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.
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.
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.
Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.
Students will be working individually, and in collaborative groups within an online learning community.
One intensive week *face to face, otherwise online. (*Due to COVID pandemic, now fully online)
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. 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.
Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).
The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative.
16.08.2021 - 17.10.2021
01.06.2021 - 01.09.2021
15 - 25
Elena Grigorova, Mark Curcher
MD in Educational Leadership
Master's Degree Programme in Educational Leadership
TAMK Main Campus
If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).
All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.
Assessment is not in the form of exams.
Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.
Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.
(0) = Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Student's works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.
(1) = Preliminary processing but task is not approached appropriately. The structure of the student's work requires further development. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Student's works require further development of structure. A range of material has been selected and most of the material selected is appropriate.
(3) = Several concepts are integrated so that the coherent whole has meaning. Student's works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists and is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.
(5) = Student's works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.