Title: A Masters in Education in eLearning The University of Hull
1A Masters in Education in
eLearning The University of Hull
2Modules
3Foundations of Online Learning and Teaching
- Module aims
- 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 - examine the use of evaluation, feedback and
assessment methodologies within learning and
teaching online - Learning teaching strategy
- Whole group presentations online
- Small group seminars and workshops
- Direct observation and feedback
- Individual consideration and analysis of a range
of key issues in online learning and teaching
related to their own professional context - Whole group action research tasks
- Assessment strategy
- A Collaborative Project
- An e-Portfolio coursework tasks including
critical reflections and workplace tasks
4eTutoring and eLearning Course Design
- Module aims
- explore and critically examine current
perspectives in e-Tutoring eLearning course
design - gain practical experience of teaching online
mentored and supported by the online tutor - examine good practice in terms of the processes
and skills involved for the tutor in supporting,
facilitating and managing online learning and
teaching - engage in critical dialogue related to issues
raised in the module with a community of peer
learners - Learning teaching strategy
- The planning, preparation, implementation and
evaluation of practical online teaching
experience, complemented by innovative practices
of online peer observation - Individual tasks, discussion and student-led hot
seat debates analysing key issues in online
learning and teaching and relating theory to own
professional context - Assessment strategy
- A portfolio involving a critical commentary,
relating theory to practice with respect to
eTeaching Practice plan, a critical incident
blog, online peer observation reports, and
self-appraisal - An essay exploring one issue arising from the
eTeaching Practice and/or online peer observation
and drawing on Hot Seat discussion with peers
5eResourcing
- Module aims
- explore and critically examine current principles
and practice of designing, producing and managing
resources for eLearning and blended learning - examine the processes involved in the development
and implementation of resources for eLearning and
blended learning - engage in critical dialogue related to issues
raised in the module with a community of peer
learners - design and evaluate a resource for
eLearning/blended learning - Learning teaching strategy
- Small group activities
- Whole group activities
- Individual consideration and analysis of a range
of key issues in online learning and teaching
related to their own professional context - Peer support activities
- Assessment strategy
- 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
6Educational Technology Issues in
Implementation
- Module aims
- 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 - Assessment strategy
- 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
7eLearning, Context, Management and
Implementation
- Module aims
- 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 others work, all in
negotiation with the module tutor - Assessment strategy
- 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.
8Research Methods in Education Contexts
- Module aims
- explore the application of the theory and
practice of educational research - 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 - Assessment strategy
- A final grade for this module will be based upon
one mode of assessment a course work assignment
of 4000-6000 words or equivalent
9.. and a dissertation
- supported by your online supervisor
- guided by structured tasks
- pursue your own independent in-depth research
into a topic directly relevant to your
professional working context - Or
- you may choose to take individual modules instead
of the whole MEd Programme -
10... a flexible award structure tailored to your
needs
The programme aims to provide professionals in
education and training with a critical
understanding of the key issues involved in 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
11- 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
12- 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 Hulls implementation of the open
source Sakai Collaborative Learning Environment
access your personalised online learning
environment, anytime, anywhere