Registry
Module Specifications
Archived Version 2003 - 2004
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| Module Aims | |||||||||||||||||||||||||||||||||
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An opportunity for teachers to:
7apply the skills, knowledge and understanding gained on the module to the development of multimedia artefacts to improve teaching and learning.
7Understand the relationship between ICT and learning
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| Learning Outcomes | |||||||||||||||||||||||||||||||||
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7 Understand the role of video in education through engaging in video project
7 Design and develop multimedia artefact that engage students in meaningful learning
7 Use of online learning journals to account for own learning
7 Production of electronic portfolio of learning
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| NOTE | |||||||||||||||||||||||||||||||||
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Assume that a 7.5 credit module load represents approximately 112.5 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module. | |||||||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
| Essential: Class Materials supplied by Lecturer Constructivism and the Technology of Instruction, Duffy T, and Jonassen D, New Jersey Lawrence Erlbaum Associates Supplementary: Integrating Technology for Meaningful Education, Boston, Grabe M, Grabe C, Houghton-Mifflin, 1998 Knowledge As Design. David Perkins, Lawrence Erlbaum. 1986 Using Information Technology effectively in Teaching and learning, Somekh B and Davis N, Routledge, 1997 Choosing and Using Educational Software: A Teachers Guide, Squires D, and McDougall A, The Falmer Press London Teaching with Technology, Norton, P and Wilburg K, 1998 IT for Learning Enhancement, Edited By Moira Monteith, Swets and Zeitlinger, 1998 | |||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| GDSED | GDip in Science Education | ||||||||||||||||||||||||||||||||
| GEM | Grad Dip in Ed. & Training Management | ||||||||||||||||||||||||||||||||
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