University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTTGE7-20-3

Title:

Learning Beyond Walls e-learning and the Learning Society

Version:

1

Level:

3

UWE Credit Rating:

20

ECTS Credit Rating:

10

Module Type:

Project

Owning Faculty:

Social Sciences and Humanities

Field:

Primary, Early Childhood and Education Studies

Field Leader: (see guidance notes)

 

Valid From:

September 2008

Discontinued From:

 

Contributes Towards: (see guidance notes)

BA (Hons) Education in Professional Practice

Pre-requisites:

None

Co-requisites:

None

Excluded Combinations:

None

Learning outcomes:

As a consequence of this module, successful participants will be given an opportunity to:

• review and evaluate a range of formal and informal learning contexts including in community and global settings;

• demonstrate appropriate and effective use of ICT in such learning contexts;

• critically analyse personal use of using ICT in such learning contexts;

• understand the significance and impact of recent and current government policy in relation to the Learning Society, ICT, education, training and lifelong learning;

• critically reflect upon the pedagogical implications of learning through using new technologies in formal and informal contexts;

• demonstrate understanding of the implications for equal opportunities, widening participation and/or international collaboration and democracy of using new technologies of learning in formal and informal;

• locate, use effectively and evaluate the use of ICT across a range of contexts;

• plan and execute a small scale enquiry in a systematic and reflexive manner, clearly justifying plans and methods on technical grounds and evaluating research outcomes effectively using ICT;

As a project module, all learning outcomes will be assessed by the project work at Component A unless otherwise stated above

Syllabus outline:

The syllabus will include:

• recent and current government policies on ICT, education, training and learning;

• new technologies used in a variety of formal and informal learning contexts, including: virtual learning environments; internet; electronic discussion groups; video conferencing; distance learning; mobile phones and text messaging;

• pedagogical including assessment implications of effective use of ICT in learning;

• the contribution that new technologies in formal and informal learning settings can make to widening participation, equal opportunities and lifelong/lifewide learning;

• the implications of new technologies for the promotion of international collaboration and democracy in education.

Teaching and learning methods:

Tutor and peer led seminars, tutorials, ICT workshops, directed study tasks and reading, small-scale enquiry, use of VLE, on-line discussion groups and materials.

Reading Strategy

Essential reading will be provided electronically or as printed study packs.

Students will be encouraged to explore library materials (books/journal articles) on this topic. A current list of such titles will be given in the module handbook and revised annually.

One of the Level 1 modules within a programme, will provide opportunities for students to start to develop their library and information skills.

Indicative sources:

BENTLEY, T. (1998) Learning Beyond the Classroom: Education for a Changing World London: Routledge.

BROWN, K. (2002) The Right to Learn: Alternatives for a Learning Society London: Routledge/Falmer.

CICCO E, FARMER M, HARGRAVE J (1998) Using the Internet in Secondary Schools London: Kogan Page.

CVCP (2000) The Business of Borderless Education: UK Perspectives: a Summary Report London: HEFCE.

DEER RICHARDSON and WOLFE, M. (2001) Principles and Practice of Informal Education: Learning Through Life London: Routledge/Falmer.

DfEE (1997) Connecting the Learning Society: National Grid for Learning London: DfEE.

DfES/NGfL (2002) Transforming the Way We learn: a Vision for the Future of ICT in Schools London: DfES.

DORNER, J. (2000) The Internet: A Writer's Guide London: A & C Black.

LONGWORTH, N. and KEITH DAVIS, W. (1996) Lifelong Learning: New Vision, New Implications, New Roles for People, Organisations and Nations London: Kogan Page.

MCFARLANE, A. (Ed) (1997) Information Technology and Authentic Learning London: Routledge.

MULGAN, G. J. (1997) Connexity: How to Live in a Connected World London: Chatto

WELLER, M(2002) Delivering Learning on the net: the why, what and how of online education: Kogan Page

WELLER, M (2007) Virtual learning environments: using, choosing and developing your VLE: Routledge

Web sites to include: www.ngfl.gov.uk , www.vtc.ngfl.gov.uk , www.becta.org.uk.

Assessments:

ATTEMPT 1

First Assessment Opportunity

Component A:

A report of 3500 words or equivalent based on a small scale enquiry, the topic to be negotiated with the module leader. Assessment criteria: AL3, BL3, CL3 (from list below).

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A:

A report of 3500 words or equivalent based on a small scale enquiry, the topic to be negotiated with the module leader. Assessment criteria: AL3, BL3, CL3 (from list below).

Assessment Criteria:

A: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

B: Literature Domain The assignment demonstrates that the student can reference

appropriate literature and utilise it in the development of analysis and discussion of

ideas.

C: Contextual Domain The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required but may be recommended.

Specification confirmed by .................................. Date .........................................

(Associate Dean/Programme Director)

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