for learning and teaching;
·  Digital inclusion: individual, local and global inclusion;
·  Digital media and social responsibility: clicktivism, armchair activism, and the complexity of value judgements;
·  Learning environments in a digital age: design, space, purpose and tools for learning.
Learning and teaching strategies / Contact Time: Lectures, small group discussions and student peer-to-peer learning.
Non-contact Time: Individual and collaborative tasks and reading. Use of digital media to research, capture, curate and present work.
Learning support / Books:
Brockbank, A. and McGill, I. (1998) Facilitating Reflective Learning in Higher Education Buckingham: OUP
Buckingham, D. (2007) Beyond Technology: Children’s Learning in the Age of Digital Culture London: Polity Press
Carvin, A. (2002) ‘Literacy and Content: Building a Foundation for Bridging the Digital Divide’ in Loveless, A & Dore, B (eds) ICT in the Primary School Buckingham: Open University Press
Davies, I., Gregory, I. & McGuin, N. (2002) Key Debates in Education London: Continuum
Facer, K (2011) Learning Futures: Education, Technology and Social Change London Routledge
Haythornthwaite, C. & Andrews, R. (2011) E-learning theory and practice London:Sage
Gee, J. (2003) What video games teach us about language and literacy New York & London: Palgrave Macmillan
Joyce, B. Calhoun, E. and Hopkins, D. (2nd ed) (2002) Models of Learning – Tools for Teaching Buckingham, OUP
Livingstone S. (2009) Children and the Internet London: Polity
Marsh, C.J. (2009) Key Concepts for Understanding Oxon, Routledge
Moon, J. (1999) Learning Journals London: Kogan Page
Neary, M. (2002) Curriculum Studies in Post Compulsory and Adult Education Cheltenham, Nelson Thorns
Selwyn, N. (2011) Education and Technology: Key Issues and Debates London: Continuum

Selwyn, N. (2010) Schools and Schooling in the Digital Age: A Critical Analysis London: Routledge

Webster, F. (2006) Theories of the Information Society. 3rd edition. London: Routledge
Journals:
British Journal of Educational Technology
Journal of Computer Assisted Learning
Technology, Pedagogy and Education
Learning, Media and Technology
Thinking Skills and Creativity
Electronic Sources: (accessed June 2012)
Contemporary resources will be used. Module participants will build up recommendations of ongoing blogs, websites and interactive conversations in the field to respond to immediate and contemporary topics.
Abbott, C. (2007) E-Inclusion: learning difficulties and digital technologies Bristol: Futurelab
Daanen, H. & Facer, K. (2007) 2020 and Beyond: future scenarios for education in the age of new technologies. Bristol: Futurelab
Rudd T., Gifford C., Morrison, J. & Facer, K (2006) What if?…reimagining learning spaces Bristol: Futurelab
Selwyn, N. & Facer, K. (2007) Beyond the Digital Divide: rethinking digital inclusion for the 21st century Bristol: Futurelab
Ulicsak, M. Facer K. and Sandford, R. (2007) Issues impacting games based learning in formal secondary education Accepted for IJATL

Assessment task

/ Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following tasks:
Formative Task
Present discussion of your experiences of learning in a digital age, and the influence of digital media on learning and education, represented using a creative choice of media.
2000 words equivalent, formative feedback only.
This will be submitted at a date set by the tutor for the end of Semester One.
No Referral task required.
Final Task
Present a reflective and analytical discussion of your experiences of learning in a digital age, and the influence of digital media on learning and education.
This should be represented using an appropriate and creative choice of media.
2000 words equivalent, marked on a percentage basis.
This will be submitted at a date set by the tutor for the end of Semester Two.
Referral task: Reworking of original task(s)
Assessment criteria / General criteria for assessment are framed by the SEEC descriptors for Level 5. Against specific criteria, credit will be awarded for:
·  reflection upon experiences during the module and more widely as a learner in a digital age (LO1);
·  analysis of how these experiences fit with any big ideas encountered during the module (LO2);
·  exploration of the influence of digital media on learning and education (LO3);
·  clear, concise and creative representation of thinking. (LO4).
All learning outcomes must be achieved in order to pass the module at the threshold level.
Brief description of module content and/or aims for publicity (maximum 80 words) / The purpose of this module is to offer learners ways to look at their own learning and reflect upon the influence of digital media on learning and education in our current times.
Area examination board / Combined Area Examination Board
Module co-ordinator / Peps McCrea and Christopher Sweeney
Normal module duration / Two semesters
Site where delivered / Falmer
Date of first approval / July 2011
Date of last revision / N/A
Date of approval of this version / September 2012
Version number / 2
Replacement for previous module / N/A
Route(s) for which module is acceptable and status in route / Compulsory for Two Year BA (Hons) Education with QTS: Design & Technology / Mathematics / Chemistry
Course(s) for which module is acceptable and status in course / Compulsory for Two Year BA (Hons) Education with QTS: Design & Technology / Mathematics / Chemistry
School home / School of Education
External examiner(s) / David Barlex (Design & Technology)
Marcus Hill (Mathematics)
Paul Adams (Chemistry)