Award in Visualising Ethics through Hypertext

MQF Level: 7

ECTS Value: 5 ECTS

Duration: 10 Sessions

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40


Course Description

Many a time, people feel that their authenticity in discursive expression is limited, in large part, by the rules and conventions of formal writing. The unilinear form of writing is quintessentially hierarchical, recycling and regenerating the mentality of meritocracy. This programme studies the effects of an innovative software developed specifically to augment discursive expressive capacities. Digitalizing discursive expression in this manner encourages users to rethink and describe current events without the hindrance, rather than help, of the chronological format of unilinear writing. The purpose of this software is to deconstruct the rigid techniques of writing in a bid to liberate the writer from the absolutisation and orthodoxy of the thought process, which process is, itself, linguistically constructed. The programme will cover both the theoretical part as well as the practical part. The software is based on the philosophical hermeneutics as developed from the Heideggerian and Gadamerian understanding of interpretation. After presenting these theoretical underpinnings. The programme will focus on the practical part by introducing the software to the audience in four workshops dedicated to:

1. The Idea of hypertextual writing;

2. The application of the software;

3. The notion of judging and being judgemental;

4. Improvement of the software application.

Entry Requirements

Applicants interested in following this programme are to be in possession of an MQF Level 6 qualification.

Overall Objectives and Outcomes

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


a) Carry out tasks to demonstrate the validity and importance of hypertextual writing;
b) Monitor any improvements that the software might need;
c) Manage the potentiality of hypertextual writing made manifest using the software;
d) Create lesson plans that make use of the software;
e) Produce a new understanding of interpretation and judgement.


a) Carry out tasks that demonstrate the validity and importance of hypertextual writing;
b) Supervise the proper handling of the software;
c) Manage the potentiality of hypertextual writing made manifest through the use of the software;
d) Create lesson plans that make use of the software;
e) Show the way to a new understanding of interpretation and judgement.


a) Apply the theory of philosophical hermeneutics to the practice of hypertextual writing;
b) Practice the philosophy that one need not succumb to the ‘one’ finite conclusion;
c) Demonstrate that the chronologisation of writing is not exhaustive of what one wants to say when it comes to discursive expression;
d) Show that hypertextual writing is more redemptive and gives a holistic view of actions and events especially those that involve ethical deliberation;
e) Plan a strategy to help people deconstruct the notion of meritocratic writing and make them aware of the castigative mode of unilinear writing and help them understand the potentiality of the software when it comes to interpretation and passing any form of judgement;
f) Operate the software efficaciously;
g) Assemble feedback and list the results for further study.

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.


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

Further Learning Opportunities and Career Progression

Upon successful completion, this certification may also be used to apply for Recognition of Prior Learning for accredited programmes. Teachers may use this certification in their application for accelerated programme.

Suggested Readings

Core Reading List
1. Garcia, D. (2019), Rethinking Ethics Through Hypertext. UK, Emerald Publishing Group.
2. Garcia, D. (2021). Visualising Ethics Through Hypertext. In Rahman, H. (Eds.), Human-Computer Interaction and Technology Integration in Modern Society (pp. 131-156). IGI Global. http://doi:10.4018/978-1-7998-5849-2.ch006 


Supplementary Reading List

1. Gadamer, H. G. (2004). Truth and Method. New York, NY: Continuum International Publishing Group (Original work published in 1960)

2. Habermas, J. (1990a). In C. Lenhardt & S. W. Nicholsen (Trans.), Moral

3. Consciousness and communicative action. Cambridge, MA: MIT Press (Original work published in 1983).

4. Lyotard, J.-F. (1984). In G. Bennington & B. Massumi (Trans.), The postmodern Condition report on knowledge. Manchester: Manchester University Press (Original work published in 1979).

5. Lyotard, J.-F. (1985). In W. Godzich (Trans.), Just Gaming. Minneapolis, MN: University of Minnesota Press (Original work published in 1979).

6. Lyotard, J.-F. (1988). In G. Van Den Abbeele (Trans.), The differend: Phrases in dispute. Minneapolis, MN: University of Minnesota Press (Original work published in 1983).

7. MacIntyre, A. (1988). Whose justice? Which rationality? Notre Dame, IN: University of Notre Dame Press.

8. Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.

9. Roemer, C. (2009). The papyrus roll in Egypt, Greece, and Rome. In S. Eliot &

10. J. Rose (Eds.), A companion to the history of the book (pp. 84–94). Singapore: Wiley-Blackwell.

11. Ryan, M.-L. (2004). Multivariant narratives. In S. Schreibman, R. S. Siemens, & J. Unsworth (Eds.), A companion to digital humanities (pp. 415–430). Malden, MA Blackwell Publishing.


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