A Masters in Education in eLearning The University of Hull

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A Masters in Education in
eLearning The University of Hull
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Modules
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Foundations 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

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eTutoring 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

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eResourcing

• 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

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Educational 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

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eLearning, 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.

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Research 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

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.. 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

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... 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
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• 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
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• 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