•   Technology Enhanced Learning 3E00EI90-3003 21.03.2022-22.05.2022  5 cr  (21YEL) +-
    Learning outcomes of the course unit
    In this course, participants will identify and evaluate new technologies that support learning and gain an understanding of the pedagogical foundations for successful and efficient use of these technologies. They will also learn to facilitate online collaboration in different learning environments and apply authentic learning tasks to their own context. They will learn how to develop and promote digital literacy and explore the use of social media in education.

    After completing the course, the participants will be able to:

    - critically evaluate technology from the standpoint of its ability to enhance learning
    - demonstrate an understanding of the pedagogical foundations of successful and efficient learning technologies
    - develop strategies to enhance the digital literacy of their students
    - critically examine how social media technologies can be used in education
    - demonstrate the development of their own abilities and skills in the use of educational technology appropriate to their context.
    Course contents
    Historical reflection on the use of technology in education.
    Social constructivist pedagogies, connectivism and the use of education technology.
    The impact on pedagogy when technology is used as a tool for delivery of content.
    Use of social media in education.
    Skills development in the use of both synchronous and asynchronous technology enhanced learning.
    Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and advance social and civic responsibility.
    Assessment criteria
    Satisfactory

    The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context. The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

    Good

    The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

    Excellent

    The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk, and able to adapt their communications techniques and strategies as appropriate to the given situation, including tone, pace, intonation, body language, facial expression, dress and appearance, level of formality. He/she is able to demonstrate the ability to actively listen.

    Name of lecturer(s)

    Mark Curcher

    Recommended or required reading

    Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.

    Planned learning activities and teaching methods

    Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
    One half day in the intensive week face to face, otherwise online.
    Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
    The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.

    Assessment methods and criteria

    Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.
    The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.

    Language of instruction

    English

    Timing

    21.03.2022 - 22.05.2022

    Registration

    01.01.2022 - 20.03.2022

    Credits

    5 cr

    Group(s)

    21YEL

    Teacher(s)

    Mark Curcher

    Further information for students

    None

    Unit, in charge

    Business and Media

    Degree programme(s)

    Master's Degree Programme in Educational Leadership

    Office

    TAMK Main Campus

    Evaluation scale

    0-5

    Completion alternatives

    There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.

    Training and labour cooperation

    All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.

    Exam schedule

    Assessment is not in the form of exams.

    International connections

    Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.

    Students use of time and load

    5 ECTS = 133 hours of student work.

    Content periodicity

    N/A

    Assessment criteria
    Not approved

    The student does not meet the evaluation criteria for 1.

    Satisfactory

    The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context.
    The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

    Good

    The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

    Excellent

    The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk.