Module Description

1. Rationale

The use of online approaches to learning provides a significant opportunity for widening participation in learning. This may be particularly valuable for groups of students who are unable to attend for face-to-face study because of family and work commitments, or because of geographical constraints, etc. In addition, the opportunity to connect learners and teachers around the world at minimal cost can provide rich learning experiences.
Universities in China are required to provide students with at least one module of any course in English to help develop their language skills along with the subject knowledge. This provide a good opportunities for working collaboratively with Chinese partners to provide an online course to help students access research literature from western countries and explore subject matters in English.
The IDIBL (Inter-disciplinary, Inquiry –Based Learning) framework for PhD/Masters in Learning with Technology at University of Bolton provides opportunities for Chinese students to learn together as an online community with access to IEC experts. It also enables them to develop critical thinking skills and evaluate new pedagogical approaches with learning technology through their own experience of participating in online courses.

2. Purpose and Description of Module

This module is specially designed for Chinese students who are studying for Masters Degrees in Educational Technology in Chinese universities. You will develop your academic English and gain new perspectives through engaging with technology and experts in the field.

All course materials and learning activities will be available online as Open Educational Resources and students from partner institutions will gain credits on successful completion of the course. The module will provide opportunities for learners to:

  • access the latest research literature on teaching and learning with emerging technologies from UK, US and other countries;
  • consider alternative historical and national perspectives and develop a critical stance to the use of technology in education;
  • explore new pedagogical approaches and learning design tools to deliver effective online learning activities;
  • and experience being taught in the English language and an alternative model to learning, teaching, and assessment online based on international cutting edge thinking and practice.

3. Learning, Teaching and Assessment

This module consists of four integrated topics delivered by team teaching. Learning will be managed and supported through individual study with structured learning activities, resources, classroom sessions and online collaboration. Course facilitators and invited ‘experts’ will engage in discussions, debates and guide students to explore relevant topics, key concepts, and ideas. Students will offer moral support and critical feedback to each other. They will be expected to develop study habits which enable learning and contribute to assessment through:

  • personal reflection in a learning log;
  • regular participation in group activities and online discussion;
  • and create an e-portfolio for assessment.

The e-portfolio of work will use a 'patchwork text' approach which will address each of the learning outcomes. It will include a summative commentary identifying the individual student learning in relation to the intended learning outcomes for the module in a coherent account of their learning journey.

4. Indicative Syllabus Content

5. Learning Outcomes & Assessment

Learning outcome: when you have successfully completed this module you will be able to...

Assessment Criteria: to demonstrate that you have achieved the learning outcome you will...

1. Identify and contextualise the major historical and global developments of educational technology. 1. Select a key development and argue for its global significance in your blog
2. Identify systemic barriers and enablers to change in the face of developments in educational technology. 2. Use examples to explain the difference between systemic and chaotic barriers and enablers.
3. Collaborate on the creation of a design for learning using educational technology informed by pedagogic, social and technical theories. 3. Develop a learning design and evaluate other designs from your group.
4. Appreciate the value of practitioner action, experience and knowledge alongside academic synthesis and knowledge. 4. Produce an online video presentation explaining your inquiry and its key findings and respond to questions

6. Grading criteria

A t the end of the module, each student will produce a report, in any suitable/appropriate format, that both demonstrates achievement of the learning outcomes and adds value to student’s learning and working with technology. Suitable/appropriate formats may include, but not be limited to, traditional text based reports, a short piece of video reporting, audio reporting or any combination thereof or use of other media and technology as appropriate.

Although the full suite of assessment criteria will not be assessed in each topic, the intended learning outcome of the topic would enable the full range of criteria to be met. Marking of student work will take account of student progression throughout to ensure that the levels are appropriately and fairly applied.

Marking of work that counts towards the assessment of the module will be fine graded within the following bands of achievement:

Excellent (80% - 100%)

Good (60% - 79%)

Pass (40% - 59%)

Fail (39% - 0%)

Grading Criteria


Autonomous and self managed learning.

Demonstrates independent thinking and works in a self-managed way.

Develops independent thinking and sometimes works in a self-managed way.

Shows autonomy and works within defined guidelines. Rarely works in a self managed way.

Needs strong support and relies heavily on the ideas of others.

Ability to express ideas and provide a coherent and structured discussion Demonstrates understanding of a variety of emerging ideas. Synthesises ideas to provide clear and logical explanation in discussions. Presents ideas in a clear and concise manner and shows some evidence of synthesis and explanation of ideas in discussions. Presents ideas clearly, but with some synthesis. Discusses and develop some ideas . Does not distinguish between facts and opinions/ideas. Shows little coherence in discussions.

Contribution to group work and online collabration

Communicates effectively giving relevant information in a clear and concise manner.

Independently offers support to others engaging in extended conversations.
Offers support to others and begins to engage in conversation around issues. Gives information clearly and appropriately. Provides some support for others when specifically requested.

Communicates in an unclear way takes support from, but rarely offers support to, others

Understanding of appropriate theory and its relationship to practice.

Demonstrates excellent critical awareness in relating theoretical and practical components of their work context

Demonstrates wide knowledge the of literature

Demonstrates good critical awareness in relating theoretical and practical components of their work context. Demonstrates good knowledge of the literature.

Demonstrates some critical awareness in relating theoretical and practical components of their work context

Demonstrates some knowledge of the literature.

Demonstrates limited critical awareness and does not always relate theoretical and practical components of their work context. Demonstrates limited knowledge of the literature

Evidence of innovation within tasks.

Presents new ideas within tasks and offers them for criticism and reflection. Demonstrates new understanding.

Presents new ideas in a systematic way with clear explanations.

Presents ideas with some new insight offered.

Ideas presented with unconvincing explanations.

Last modified: Tuesday, 1 March 2011, 8:05 PM