Course Units and Teaching

Course unit materials

This page serves to give you a brief outline of the available course units and, in some cases, also links to their online teaching materials. Most are delivered through Blackboard.
This page also contains information on the Client-Based Project and Independent Supervised Study.

Units available in semester 1 2010-11.

• EDUC70191: The Development of Educational Technology. All students on the MA: DTCE (and the Postgraduate Certificate/Diploma) study this course in their first semester of study. It covers the nature of learning environments and the role educational technologies play in creating them; the different types of educational technology, whether digital or not; the history of the Internet and e-learning; and accessibility and appropriate technology. The course is taught by Drew Whitworth.The course is delivered through Blackboard which you can access through https://www.portal.manchester.ac.uk/. To login you will need your username and password. There is also a CD of other course materials such as videos.  If you are doing both this course and Media and Information Literacy (see below), you are recommended to buy Information Obesity by Andrew Whitworth (published by Chandos).
• EDUC61611: Communication in Education. Like DET above, this is a core unit and all students on the various DTCE degrees have to do it at some point: however, unlike DET, it does not have to be done in year one. It covers the nature of communication, textual analysis and the way the media and the message are interrelated. What is educational communication? How can we do it more effectively, and what role do technologies play in both enhancing and, possibly, obscuring our message? What is “Web 2.0″ and is it changing the way we use digital technologies to teach? The course is taught by Cormac Lawler. Like DET, it is similarly delivered through Blackboard and accessible with your username and password through https://www.portal.manchester.ac.uk/. Again, a course CD is available.
• EDUC60610: Researching Digital Technologies, Communication and Education. This is a core unit for all students but part-time and distance students do not take it until their final year. It introduces you to the nature of educational research, the ways of knowing and research methods used to undertake it, with particular (but not sole) focus on researching the use of digital technology and communication (including new research methods appropriate to the field). By the end of this course you will have designed and conducted a pilot project which can then be developed into your full dissertation. The course is taught by Drew Whitworth. In 2010-11 this unit will be one of only a dozen around the university to make use of the new Blackboard 9.1 virtual learning environment. This can be reached at http://online.manchester.ac.uk. Note that this is a 30-credit course and continues through into semester 2.

• EDUC70171: Using and managing ICT in Schools and Colleges. This optional unit is specifically aimed at those working in schools and 6th-form colleges: that is, primary and secondary education. It covers subjects such as planning for the effective use of technology to support teaching, the role of the ICT co-ordinator, and ICT in the strategic planning process for schools and colleges and using ICT for teachers’ professional development. For the assessment on this unit you will write a report on a real educational setting and its use of ICT. The unit is taught by Alan Jervis.
• EDUC70221: Evaluation and Design of Educational Courseware. This optional unit starts by investigating the role of design in everyday life, asking, what is good and bad design? It then moves on to basic principles of Human-Computer Interaction and their application in education, learning theories and how these can be reflected in technology, and design processes such as prototyping, testing and evaluation. The unit is assessed through designing and evaluating a small piece of educational software, using software such as Flash, along with a self-reflective report which explains the design process and justifies decisions taken with reference to the literature. It is taught by Gary Motteram and Susan Brown.

In semester 1 you also have some classes in Key Skills. This material is relevant to your degree but not a specific course unit. Use this site to access the material on study skills, time management, library access, critical reading and so on which we have provided for you on Blackboard. Part-time students may leave these classes until their second or third years if they wish, though there are advantages to working through it in the first semester of study.

Units available in semester 2 2010-11.

• EDUC70510: Multimedia Design and Development. This is an optional unit available to DTCE students, though it is run by our colleagues on the MEd: Educational Technology and TESOL course. This course unit aims to develop an advanced knowledge and understanding of the role of multimedia in teaching and learning, understand various aspects of web-based materials including usability, accessibility, appropriate context and pedagogy, and help students create web-based multimedia materials in a content management system (WordPress: the one this site is created in, in fact). It is taught by Gary Motteram and Susan Brown.
• EDUC61712: Media and Information Literacy. This is an optional unit. It builds on Communication in Education, although you do not have to do that unit first. It considers the role of the broadcast media in society and in education; the nature of the public sphere and democracy and how these influence learning; and “information literacy” as a possible solution to problems of information overload. The course is taught by Drew Whitworth.The course material is organised through Moodle which you can access through http://83.170.93.38/~unimanc/. To log in for the first time you should follow the instructions on the screen (you will need an enrolment key which was sent to you by email). Subsequently, you will need your Moodle username and password: please remember this is not the same as your main university ID.If you are doing this course you are recommended to buy Information Obesity by Andrew Whitworth (published by Chandos).

• EDUC60602: Teaching and Learning with Emerging Technologies. This is an optional unit which covers current and future trends in educational technology; Web 2.0 technologies and their use in teaching; mobile learning, podcasting; how digital technologies change the nature of educational space; virtual reality, gaming; and the possible futures suggested by developments such as the semantic web, personalisation, etc. Students work in groups on this unit to design a teaching and learning activity which incorporates one or more of the emerging technologies discussed in the course. This is taught by Cormac Lawler.The course material is organised through Blackboard which you can access through https://www.portal.manchester.ac.uk/. To login you will need your username and password. The assessment is done through Moodle at http://83.170.93.38/~unimanc/.
• EDUC60632: Introduction to Educational Video Production. This optional unit covers the use of video- and film-based material in teaching. Students will find out how to shoot and edit simple educational videos as well as become familiar with research into how these materials can be used in learning environments. The course is taught by Mike O’Donoghue.Note that to follow this course you must have your own access to some kind of video recording device: though this does not necessarily have to be more sophisticated than the facilities now available on many mobile phones and digital cameras.
• EDUC70050: Teaching and learning online.. This optional unit provides an opportunity for students to explore and reflect on a range of topics intrinsically related to technology use in virtual learning contexts, such as building online learning community, developing learner autonomy, technology and teacher training, and so on. All students on this course study online: there are no face-to-face sessions even for on-campus students. Instead it uses synchronous meetings every 2 weeks in different environments including video conferencing and Second Life. It is taught by Diane Slaouti and Gary Motteram (and like EDUC70510 is part of the MEd: Educational Technology and TESOL degree as well as the MA: DTCE).

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Client-Based Projects and Independent Supervised Study

We realise that the portfolio of units available may not cover all the possibilities for study that is relevant to the overall aims of the MA: DTCE: which, we remind you, are “to enhance the use of digital technologies, the broadcast media, and/or interpersonal, group or organisational communications techniques to enhance practice and the professional and academic development of educators in technology-rich environments”. Many students want to undertake study or research in a specialist area, either because of a general academic interest or because they want to apply what they have learnt in a specific work situation.

In these cases, 15, 30 or (replacing a standard dissertation) 60 credits can be spent on independent supervised study (ISS) or a client-based project (CBP), in which the student, through one-to-one work with a supervisor and (in the case of CBP) a client, works on a project of their own design. In the case of an ISS, what results is usually an essay or literature review on some topic: for example, a student in the past looked at how digital technologies could help adults with literacy difficulties, something we could not otherwise offer her the chance to study. CBPs are a little more complex and interested students should read the guidance given below.

Students interested in an ISS or CBP should approach their personal tutor in the first instance. Note that only one ISS or CBP can be done during the course of your degree, although it is possible to do one of each. Note well, however, that doing a 15- or 30-credit CBP as part of the taught element of the course will preclude you doing a Mode B dissertation.

The rest of the information on this page is relevant only to the CBP.

Developing a CBP will involve you designing some kind of educational intervention, and to do so you will work as teaching or development assistants with “clients” who may be:

• staff members of the MA: DTCE
• other teaching staff in the School of Education
• their own employing organisation
• a school or college in their locality
• any other organisation which agrees to participate.

Students will work with their client on some or all of the following:

• assess the problem or other context in which the intervention is required
• design the intervention
• test or pilot the intervention
• implement the intervention
• evaluate the intervention
• submit a report by an agreed deadline date, which constitutes the assessed work for award of the appropriate credit.

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Credit loads and assessment

Three possibilities are available to students wishing to partake of this opportunity.

60 credit option. Here, the work is done in the form of a Mode B Dissertation. The length of the final report is 10,000 – 15,000 words. The following should be included and each is assessed:

• assessment of context and requirements capture
• justification of design decisions taken (with reference to academic literature where appropriate)
• the testing/piloting and evaluation
• the design itself (as with any mode B dissertation, the quality of the actual intervention is judged and this forms part of the grade for the work; note that this is why Mode B dissertations are otherwise shorter than Mode A (a traditional research-based dissertation))
• self-reflection on the process.

30 credit option. This uses 30 credits of independent supervised study. Length: 6,000 – 7,000 words. The following will be assessed:

• assessment of context and requirements capture
• justification of design decisions taken (with reference to literature)
• testing/piloting and evaluation
• self-reflection on the process.

15 credit option. This uses 15 credits of ISS. Length: 3,000 – 3,500 words. The following will be assessed:

• assessment of context and requirements capture
• justification of design decisions taken (with reference to literature)
• self-reflection on the process.

It is expected that the credits awarded will also reflect the size of the design task itself. 15-credit projects, particularly, will only be expected to be small, possibly “one-off” pieces of work, of a size no larger than would be expected in any other 15-credit practical course unit (e.g. a very small web site, a single Flash movie, a single teaching and learning activity, etc.). Students should determine which credit award is appropriate, in discussions with the Programme Director and/or their potential supervisor (see below).

15- or 30-credit CBPs will be considered options: they cannot replace core course units. A 60-credit CBP, on the other hand, will suffice as the dissertation for the MA: DTCE.

PG Certificate students can only study for a 15-credit CBP. PG Diploma students can study for a 15- or 30-credit CBP. CBPs will normally be undertaken by individual students but in some circumstances, joint projects will be considered. However, final reports will remain individual pieces of work.

The timescale for CBPs will vary, but students must bear in mind that the actual enrolment will take place in accordance with university timetables. In other words, submission of the final report must take place either: in mid-January (for 15 or 30 credit CBPs on which the student is enrolled in semester 1); in late May (15/30 credits in semester 2); or in accordance with dissertation deadlines of 30th April/1st September (for 60 credit CBPs). Nevertheless, around these dates, there is considerable flexibility, including the possibility that work could be undertaken during the summer months.
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What should the intervention be?

The intervention does not have to be ICT- or teaching-based, though both are likely to feature heavily bearing in mind the innate biases of the degree. However, in addition (or alongside) such pedagogical/technological interventions, work could be done to solve problems which are administrative; procedural; communicative; managerial and so on. The work might involve the creation of a tangible digital object such as a web site, Flash movie or other similar application, or the use of a CMS, blog, interactive whiteboard etc.: but it might also involve more general work (for example, a new approach to the teaching of media literacy); a staff development initiative; rethinking the information management or communications practices within a training organisation; and so forth. Indeed, virtually anything is possible as long as it can be argued to fit within the degree goals as noted above.

If the intervention is something which cannot be easily submitted for assessment – e.g. it is a class-based intervention of some kind – the student needs to arrange with the supervisor some way for the latter to view the intervention. This might involve making a video of a class, or arranging for an observation to take place. Note that this is not necessarily an issue for 30- or 15-credit CBPs, though even here, it is likely the final report will need to refer to the intervention itself in order to make its academic points.

While they may, of course, assess the quality of the intervention (and the design process) according to their own needs, the client will not be involved in the award of credits. No information will be solicited from the client regarding students’ performance on the design task beyond what is necessary for the maintenance of good relations. However, in that there may be occasions on which the client needs or wishes to contact us directly, the supervisor will act as the first point of contact between the MA: DTCE and the client.
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How can students develop a CBP?

There are two main ways. First, the student may have a project in mind prior to making the request, either because it is relevant to their (or their employers’) current work practice, or through personal connections. Second, MA: DTCE staff will develop over time a menu of projects with which we are in need of help or, possibly, of “commissions” which have been passed to us. This list will be publicly available (via the web site http://www.MAdigitaltechnologies.com), and it is up to students who are interested in one (or more) of the projects to take the initiative and contact us about them. It is not the supervisor’s (or other staff members’) job to find projects for students, beyond providing this list. Students should not apply for a placement “on spec”.

An application form will be made available and should be completed by the student for submission to the Programme Director. Application will also involve a supporting statement being secured from the potential client. Note that applications may be refused if the PD is unsatisfied that:

• the aims and objectives of the project have been clearly specified.
• permission has been granted by the client and the client will properly support the student.
• the size of the project is appropriate to the number of credits being awarded, and the suggested deadline is feasible. (Changes may be suggested to both.)

We foresee a fluid approach to the development of CBPs. Some projects might develop over many months, both in terms of discussions with clients/supervisors and and the actual work itself. This may therefore extend beyond the bounds of the actual semester in which the student is registered on the CBP and submits the assessment. (A 30-credit placement should be enrolled on in a single block of credits, rather than two separate 15-credit ones.) On the other hand, some may move from initial idea to completion quite rapidly, say within a few weeks. Therefore, in order to retain as much flexibility as possible, no fixed deadlines are imposed on applications for CBPs. Interested students can and should start enquiries with both potential clients and supervisors at any time. At that point, the scale of the project can be judged and suggestions made as to how many credits will be appropriate, what submission deadline should be targeted, and how all these factors will influence the students’ overall MA: DTCE timetable.

However, that it is not recommended that students undertake a CBP in their first semester of study. This means that full-time on-campus students will only be able to undertake CBPs in the period January – September each year.
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Supervision

All CBPs will be supervised, though the exact level and nature of this supervision process is open to negotiation between the student, the supervisor, and the client.

Normally, the students’ Personal Tutor would supervise the work but as with any other dissertation (or similar) project, if the PD believes that a different supervisor would be more appropriate to the project, then providing all parties agree, a switch will be made.

CBPs where a member of MA: DTCE staff is acting as the client will involve a third party as supervisor: one person cannot be both client and supervisor. Once the report is produced, it will be treated as any other assessed work submitted for a Mode B dissertation or ISS, that is, the supervisor will act as the first marker; second and external marking will be used where necessary; and all procedures with respect to extensions, late submission, academic malpractice and so on remain in place.

The application form can be downloaded here.
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