| Module Title |
Translating Policy to Practice |
| Module Code |
EDU1194 (ITS: ED9029) |
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Faculty |
STEM Ed, Innov, Global Studies |
School |
DCU Institute of Education |
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NFQ level |
10 |
Credit Rating |
15 |
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Description
There is currently a concerted effort to create and implement new educational policies that better reflect the demands of a connected global society. However those responsible for implementing the policy “on the ground” often do not understand how policy has evolved or how their practice relates to it.
This module enables participants to develop a critical understanding of how to translate policy into practice through lens of change theory. The course content is organised around two core interrelated themes:
Policy development in relation to digital learning at national, European and global levels
Theoretical models of change and related literature
Learners will then critically evaluate current policies and practices within their own education and/or training setting.
This will assist them in developing an understanding of the evolution of policy with regard to Digital Learning, the translation of this into practice, and its relationship to change theory.
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Learning Outcomes
1. Review and critique policies on digital learning at national and international levels
2. Identify drivers for policy development with respect to digital learning
3. Analyse the role of particular stakeholders in influencing policy formation in relation to digital learning
4. Demonstrate an awareness of the wider factors (including extraneous policy) that influence and impact on the development and implementation of policy with regard to digital learning
5. Articulate the challenges associated with the implementation of digital learning policy, and hypothesise potential solutions to same.
6. Evaluate a number of frameworks/models for analysing the implementation of digital learning within institutions
7. Analyse and synthesise common policy trends and alignments in digital learning policy from across the continuum of education and training (primary and post-primary, further education and training, higher education)
8. Critically evaluate and apply theoretical models of change and related literature to their own context
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| Workload | Full time hours per semester | | Type | Hours | Description |
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| Lecture | 16 | 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 . | | Independent Study | 127 | 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 | | Assignment Completion | 170 | Completion of research paper |
| Total Workload: 375 |
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| Section Breakdown | | CRN | 12134 | Part of Term | Semester 1 & 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | PASS/FAIL | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Enda Donlon | Module Teacher | Alan Gorman, Margaret Leahy, Nicola Broderick |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | 5000 word essay.
Examine relevant policy documentation in relation to digital learning and through the lens of change theory develop a strategic plan to affect change in your own context. | 100% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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Indicative Content and Learning Activities
Indicative Content
Historiography on policy pertaining to digital learning
Analysis and comparison of National, European and Global policy in relation to Digital learning
drivers for policy development with respect to digital learning
role of particular stakeholders in influencing policy formation in relation to digital learning
factors (including extraneous policy) that influence and impact on the development and implementation of policy with regard to digital learning
challenges associated with the implementation of digital learning policy
common policy trends and alignments in digital learning policy
Theoretical underpinnings of policy (e.g: Kozma, 2008)
Irish case study: The process of developing policy
Irish Policy at school level (Digital Strategy for Schools, Digital Learning Framework,Implementation of policy – Digital Clusters)
Policy at higher education
Policy at Further Education and training
common policy trends and alignments in digital learning policy from across the continuum of education and training (primary and post-primary, further education and training, higher education)
Use of models/frameworks of change theory to analyse the implementation of digital learning within institutions (e.g.: Diffusion of Innovation (DOI), Conditions of change (Ely, 1990), Change agent’s guide (Havelock and Zlotolow, 1995), Concerns-based adoption model (Hall et al, 1987),Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT). UNESCO Framework (2008, 2011).
Translation of policy into practice: aligning policy with all other aspects of education/training systems (e.g. policy, curriculum, practice) in order to support the type of learning envisioned in the 21st century.
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Indicative Reading List
Books:
- Butler, D., Marshall, K., & Leahy, M. (Eds.) (2015) Shaping the Future: How technology can lead to educational transformation. Dublin: Liffey Press.: 0,
- Davis, N. (2017). Digital technologies and change in education:The arena framework. London: Routledge, Taylor & Francis Group.: 0,
- Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson Canada.: 0,
- Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.: 0,
- Selwyn, N. and Facer, K. (eds). (2013). The politics of education and technology: conflicts, controversies and connections. New York, Palgrave Macmillan.: 0,
Articles:
- Austin, R., & Hunter, B. (2013). ICT Policy and Implementation in Education: cases in Canada, Northern Ireland and Ireland. European Journal Of Education, 48(1), 178-192.: 0, 519962
- 0: 519963, 1
- 519964: 1, Heider, J. S. (2015). Using digital learning solutions to address higher education's greatest challenges. Publishing Research Quarterly, 31(3), 183-189., 0,
- 1: Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literature - a need for an integrative approach. Education & Training, 56(2/3, 0,
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Other Resources
- 1: Action Plan for Education 2017: https://www.education.ie/en/Publications/Corporate-Reports/Strategy-Statement/Action-Plan-for-Education-2017.pdf,
- 416853: 1, Digital Strategy for Schools: https://www.education.ie/en/Publications/Policy-Reports/Digital-Strategy-for-Schools-2015-2020.pdf,
- 416854: 1, Digital Learning Frameworks: https://www.education.ie/en/Schools-Colleges/Information/Information-Communications-Technology-ICT-in-Schools/digital-learning-framework-post-primary.pdf https://www.education.ie/en/Schools-,
- 416855: 1, Department of Education and Skills STEM Policy Statement: https://www.education.ie/en/The-Education-System/STEM-Education-Policy/,
- 416856: 1, National Forum for the Enhancement of Teaching and Learning in Higher Education (2016). Building Digital Capacity: Enabling Policies For Digital Teaching And Learning https://www.teachingandlearning.ie/wp-content/uploads,
- 416857: 1, National Forum for the Enhancement of Teaching and Learning in Higher Education (2015). Teaching and Learning in Irish Higher Education: A roadmap for enhancement in a digital world 2015-2017. Dublin: National Forum. htt,
- 416858: 1, National Forum for the Enhancement of Teaching and Learning in Higher Education (2016). National Professional Development Framework for All Staff Who Teach in Higher Education . Dublin: National Forum. https://www.teachi,
- 416859: 1, Solas (Further Education and Training Authority) Strategy for technology–enhanced learning in further education and training 2016–2019: http://www.solas.ie/SolasPdfLibrary/TEL_Strategy.pdf,
- 416860: 1, Department of Communications, Energy and Natural Resources (2013). Doing More with Digital: National Digital Strategy for Ireland. Dublin: Government of Ireland. Retrieved from https://www.dccae.gov.ie/en-ie/communicatio,
- 416861: 1, Digital Learning & ICT in Education: https://ec.europa.eu/digital-single-market/en/policies/digital-learning-ict-education,
- 416862: 1, Digital Learning Policies: https://ec.europa.eu/jrc/en/digital-education-policies,
- 416863: 1, Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/digital-education-policies-europe,
- 416864: 1, Education Scotland (2016). Enhancing Learning and Teaching Through the Use of Digital Technology. https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/Digital%20Learning%20and,
- 416865: 1, UNESCO (2011). ICT competency standards for teachers: Policy framework. Paris: UNESCO. Retrieved January 18 2018 at: http://iite.unesco.org/pics/publications/en/files/3214694.pdf,
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