Postgraduate Course: The Digital Student Experience (EDUA11295)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Available to all students
|Summary||This course will focus on what it means to be and become a student in online contexts and what that means for educators. While the emphasis will be on online environments, much of what is learned would be equally relevant in offline contexts. The trajectory of the course will move from considering the notion of the learner as an autonomous individual, to the learner as socially situated, and finally to the learner as posthuman assemblage.
One key theme in the course will be the processes of transition and adjustment which individuals experience as they come to terms with online environments and new demands on them as learners. This theme will be taken up in the first section of the course which will focus on "being an individual learner". This section of the course will consider students┐ skill in learning and their epistemological and cognitive development and how this can be supported.
The interplay between individuals' learning histories and identities, their online environments and the distinctive "ways of thinking and practising" which exist in particular academic and learning communities will be considered in the second section of the course. This section is entitled "being a situated learner". This section considers some of the limitations of understanding learners as decontextualized separate selves, as can be the case in some of the literature discussed in the previous section.
The final section of the course is entitled "being an assemblage" and will introduce participants to posthuman and sociomaterial perspectives. The emphasis here will be on questioning the notion of "studenthood" as being an attribute of the individual, and emphasising how learning is enacted through complex assemblages of the human and non-human.
Students from outwith the Digital Education programme wishing to enrol for this course or take it on a 'class only' basis must liaise directly with the course secretary before enrolling.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| Students require regular access to a networked computer, and are responsible for providing computing equipment and consumables. Broadband recommended.
Information for Visiting Students
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 2,
Online Activities 8,
Feedback/Feedforward Hours 6,
Formative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Part 1 (30%): A short reflective report (1000 words) on a key aspect of 'ways of thinking and practicing' in the participant's own discipline.
Part 2 (70%): A final assignment in two parts.
a) Participants will write a report identifying a particular aspect of the experience of being a digital learner which is troublesome for learners in their context, drawing on appropriate literature and taking a critical approach to the issues raised. (1500 words)
b) Participants will then outline an online learning activity for students which relates to the troublesome issue they have offered in part a). Participants will not be required to deliver the activity, but rather to outline its content and form and give a rationale for their chosen approach and the ways in which it is well aligned to learner diversity in their context. (1500 words)
|No Exam Information
On completion of this course, the student will be able to:
- 1. be able to demonstrate a critical understanding of what it means to be a "learner" or a "student", based on a sound analysis of currents movements in the literature
- 2. be able to evaluate the key ideas emerging from the literature on how the contexts of learning interact with what it means to be a "learner" or a "student"
- 3. be prepared to design high quality education and training based on different perspectives on the student experience
- 4. be able to articulate a critical perspective on student diversity and its implications for high quality education and training
|Graduate Attributes and Skills
|Keywords||Digital Education, study skills
|Course organiser||Dr Velda Mccune
Tel: (0131 6)51 4083
|Course secretary||Ms Angela Hunter
Tel: (0131 6)51 1196
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:52 am