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Module Code - Title:


Year Last Offered:


Hours Per Week:













Grading Type:

Prerequisite Modules:

Rationale and Purpose of the Module:

Cases of excellent teaching innovations and resources will be showcased, and the risks and difficulties of technology-enhanced teaching innovations will be collaboratively discussed using experiential learning methodologies. In doing this, students will become aware and actively engaged with existing communities of practice in their discipline, both within and outside our university. Students will be required to plan, design and implement a reusable learning object in the context of their own teaching practice. This will be done drawing on resources already available, establishing contacts with professional networks, sharing their experience with their peers, and demonstrating quality enhancement of teaching practice as a result.


The risks and difficulties involved in technology-enhanced teaching innovations will be collaboratively discussed using a case-study methodology. Cases of excellent teaching innovations and resources will be showcased, drawing in the work of communities of practice both within and outside our university. Within a supported learning environment, students will master content authoring software in order to create a reusable learning object (RLO) and integrate it in a learning management system. Students are expected to implement their RLO in a blended teaching scenario and evaluate the impact of this innovation, maintaining a blog to record their progress, learning and reflections (maximum 3000 words). The teachers will provide students with relevant resources and support, and coordinate the process of knowledge generation and sharing within the group, answer questions as necessary, and aid with the use of the technology.

Learning Outcomes:

Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)

To critically consider and discuss the potential and challenges of blended learning To investigate resources available in repositories such as NDRL and their discipline-specific communities of practice (CoP) To acquire skills needed to produce a reusable learning object and use it within the context of blended learning Learn about and reflect on the resulting teaching innovation and the potential of discipline specific communities of practice

Affective (Attitudes and Values)

To generate positive and critical attitudes towards teaching innovation and enhancement that makes good pedagogical use of technology enhanced learning

Psychomotor (Physical Skills)


How the Module will be Taught and what will be the Learning Experiences of the Students:

Research Findings Incorporated in to the Syllabus (If Relevant):

Prime Texts:

Moore,S., Walsh, G., and Rísquez, A., (2007) Teaching at college and university: effective strategies and key principles. , Open University Press.

Other Relevant Texts:

Jones, R., (2004) Designing Adaptable Learning Resources with Learning Object Patterns , Journal of Digital Information, Volume 6 Issue 1
Littlejohn, A. H., and C. Higgison (2003) Guide for Teachers. , Learning and Teaching Support Network Generic Centre;section=generic&id=323
Littlejohn, A.H, and C. Pegler (2007) Preparing for blended learning , London: Routledge
Salmon, Gilly (2004) E-moderating: The Key to Teaching and Learning Online 2nd Ed , London
Salmon, Gilly (2002) E-tivities: the key to active online learning , London: Routledge Falmer
JISC (2009) Effective Practice in a Digital Age: A guide to technology-enhanced learning and teaching ,
Boyle, T., (2003) Design principles for authoring dynamic, reusable learning objects ,
(2003) , Australian Journal of Educational Technology 2003, 19(1), 46-58.
Clark, R and Mayer, R. (2003) E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning , San Francisco: Jossey-Bass/Pfeiffer

Programme(s) in which this Module is Offered:

Semester - Year to be First Offered:

Module Leader: