UTL40190 Active Learning with Technology

Academic Year 2023/2024

The aim of this module is to promote active student learning by the use of technology in teaching practice. Participants will engage in a reflective process to identify and develop potential areas of active learning and participation within their practice. They will then evaluate and assess technological options to apply within a given session, module or programme.

In evaluating the research literature and appraising new innovative technologies and pedagogies, it is expected that by the end of this module one should be able to utilise a chosen technological intervention to support, enhance and promote student engagement by the provision of creative opportunities for active learning.

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Curricular information is subject to change

Learning Outcomes:

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.

Indicative Module Content:

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 Hours: 
Student Effort Type Hours
Specified Learning Activities


Autonomous Student Learning




Seminar (or Webinar)


Online Learning




Approaches to Teaching and Learning:
The module has been designed to accommodate the development of a real-time (technological) intervention into one’s practice that will have a noted impact upon student engagement and in particular active learning.
In order to facilitate this there are a series of individual and group activities, both online and in session. Many of these lead directly to an assessed piece of work, thus each element is grounded in practice and authentic to the learners' own pertinent learning needs.
Requirements, Exclusions and Recommendations
Learning Requirements:

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.

Module Requisites and Incompatibles
Not applicable to this module.
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % 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


Carry forward of passed components
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• 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

How will my Feedback be Delivered?

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.

Name Role
Dr Sheena Hyland Lecturer / Co-Lecturer
Assoc Professor Geraldine O'Neill Lecturer / Co-Lecturer
Dr Leigh Wolf Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Lecture Offering 1 Week(s) - 21, 23, 25, 32 Fri 10:00 - 12:50
Lecture Offering 1 Week(s) - 30, 33 Fri 10:00 - 15:50