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Curricular information is subject to change
Having successfully completed this module you will have demonstrated the ability to:
1. Reflect and evaluate on one’s teaching practice in relation to active learning.
2. Review the theoretical and pedagocial basis for promoting student engagement and the development of active learning.
3. Assess and evaluate the suitabilty of active learning approach/es to promote student engagement.
4. Appraise and apply appropriate technological solutions which are informed by the principles of inclusive design to support and enhance active learning.
5. Provide a critique of the research evidence to support your chosen technological solution.
This first session begins by reviewing current practice and addressing learning needs and how these may be facilitated by way of a technological intervention. Consequently educational theory and universal design requirements are articulated. Participants are invited to propose their own initial interventions.
The following sessions focus on the evaluation of potential technological solutions and approaches. The culmination of which is the design and production of a series of ‘information sheets’ and their dissemination for review.
And individuals will explore a number of instructional design models and offers a means to produce an action plan for your bespoke intervention. In so doing elements of IPR, copyright and the concept of reusable resources are articulated.
|Student Effort Type||Hours|
|Seminar (or Webinar)||
|Specified Learning Activities||
|Autonomous Student Learning||
This is an in-service module for teachers in higher education. A condition of enrolment is that students have a significant teaching commitment during the academic year in which they undertake this module. (The definition of “significant teaching commitment” will vary with context; but, as a general rule, a minimum of 50 hours would be expected.) One of the reasons for this requirement is that a significant proportion of the required student activity for the module is deemed to take place within these teaching or teaching related activities. Those who do not have the required hours cannot, therefore, complete the module satisfactorily.
|Description||Timing||Component Scale||% of Final Grade|
|Essay: Candiates will compose an evaluation report for dissemination||Week 12||n/a||Pass/Fail Grade Scale||Yes||
|Journal: Candiates will articulate and peer review an action plan for thier proposed intervention||Week 4||n/a||Pass/Fail Grade Scale||Yes||
|Resit In||Terminal Exam|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities
The in session activities will enable learners to apply and review their work as the module progresses. Each session provides an opportunity for group and peer review, that may then culminate in an online formative submission - where individual feedback is offered. The first assessed assignment is the detailed plan of action for the final assignment - there are group tutorials to discuss the proposal action plan (first assignment) and there is a bespoke pro-forma to prepare this.
|Dr Sheena Hyland||Lecturer / Co-Lecturer|
|Assoc Professor Geraldine O'Neill||Lecturer / Co-Lecturer|
|Dr Leigh Wolf||Lecturer / Co-Lecturer|