PG Cert Technology Enhanced Learning
Online Learning
Available to International Students
About the course
This online programme has been designed for current practitioners engaged in education, teaching, training or related practice to meet the demand for a growing need to engage with the use of technology in education. It is highly relevant for those who work in learning related activity in a university or college; in business training; public sector services or for people considering moving into one of these areas.
The program provides theory and practice through active experience with a comprehensive range of online learning technologies. You will explore the processes of designing and implementing technology enhanced learning for distance or campus learners, exploring issues concerning the practicalities of professional practice in relation to the use in particular, of internet technologies. Learners will participate online with other professionals and with their tutors through a range of innovative and up to date online communication technologies.
The program requires that learners are professionally engaged through employment in work related to postcompulsory education or training roles, whether directly or indirectly with learners or trainees. It is also appropriate for busy professionals who see lifelong learning as critical to the development of their professional practice but who need flexibility in their access to higher education eg, education or training support officers; lecturers; librarians; student support advisors; eLearning officers and researchers in both academic, not-for-profit and commercial organisations.
The Program Structure
There are two modules (TEL700 - Implementing Technology Enhanced Learning and TEL701 - The Network Learning Practitioner) which are available at two separate periods of 15 weeks one starting in September and the other in February. The modules can be taken within a single year or spread across 2 years in accordance with the University’s required completion period for this postgraduate program of study.
TEL700 - Implementing Technology Enhanced Learning (30 credits)
Over the course of this module you will engage with a range of communication technologies, web 2.0 and digital media resources in collaboration with your colleagues and tutor.
You will plan and design learning and learning support using online technologies in a way that aligns to your own conceptions of learning.
- Learners: Philosophical conceptions, conceptions of learning, learning styles, learning approaches, orientations to learning, learner centred design, widening access and flexibility for learners.
- Learning Design: Conceptions of knowledge, constructive alignment of learning outcomes, content and assessment. Teaching strategy: behavioural/constructivism, directed/self-directed, passive/active, deep/surface, individual/collaborative, transmission/interaction and formative/summative assessment.
- Learning Support: Providers of support, support roles, mode of support, dependence and independence. Devising an appropriate learner support model for academic, administrative, learning resources and peer support.
- Learning Evaluation: Identifying potential quality assurance concerns. Selecting appropriate quality assurance and evaluation models. Critical evaluation and alignment with local and wider quality assurance mechanisms.
TEL701 - The Networked Learning Practitioner (30 credits)
In this module you will be creating connections between networked technology, identity creation and learning community development within and across disciplinary boundaries. You will be developing your networked learning practice, benefiting from and participating in knowledge creating activities with others.
- Networked Learning Society: The changing digital landscape; networked individualism; online communities and networks; changing roles of learning and teaching practitioners; boundary blurring between formal and informal learning; authentic learning; enculturation into practice.
- Communities of Practice: Identity construction, participation and belonging to a professional practice community; the situated-ness of learning and practice based knowledge; reflective practice, skills and aptitudes required for networked learning; tensions that technology brings and its implications for practice.
- Communication, culture and media representations: The social, cultural and historical context of technology mediated learning; diversity of experience, beliefs and values; communicating across cultural practice, technology mediated communication; media representations of knowledge;
- Stewarding a networked community of practice: creating networked learning places; networked community orientations; community formation; configuring technologies for community adoption; supporting community.
How you will study online
Knowledge and Understanding
Knowledge and understanding is achieved through learning activities that emphasise your engagement with research-led resources and dialogue and with others on the program as well as your tutor. Resources are made available electronically from a range of different sources including: e-books, electronic journal articles, videos, images, numerical data, voice recordings, transcripts, web applications and web documents, available through the University’s VLE. You and your peers as practitioners bring a wealth of knowledge and experience to the learning. Differing contexts within which you as a group of learners are professionally located provide a rich resource for the learning group. You will engage in dialogue within online discussion forums, blogs, wikis, audio-conferences, shared bookmarks and email. You are expected to reflect and critically examine and learn from current experiences and be able to integrate new knowledge with past experience and apply it to new situations. Throughout, the learner is encouraged to undertake independent study and research involving engagement with cohort peers in study groups; additional reading and research; contributing to the development of the learning group; undertaking assessment writing and reflecting on theory and practice in their own context. Guided independent study will both supplement what is being learnt and broaden individual knowledge and understanding of the subject.
Cognitive Skills
You will apply theoretical concepts and principles in order to identify, analyse and put forward justified arguments for application of online technologies for learning, teaching and support. You will be asked to engage with ideas from theory and practice based research of complex situations involving learning with technology in differing social, historical and cultural contexts from a range of differing perspectives. Students will critically engage with differing philosophical perspectives, conceptions, motivations, orientations and metaphors that underpin learning, teaching and learning support. You will achieve this through interrogation of arguments from a variety of academic, intellectual and social sources. Reflecting on your own practice will allow you to construct your own arguments, drawing on appropriately selected evidence and after critical engagement with fellow learners. You will be engaged in re-construction of ideas in different media both as individuals and in collaboration with fellow learners in sub-groups. Critical discussion will primarily take place through online discussion forums, through course blogs and audioconferencing, but also through private tutor-learner blogs and social media. Group work will additionally use wikis, multiple author documents and shared mind maps to co-construct joint work.
Practical Skills
You will be part of a learning community and will be engaged in negotiation and management of learning tasks. You will be expected to see yourself as involved not only in your own learning but the learning of the group, appreciating the benefits that others bring to your own learning. You will deal with difficulties, misconceptions and tensions that occur in online engagement and gain practical experience of how to form an online identity and participate effectively online. You will learn what it feels like to be an online learner and gain insight into the practice of teaching and supporting online learners. You will be engaged in managing learning activities for yourself, negotiating roles and co-ordinating activity to meet deadlines. You will experience how to handle different perspectives and make the most of the different cultural beliefs and values that a collaborative learning community can bring to learning. Through their participation you will critically examine and reflect upon the professional and ethical standards relevant to your context.
Transferable Skills
Your practical skills experience on the program will focus on using technology for learning as well as academic, professional and literacy skills involved in acting as a member of a community of practice. You will engage with a range of technology using written and spoken communication. Different media will engage you in different genres of communication; dynamic and interactive as well as reflective and considered discourse with each other and your tutor. You will learn to support each other in handling electronic information, choosing technology and utilising new media tools to support your learning. You will be engaged in researching and selecting resources for yourself and for your group or sub-group. You will engage in writing personal journals of their learning, reflecting on your progress.
How you will be Assessed
In order to develop competent reflective practitioners the program will:
- ask you to undertake independent reading and research to broaden your individual knowledge and understanding of the subject;
- employ assessment methods that place an emphasis on critical analysis, evaluation, reflective practice and peer review;
- provide assessments which are appropriate to your individual needs and particular contexts.
It is envisaged that the program will attract students from a range of backgrounds in teaching, training and learner support areas of employment with a variety of professional and personal experience. In all cases assessments provide flexibility for you to use your current professional practice as a basis for the assessment context. Learning will draw on both learning experiences and the learning experiences of others on the program. You will engage with both resources that are provided by the program as well as resources that are more reflective of your own context.
Reflective practice is seen as key to the development of professional practice. All the assessments although varied in task will require you to critically reflect on the learning that you have undertaken in the activities provided in the program. Online course materials in the form of a course and assessment guide will provide appropriate insight into the program requirements including expectations of students, tutors, and support staff to assist with study skills where appropriate. The activities provided for you are varied and rich in experience of technology enhanced learning practice engaging you in exploring your own learning, your own professional practice, the professional practice of others and communities of practice relevant to you and your group. You will also design learning for your own learners and develop and evaluate a learner support mechanism. Program assessment will provide an opportunity for you to look wider at the institutional, national and international contexts of standards, quality assurance and quality enhancement of technology enhanced learning. You will begin to identify yourself as a networked learning practitioner.
The program assessments are centred on a formative peer-to-peer review process and a final summative tutor assessment process. You will be engaged in peer-review and will also provide you with timely tutor feedback on all formally assessed work, along with criteria driven summative evaluation.
Program Specification
|
Awarding Body |
University of Wales |
|
Teaching Institution |
University of Wales Trinity Saint David |
|
Final Award |
Postgraduate Certificate |
|
Program Title |
Technology Enhanced Learning |
|
Mode of Study |
Online Learning / Flexible / Part Time |
|
Period of Study |
2 years part-time |
|
Commencement Date |
September 2011 / February 2012 |
Educational Aims
The main educational aims of the program are to:
- engage learners in critically reflecting on their own practice of technology enhanced learning;
- enhance learner’s critical understanding of current theories and practice of technology enhanced learning;
- engage learners in designing, evaluating and developing their practice in relation to technology enhanced learning;
- provide opportunities for participation and development of an online community of practice;
- develop skills and understanding that will enhance learners’ practice in technology enhanced learning environments;
- engage learners in using and critiquing a range of learning technologies in relation to their own and others’ practice.
Entry Requirements and Further Information
General Requirements
The admission requirement for a postgraduate degree program is normally a good honours degree and / or evidence of sufficient subject expertise to give confidence the applicant can attain HE level 7 in that subject in the majority of credits for that award. Previous substantial related experience in an educational, industry or professional context is a frequent alternative or additional criterion for postgraduate programs.
Program requirements and admissions
The aims of the program involve engaging learners in developing their practice in relation to Technology Enhanced Learning. Therefore students applying for the program would need to be practitioners engaged in learning support, teaching or training practice, and would either be already engaged in such a role or have taken up such a role. Applicants are requested to complete an application form and provide references from their employer plus one other employer or academic reference. Normally a telephone interview will be held with applicants but exceptionally, an offer of a place may be made based on the application form alone including academic history, a personal statement and references. Applicants are also expected to describe their capacity to a suitable computer and gain access to the Internet. A self test is made available to applicants to check they have the right equipment. Support for access to the course is provided but applicants accessing the course within an organisation may need to get support locally from their computer or network administrators.
Students with Disabilities
Applications from potential students with disabilities are welcomed and normally applicants will be interviewed (see section on interviews below). Pertinent issues will be discussed at the interview stage when the School also involves the University’s support services. Embedded in the University’s values are equality of access for all, and the Support Services play a vital role in the forward planning with the University for candidates who identify their disability or additional needs prior to entry.
International Students
International students must meet normal entry requirements and follow the standard application process. The program ethos requires students to have good language skills and a minimum IELTS score of 7.5 will be required.
Fees
Fees are reviewed annually - please contact us for up to details.
Further information and an application form
Alex Bell - a.bell@tsd.ac.uk
University Registry:
Tel: 0044 1267 676767
E-mail: registrycc@trinitysaintdavid.ac.uk
International Office:
Tel: 0044 1267 676601
E-mail: internationalcc@trinitysaintdavid.ac.uk
