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UTL40190

Academic Year 2026/2027

Active Learning with Technology (UTL40190)

Subject:
University Teaching & Learning
College:
Academic Affairs
School:
Teaching & Learning
Level:
4 (Masters)
Credits:
7.5
Module Coordinator:
Dr John Egan
Trimester:
Spring
Mode of Delivery:
Online
Internship Module:
No
How will I be graded?
Pass/Fail (GPA Neutral)

Curricular information is subject to change.

The aim of this module is to promote active student learning through the strategic integration of technology within pedagogical practices. Participants will undertake an embodied and reflective inquiry to identify and cultivate opportunities for enhanced active learning and student participation within their educational contexts. Subsequently, they will critically evaluate and assess technological solutions for implementation across specific sessions, modules, or programmes.

Through systematic examination of the research literature and critical appraisal of emerging/existing technologies and pedagogical innovations, participants will develop the capacity to strategically deploy instruction that supports, enhances, and facilitates student engagement through the creation of meaningful opportunities for active learning experiences.

About this Module

Learning Outcomes:

Having successfully completed this module you will have demonstrated the ability to:
1. Critically reflect upon and evaluate your current teaching practice to identify opportunities for enhanced active learning and student participation.
2. Analyse the theoretical and pedagogical foundations underpinning student engagement and active learning methodologies within higher education contexts.
3. Evaluate and select appropriate active learning approaches that effectively promote meaningful student engagement within your specific disciplinary context.
4. Critically appraise and implement technological solutions grounded in inclusive design principles to support, enhance, and facilitate active learning experiences.
5. Synthesise and critique relevant research evidence to justify the selection and application of your chosen technology for promoting active learning.

Indicative Module Content:

Participants will engage with learning materials weekly in Brightspace

Week 1: Module introduction, overview and pre-class survey
Week 2: Embodied experiences with Active Learning with Technology Strategies
Week 3: Theoretical Foundations
Week 4: Embodied experiences with Active Learning with Technology (ALT) Strategies (continued)
Week 5: Instructional Design Strategies
Week 6: ALT intervention/innovation design and planning
Week 7: Active Learning & Technology Research
Week 8 & 9: Field Work/Study
Week 10: 1:1 and/or Group Tutorial/Lab
Week 11: Conducting Research & Evaluating Active Learning with Technology
Week 12: Research & Planning Resources
Week 13: ALT intervention/innovation design research, evaluation & feedback
Week 14: Sharing & Demonstration Showcase

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

94
Autonomous Student Learning

70
Tutorial

1
Seminar (or Webinar)

15
Total

180

Approaches to Teaching and Learning:
Brightspace will serve as the primary mode of delivery to support independent inquiry, specified learning activities and autonomous student learning. There are five online sessions which will include active learning experiences, peer discussion, lectures, reflective learning and independent inquiry.

Discussions on Generative AI (GenAI) will be incorporated into the module due to its significant relevance to teaching and learning. Please note that the use of these tools is optional and students will not be required to use GenAI tools. The module will provide specific guidelines on:

- When and how GenAI can be used in assessment
- Appropriate ways to acknowledge its use
- Which UCD-supported GenAI tools are available

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 Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Participation in Learning Activities: This is a "low stakes" assessment category and is being used in this module to model how you may wish to utilise this UCD assessment category in your own teaching. Week 1, Week 2, Week 4, Week 6, Week 8, Week 11, Week 12 Pass/Fail Grade Scale Yes
20
 Yes
Report(s): Each individual will create a project plan, using a provided template to map the development and instructional design process of a new intervention to support active learning Week 7 Pass/Fail Grade Scale Yes
40
 Yes
Report(s): A reflective evaluation of the proposed intervention to support active learning. The intervention will be situated within and supported by relevant scholarly literature Week 14 Pass/Fail Grade Scale Yes
40
 Yes

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

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 will culminate in an online formative submission - where individual feedback is offered.

Name Role
Dr John Egan Lecturer / Co-Lecturer
Dr Sheena Hyland Lecturer / Co-Lecturer
Mr David Jennings Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Seminar Offering 1 Week(s) - 22, 24, 26, 30, 32 Wed 10:00 - 10:50
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