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M87
Award Supporting Learners Online through Digital Technology

MQF Level: 5

ECTS Value: 2 ECTS

Duration: 4 Sessions

Contact Hours: 10

Self Study Hours: 24

Assessment Hours: 16

 

Course Description

It is not enough to be equipped with the knowledge, resources, platforms and framework for online teaching, learning and assessment but educators also need to be able, and have the skills and competencies to apply such digital technology in their teaching and learning. This module will explore the various online tools, platforms and resources available and how they can be applied to support innovative teaching and learning to encourage creativity, collaboration, networked learning, content creation and promote active participation.

Entry Requirements

Applicants interested in following this programme are to be in possession of the following:

1. English Language, Maltese and Mathematics at MQF Level 3 (Grades 1-5/A-C or equivalent);

OR

2. An MQF Level 3 Certificate (minimum 30 ECTS), or higher;

OR

3. An MQF Level 4 Award, or higher, in Inclusive Education, Early Years Education or related. In addition to the eligibility requirements above, participants are expected to have a basic knowledge of ICT skills in order to participate.

Overall Objectives and Outcomes


By the end of this module, the learner will be able to:

Competences

a. Develop ability to determine the suitability and adaptabilty of digital tool, resources, and platforms for the learners in their care;
b. Integrate blended and online learning as well as the concept of the flipped classroom in own context;
c. Create activities with digital resources and tools available for the specific needs of specific learners integrating innovative transformative pedagogy;
d. Develop own competences in relation to collaboration, communication, reflective learning and sharing;
e. Promote eSafety and creativity with both their peers and learners.

Knowledge 

a) Outlne a variety of Web2.0 Tools and resources for use in cross-curricular activities, content creation, presentation and digital organisation;
b) Explore the various platforms and tools which foster collaboration, communication and continuous professional development;
c) Develop an understanding of theoretical aspects to support online and technology enhanced learning;
d) Apply innovative digital teaching, learning and assessment methods in own practice.

Skills

a) Select appropriate web-based applications and platforms for specific learning environments;
b) Design, construct and deliver online learning activities for their students;
c) Integrate both synchronous and asynchronous opportunities for interaction when creating content and learning activities;
d) Moderate online learning activities.
e) Evaluate and assess the digital tools and platforms available;
f) Apply 21st century skills in teaching and learning;
g) Determine and apply the most appropriate digital technology to support their specific learner needs and enviroment

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Certification

Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

Core Reading List
1. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012).
Teacher beliefs and technology integration practices: A critical relationship. Computers &
Education, 59(2), 423–435. http://doi.org/10.1016/j.compedu.2012.02.001
2. Redecker, C. (2017). European Framework for the Digital Competence of
Educators: DigCompEdu. (Y. Punie, Ed.). Luxembourg.
3. Puentedura, Ruben R. (2013). SAMR: A Contextualized Introduction. Alberta Charter Schools
Conference. Dr Ruben Puentedura’s Weblog: www.hippasus.com/rrpweblog)
4. The Scottish Government. (2016). Enhancing Learning and Teaching Through the Use of
Digital Technology: A Digital Learning and Teaching Strategy for Scotland.
5. Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C., & Hernandez-Leo, D. (2012). 21st Century
Learning for 21st Century Skills. In Proceedings of 7th European Conference on Technology
Enhanced Learning, EC-TEL 2012. Germany: Springer. http://doi.org/10.1007/3-540-68339-9_34
 
Supplementary Reading List

1. Turel, Y. K., & Johnson, T. E. (2012). Teachers’ Belief and Use of Interactive Whiteboards for
Teaching and Learning. Journal of Educational Technology & Society, 15(1), 381–394.

Useful Websites:

1. Edudemic: www.edudemic.com
2. Association for Learning Technology: www.alt.ac.uk
3. Futurelab at NFER: www.futurelab.org.uk

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