《Designing Learning for the 21st Century》（为21世纪设计学习）是一门开放课程，该课程由英国博尔顿大学教育控制论研究所（IEC）的专家们专门为中国的教育技术学硕士研究生而 设计。中方学生在本地学校远程学习该课程的内容，并按课程要求完成相应的学习活动。在学生的整个远程的学习过程中，英方专家组与学生们进行同步和异步相结 合、实时和非实时相结合的各种交流互动，及时解答学生在学习过程中遇到的各种问题，及时提供学术支持服务，引导和促进学生完成一个学期的课程学习。最后由中方教师给出符合本地学校考核要求的定量评价（通常为具体的分数）。考核成绩合格者即可获得本地就读大学的相应课程学分。
This Course is licensed under a Creative Commons Attribution 2.0 UK: England & Wales License
Stephen Powell
The purpose this induction is to introduce you to the course you will be studying. You will get to know your online facilitators, be introduced to the approach to learning, teaching and assessment and have the opportunity to ask questions about the course.
What to do:
Richard Millwood
Learning outcome:Identify and contextualise the major historical and global developments of educational technology
Assessment criteria: Contribution to the debate demonstrating questioning, responding, analysis and synthesis with reference to evidence
Assessment patch: Reflective blog post, referencing module activity
Session objectives:
examine issues, challenges and future trends on the use of technology in education
consider issues through diverse views of the global context
What to do:
| Activity | Description | Working as: |
| 2.1 | Read the PDF 'Creativity and Innovation' and review the other resources listed below | an individual |
| 2.2 | Search for research, professional and government literature on the use of technology in education for a country (not China) relating to economic, pedagogic, strategic and historical approaches-of the documents listed below may be useful, but it is not necessary to read them all. | collaborators in a learning set |
| 2.3 | Make a listof key issues for that country as identified in the literature | collaborators in a learning set |
| 2.4 | onlineDebate Motion: Educational technology can provide a catalyst for change,in the nature of learning, the role of the teacher or the system of education'.Defend or oppose this motion, drawing on the literature you found in the previous activity |
two groups: one defending the motion, the other opposing |
| 2.5 | Write a brief blog post of your reflections your and others' research and debate |
an individual |
Li Yuan
Essential reading:
Optional reading:
Mark Johnson
In this part of the course we will introduce systems thinking and begin to explore how it can help us understand different educational contexts.
You will be introduced to a series of topics where cybernetics can be used to explain education, and the role of technology in it.
Bill Olivier
In this part of the course we will introduce a broad learning design concept through the design of learning activities using a technology-enabled teaching and learning tool, LAMS, the Learning Activity Management System. This week we will introduce the concept by looking at the IMS Learning Design specification, in the context of where it came from, and next week we look at various Learning Design tools. We will also look at various social software tools and different pedagogical approaches used to support communication, nurturing creativity and innovation, and manage collaborative and personalised learning to enhance learning experiences and outcomes.
Learning outcome:
To understand the structure of a Unit of Learning, and how it is created. To have an opinion on the usefulness of IMS LD.
Assessment criteria:
Students are able to navigate around a Unit of Learning using ReCourse, can find the elements of a Unit of Learning, and can edit them. Additionally, if time allows, students can express an opinion on IMS LD.
Assessment patch:
Session objectives:
What to do:
If you have time:
What we will not be doing:
Dai Griffiths
Stephen Powell
You will be putting together a report pulling together the work you have already undertaken with additional things that you have identified as being important. This will form the basis of your assessment.
You will need to present a document that explains what you have learned and links to the pieces of work (patches) that you have produced already.
Activities