explore some of the theoretical issues and processes involved in the practice of learning and teaching online
consider the online learning experience in relation to learner motivation to learn online, learning theory and its application to the online learning context and the implications for supporting learning online
Individual consideration and analysis of a range of key issues in online learning and teaching related to their own professional context
Peer support activities
Participants will be assessed 100% by coursework through submission of a Portfolio of Evidence of Learning and Reflective Practice containing one Critical Reflection focusing on own participation in and contribution to online discussions and a Negotiated Project involving the development and analysis of a practical resource
Educational Technology – Issues in Implementation
explore, compare and critically examine various technologies deployed in education worldwide to support learning , with reference to their application and appropriateness within learning and teaching contexts
critically examine practical, legal and ethical issues associated with the use of existing and emerging technologies
equip participants with the knowledge, understanding and critical thinking skills which will enable them to undertake informed-enquiry in the evaluation of further technological developments in the future
Learning & teaching strategy:
The module is structured around a series of online seminars in which students will be actively involved in problem-centred participatory learning and engaged in critical exploration of a range of educational technologies
A series of short presentations or podcasts addressing issues explored within the series of online seminars during the module and demonstrating the ability to relate theory to practice in the evaluation of differing issues, contexts and points of view.
A course work assignment addressing a complex learning/teaching-related problem within a chosen educational context and assessing the relevance and application of a particular technology
eLearning, Context, Management and Implementation
enable participants to critically examine the policies and other aspects of organisational, national, global and sectoral context which impact on the effective management and implementation of eLearning in particular contexts and explore the implications in a range of different professional contexts
foster the development of the skills and confidence in research and writing which are needed at the dissertation stage of the Masters programme
Learning & teaching Strategy:
The module is structured around a series of three online workshops. Students will be actively involved in problem-centred participatory learning and engaged in critical exploration of related topics through a process of discussion, individual research and writing, and critical friend review of each other’s work, all in negotiation with the module tutor
The module is assessed through the production of an e-dossier, planned and edited as a group, and comprising papers researched and written by individuals within a learning-set.
enable students to develop an understanding of the principles, processes and practicalities that underpin successful small-scale educational research.
Learning & teaching strategy:
Learning activities would normally include tutor led and tutor guided individual and group activity amounting to some 20 hours in total. Students are expected to engage in up to a further 180 hours of self study and to relate the principles and practices encountered in the theory to the issues arising in research areas related to their individual contexts and/or interests
A final grade for this module will be based upon one mode of assessment: a course work assignment of 4000-6000 words or equivalent
the design, development and implementation of eLearning
… a unique opportunity to meet and interact with professionals from all over the world
"I learned a great deal from the whole experience and the most significant aspect of the course was the amount I learned from collaboration with the rest of the group. It was interesting to share experiences with people with very different professional backgrounds and it surprised me that many of the issues and problems we faced were the same.”
“The international dynamics of the group enabled a real development in my breadth of vision in relation to teaching and learning in general and, teaching and learning online”
“During the course we were always encouraged to relate the learning to our work environment and I found the content helped me become more effective in my professional capacity”
“Suddenly having access to professionals from other areas of education, with all the experience, know-how and information that they bring to the course not only makes the course interesting but gives me insights into my own ways of working.”
... focus and emphasis placed on your professional working context
The Masters is part-time, delivered entirely online and offers you complete flexibility of time, pace and place of study.
The programme is supported by eBridge - the University of Hull’s implementation of the open source Sakai Collaborative Learning Environment