Course Catalogue

To support the planning, delivery and evaluation of effective online teaching. learning and assessment.

This module will support academic staff, learning technologist and other relevant support staff in the development and delivery of digital education. It will interrogate key theories and approaches, as well as analysing the evidence base for practice, to examine the current and future potential for online and blended pedagogies.  The assessment portfolio aims to expose students to a wider range of ideas and literature, facilitate real-time peer review, inspire richer reflections, and transition discussions from superficial to more substantive. Thoughtful design and transparent communication with students about the rationale and benefits will be crucial for successful implementation. Adopting a portfolio assessment approach not only has the potential to enhance student learning and engagement but also allows the teaching team to evaluate the impacts of innovative assessment designs. This aligns with the module's goal of critically exploring digital pedagogies and applying theory to online delivery practices. 

Assessments:

Artefact - Reflection on learning (5%): This assessment requires students to reflect on a significant learning experience related to the module content. By critically examining a specific instance where they gained new insights or are beginning to see the connections with a key concept, students demonstrate their ability to connect theory to practice. This reflective exercise encourages students to be more mindful of their learning process. It is an artefact as they will be encouraged to use a novel approach to representing this learning, such as such recording, AI image, discussion board post. This form this will take will connect with the nature of the technology they are exploring. The aim of this is to encourage engagement and sharing of ideas in the first weeks of the module. 

Artefact - Learning Object (35%): In this assessment, students create a learning object that identifies an educational issue and tries to provide a particular solution. The learning object serves as a tangible application of the theories and concepts explored in the module. They have a choice of formats and approaches. This will focus on the articulation of ideas rather than a theoretical exploration, which comes later in the reflection piece.  

Report - Peer Review (5%): Students engage in a peer review process where they provide constructive feedback another student’s ‘learning object’. This assessment fosters a collaborative learning environment and exposes students to diverse perspectives. By critically evaluating their peers' work through the lens of the module's learning outcomes, students deepen their understanding of key concepts and refine their ability to provide meaningful feedback. Peer review has been a part of the module since its inception however the level of engagement needs to be encouraged and more clearly defined.  

Reflection - Reflective Task (55%): 

The final assessment is a comprehensive reflection that requires students to synthesize their learning throughout the module. Students critically analyse their growth, challenges, and key takeaways, drawing connections between theory, practice, and personal experiences. This reflective piece encourages students to consolidate their knowledge, consider the broader implications of digital education, and set goals for future professional development. It will draw from their re-evaluation of their learning object, and any feedback from peers or tutors.  

The programme is designed to support teaching staff who are currently working in a Higher Education environment. It is, therefore, fundamentally associated with the workplace and practice. All teaching is rooted in an exploration of the relationship between theory and practice and the programme's assessment strategy focuses on assessment tasks that have direct relevance to practitioners