Module: Creating Learning Environments using ICT

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

Module Title	Creating Learning Environments using ICT
Module Code	ES326 (ITS) / EDU1069 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Eamon Costello
Module Teachers	Charlotte Holland, Jane O'Kelly
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Learners will re-submit the assignment as described on original assignment brief - thus they will submit a digital production (such as a webquest) and also a Reflective Journal.

Description

The purpose of this module is to enable students to design and publish an online learning activity and also to identify and analyse key issues in the use of ICT in creating or supporting meaningful Learning Environments. Learners will engage in a series of lectures, workshops and ICT practical sessions that will enable the learner to design, develop and critically review an online educational resource (such as a webquest) that can be used in adult and further education. Learners will also reflect on key issues related to the integration of technology (particularly social media, Web 2.0 and Web 3.0 technologies) in education.

Learning Outcomes

1. Identify key features of a digital learning environments
2. Analyse the role of the digital in the design and function of Learning Environments
3. Examine and critically reflect on issues associated with digital learning environment design, development, use and non-use.
4. Appraise and evaluate ICT tools, platforms and devices used to create Learning Environments
5. Design, develop and publish an online learning activity that can be used within adult and/ or further education

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	16	No Description
Laboratory	8	No Description
Assignment Completion	50	No Description
Independent Study	51	No Description
Total Workload: 125

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

Theme 1
Overview of Learning Environments What constitutes a Learning environment?What is the role of ICT in the creation of a learning environment? Why is ICT being promoted in Learning Environments? What are the key issues arising from the use of ICT in Learning Environments? What competencies do Learners/ Teachers/ Trainers need to perform activities or function within an ICT-enabled Learning Environment?

Theme 2
Digital Literacies for educators, DigiEduComp, Top tools for learning, intentional tool use, digital skills and competencies. Visitors and Residents framework for social media and learning

Theme 3
Open education. Education as a public good. Open educational motives and drivers. Access to education. Open educational resources and copyright. Creative commons licensing. Open educational practices (OEPS). Finding and reusing open materials.

Theme 4
Digital video storytelling for learning. Speculative methods, storytelling and storyful approaches. Create videos and games using free and low-cost tools. Mobile video and web-based games.

Theme 5
Asking good questions in digital learning environments. Quizzing, polling and question tools. Multiple Choice Questions do and don't's. Evaluating questions. Hinge questions. Retrieval practice.

Theme 6
Infographics and graphical organisers for learning. Dual coding theory. Aesthetics and accessibility.

Theme 7
Podcasts in education. Audio for learning and professional development.

Theme 8
AI in education. Using generative AI to create, curate learning resources. AI for assessment. Problems and perils of AI in education.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
In Class Test	Two or more in-class activities are completed usually in small groups to give a students opportunities to practice using digital tools and other technologies	10%	n/a
Digital Project	Creation of a digital learning activity relevant to issues of adult and/ or further education. This may be undertaken within a group or individually, as outlined by lecturer. Critical reflections on process of designing and developing a digital resource, including an in-depth examination of issues arising from the use of web-based and other technologies in education. This may take the form of a reflective journal or video essay, as directed by lecturer.	90%	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

Other Resources

None