Postgraduate Course: Wider Themes in Digital Education (EDUA11335)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Online Distance Learning
|Not available to visiting students
|The field of digital education is in a stimulating period, with the development of new and contested theoretical perspectives as well as fast moving changes in technologies and practices that are often not subject to critical theorising. This course provides a flexible ┐building block┐ structure supporting students to participate in or create smaller learning activities or experiences, engaging with emergent components of theory and practice in digital education. Individual learning activities within this course will be designed to approximate 5 Credits at Level 11 that accumulate to total 20 Credits at Level 11. It will also be possible for students to engage in single learning activities that are identified as equivalent to 10 or even 20 Credits at Level 11. Students will, therefore, be able to participate in up to four learning activities over the duration of this course.
This portfolio of self-selected learning activities will run for the duration of the programme of studies to which this course belongs within the constraints of the pre-requisites specified above and the requirement to have passed 120 Credits to be considered for progression to the dissertation stage of the MSc.
Learning activities created for this course will include both activities initiated and led by academic staff from the programme as well as those developed and led by students.
This course enables students on the postgraduate programme in Digital Education to engage more fully with a wider range of practices, activities and communities, and will ┐incentivise the good citizenship┐ of our students by providing opportunities to gain academic credit through this engagement with emerging technologies and practices in the digital education arena.
The proposed course structure operates on two levels: (a) of the overall ┐course┐ and (b) in the learning activities themselves.
(a) Course structure
The course is structured around a number of activities in each academic year. Each of these activities is designed to approximate 5 Credits at SCQF Level 11 or multipliers of 5 Credits to a total of 20 Credits. This flexible and open content course will be delivered over the duration of the student┐s programme of study.
Therefore, the total ┐course┐ provides 20 Credits at SCQF Level 11 through the creation of a post-course digital learning environment constructed in the synthesis of each individual┐s collection of learning activities.
(b) Learning activity illustrative structure
Each learning activity will be structured differently according to the nature of the activity and the intended learning outcome. Each learning activity would include a specification of the activities to be undertaken, how these will contribute to the achievement of the course Learning Outcomes, the nature of the evidence to be collected and agreement on the nature of the evidence demonstrating attainment of the Learning Outcome(s).
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Academic year 2017/18, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|100% coursework summatively assessed based on the total output for the 20 Credits at Level 11. Therefore, the assessment is both synoptic and holistic in nature.
Prior to commencing a learning activity, each student will be required to write an interpretive statement detailing how they intend to demonstrate that they have met the Learning Outcomes identified. The detailed learning proposal, using a specified template, will be approved by staff prior to commencement of the learning activity.
Students are required to demonstrate attainment of all the specified Learning Outcomes over the duration of this course.
At the summative assessment stage, students will be required to write a synoptic statement providing a self-assessment of their outputs from the course against the Learning Outcomes.
This self-assessment will inform the formal staff assessment and grading. The student self-assessment and the staff assessment will use a common course assessment rubric.
|Formal feedback as formative assessments will be provided through two mandatory review points for each academic year that the course is running.
At each review point, the student will write a review of their progress against the learning activity proposals to be submitted along with the supporting evidence of the learning activities as agreed in the initial activity proposal. Staff will provide verbal feedback (either as a synchronous meeting or through recorded commentary) to which the student must write a summary response including specifying actions to follow.
Each student will also have the option of making their evidence against the Learning Outcomes available to other course students for peer feedback.
All feedback (self, staff and peer) will be structured around the common course assessment rubric.
This form of course differs significantly from a taught course and academic input is deliberately kept to a minimum. The focus of the course is on self-directed and self-regulated learning within each learning activity.
|No Exam Information
On completion of this course, the student will be able to:
- To be able to demonstrate critical analysis and reflection on concepts and practices within the domain of Digital Education
- To be able to select and apply relevant conceptual and practical knowledge and understanding in developing effective personal virtual/ digital learning experiences
- To be able to engage in the application of existing knowledge in new and innovative ways or to generate new knowledge or meaning in Digital Education
|Graduate Attributes and Skills
|A. Research and Enquiry
To be able to identify, define and analyse conceptual and/ or practical problems in Digital Education through the critical appraisal of existing evidence.
To be able to generative creative and innovative solutions appropriate to the broader context of Digital Education.
B. Personal and Intellectual Autonomy
To be able to exercise substantial autonomy and initiative in the identification and execution of their intended learning activities.
To be independent learners able to develop and maintain a critical approach to issues in Digital Education.
To be make effective use of the multimodal capabilities of digital technologies to communicate appropriate knowledge and understanding of emerging concepts and practices in Digital Education.
D. Personal Effectiveness
To be able to recognise and respond to new opportunities for learning and development.
To be able to work effectively with others in diverse digital environments for learning.
|digital education,open content,student-led
|Mr Peter Evans
Tel: (0131 6)51 6345
|Ms Angela Hunter
Tel: (0131 6)51 1196