Page 46 - EDU_Programme_Handbook

CERT ULT
Intended Learning Outcomes: Educational Design
By the end of the topic, students will be better able
to:
• identify a range of learning technologies and
their practical uses;
• recognise some of the benefits and
limitations of using technologies;
• analyse theoretical ideas that support
blended and online learning practice;
• integrate the use of technologies with other
learning activities, such as work-based
learning or face-to-face tuition;
• compare online and face-to-face learning
experiences, through contribution to
discussion forums and the engagement in
online peer feedback.
Outcome Assignment:
Students will be asked to submit a learning design
plan that will detail how they would use technologies
to support student learning within their own teaching
context. The design will include a rationale for the
choices of technology and an explanation of how
they will integrate will any face-to-face learning. The seminar will provide opportunity for students to
plan should also include an analysis of how these
practices are underpinned by theoretical ideas related
to online learning.
Prior to topic deadline, students will be required to
submit a draft of their assignment to Blackboard.
Students will participate in online peer feedback, to
provide and receive comments on draft plans.
ECTS credits: 5
UK PSF indicative mapping: A1, A2, A3, A4, A5, K1, K3,
K4, K6, V1, V2, V3
Word count: 1500-2000
Tutor: Dr John Davies
44 EDU © Imperial College London 2014-15
Aims
This topic provides students with the opportunity
to deepen their understanding of the inter-related
elements of educational design and to develop
practical strategies for designing well-structured units
of learning (e.g. series of sessions – lecture, lab,
tutorial or whole module). The topic represents 5 ECTS
worth of study.
The topic is designed to enable students to:
• become more insightful about the links
between learning, teaching, assessment and
evaluation in curriculum design in general;
• reflect on the design of a specific unit of
learning from their teaching;
• benefit from constructive feedback about
designing for learning from colleagues.
Teaching Methods
This topic is taught through an initial face-to-face
seminar, followed by a practical educational design
task related to their teaching. A second face-to-face
discuss and receive feedback on this task. These
learning activities, in combination with directed
reading and self-study should prepare students to
complete a written assignment on the design or
re-design of a unit of learning from their teaching.
This will be submitted for formative assessment and
feedback.