Module: Contemporary and Emerging Issues in Digital Learning

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Contemporary and Emerging Issues in Digital Learning
Module Code	ED9039 (ITS) / EDU1016 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Enda Donlon
Module Teachers	Alan Gorman
NFQ level	99	Credit Rating	15
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

This module aims to develop a critical understanding of contemporary and emerging issues with regard to teaching, learning, and assessment in the digital age. Students will engage with theory, literature, and contexts against which they are encouraged to examine their personal, professional, and organisational strategies for digital learning. Students will consider existing and nascent influences (such as professional, social, societal, political, corporate) and the implications of these for choosing and using digital technologies in their educational contexts.Through case studies and practical experience, students will develop an understanding of the opportunities and challenges associated with employing and embedding digital technologies in a range of education and training settings.

Learning Outcomes

1. Explore, critically reflect on, and discuss influences and the implications of these for choosing and using digital technologies in educational contexts
2. Demonstrate a critical appreciation of the key theories underpinning teaching, learning, and assessment in a digital age
3. Analyse the role of underlying pedagogy in the development of digital learning environments
4. Identify effective learning strategies appropriate for digital learning in their context
5. Develop an understanding of international best practice in the development of digital learning environments
6. Identify patterns of success from case studies on the implementation of digital learning environments
7. Critically reflect on the challenges associated with learning ecologies that feature digital technologies.
8. Appraise a range of contemporary and emerging digital technologies, and evaluate the potential of these for their own organisation or context
9. Articulate a vision for digital learning appropriate to their organisation or context

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	18	Formal input by the module coordinator to student group in lecture/seminar format.
Tutorial	12	Focused engagement with key literature in a supported group environment
Online activity	50	Participant engagement in synchronous and/or asynchronous online discussion fora hosted on the DCU LOOP system .
Assignment Completion	95	Completion of research paper and presentation
Independent Study	200	Independent pursuit of relevant issues and ideas raised during the module. Participants will be expected to engage in reading and critical review of literature relevant to the module
Total Workload: 375

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
The evolving nature of ‘digital’, ‘online’ and ‘e-learning’, and what it means to be a learner in the 21st Century. (e.g. flexible learning, ubiquitous learning, informal learning, just-in-time learning). Past and present trends in digital and distance learning - insights and implications. Digital Learning Futures: emerging practices, pedagogies and technologies. Existing and emerging influences on Digital Learning and the possible implications of these Digital learning design frameworks Opening up Education Learning Space design for the 21st century The Connected Educator/Learner in the Digital Age Considering prominent and emerging technological developments and their implications for learning in a digital age Roles and relationship of institutional technologies and/vs. personal technologies for learning Case studies (national and international) from a range of educational settings

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Students will undertake a scoping review of journal articles with regard to a chosen contemporary or emerging technology, pedagogy, or practice that they consider is having or will have significant impact on the digital learning landscape of their particular context/setting. Arising from this review, students will produce a scoping report to include a structured annotated bibliography of key papers (approximately 10), and a brief critical synthesis (approximately 1000 words) arising from the identified literature.	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Bayne, S., Evans, P., Ewins, R., Knox, J., & Lamb, J.: 2020, The manifesto for teaching online, MIT Press, Cambridge,
Butler, D., Marshall, K., & Leahy, M. (Eds.): 2015, Shaping the Future: How technology can lead to educational transformation, Liffey Press, Dublin,
Cope, B., & Kalantzis, M. (Eds.): 2017, e-Learning Ecologies: Principles for New Learning and Assessment, Routledge, London,
Selwyn, Neil: 2014, Distrusting Educational Technology: Critical Questions for Changing Times, Routledge, London,
Selwyn, N.: 2016, Is Technology Good for Education?, Polity, Cambridge,
Selwyn, N.: 2017, Education and Technology: Key Issues and Debates, 2nd, Bloomsbury, London,
Weller, M.: 2014, (2014). The Battle for Open: How openness won and why it doesn't feel like victory., Ubiquity Press., London,
Weller, M.: 2020, 25 Years of Ed Tech, AU Press, Athabasca,

Other Resources

None