Registry

Module Specifications

Archived Version 2021 - 2022

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

To prepare teachers to teach in an online and blended classroom using the full range of tools and strategies available to them. Teachers will engage with a wide range of pedagogies and practices associated with online and blended delivery. They will engage with the overall online and digital learning context, before focussing in on specific tools for blended approaches.

Learning Outcomes

1. Demonstrate a capacity to use a variety of technologies in online learning contexts.
2. Demonstrate a capacity to use a variety of technologies in blended learning contexts.
3. Evaluate the potential and limitations of these technologies for teaching and learning in online and blended learning contexts.
4. Demonstrate an understanding of the pedagogical, social and technical issues surrounding online and blended learning
5. Critically reflect on blended learning approaches and their impact on teaching and learning.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Workshop	12	No Description
Online activity	12	No Description
Independent Study	40	No Description
Assignment Completion	37	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

Online & blended learning - an overview
History and growth of online and blended learning. Success and challenges. Understanding terminology and jargon.

Pedagogy, planning and evaluation
Pedagogical approaches to online and blended learning. How to plan online and blended learning sessions. Evaluation of online and blended learning.

Conducting live online lectures and tutorials
How to use tools such as Zoom & Google Meet to conduct live lectures and tutorials online

Developing asynchronous content
Using tools such as articulate & H5P to create asynchronous learning resources

Creating screencasts and recorded presentations
Creating screencasts and recorded presentations using tools such as SnagIt and Camtasia. Learning how to record presentations for re-use.

Using discussion forums
Engaging with discussion-based tools on platforms such as Loop and Google Classroom to facilitate discussion and engagement.

Structured micro-teaching
Support driven micro-teaching sessions to gain feedback on using tools and strategies listed above.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Budhai, S. S.: 2017, Best practices in engaging online learners through active and experiential learning strategies, Taylor & Francis,
Cooperman, L.: 2017, The Art of Teaching Online: How to Start and How to Succeed as an Online Instructor., Chandos Publishing.,
Green, T. D., & Brown, A. H.: 2017, The Educator's Guide to Producing New Media and Open Educational Resources., Taylor & Francis,
Poritz, J. A., & Rees, J.: 2016, Education is not an app: the future of university teaching in the internet age., Taylor & Francis,
Harasim, L.: 2017, Learning theory and online technologies., Taylor & Francis,
Tobin, T. J., Mandernach, B. J., & Taylor, A. H.: 2015, Evaluating online teaching: Implementing best practices., John Wiley & Sons.,

Other Resources

40513, Website, 0, Professional Development Service for Teachers, www.pdst.ie,

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