This module aims to inspire and challenge teaching practice in relation to the use of technology enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL will be designed, implemented and evaluated within the context of appropriate learning theories.

The delivery of the module is organised around these main headings: 1. Evaluating effective practice in technology-enhanced learning. This topic will focus on reflection around technology-enhanced learning in a way that directly applies to teaching context and discipline. During class time, participants will engage with an Oxford debate on the topic of flipped classrooms which concludes with an in-class online audience response activity. Principles of effective design and evaluation of learning impact will be explored. Cases of excellent teaching innovations and resources will be showcased, drawing in the work of communities of practice both within and outside our university, and placing special emphasis on open education and open educational resources. 2. Planning effective practice: principles of instructional design and e-tivities. This topic will give participants the opportunity to develop further their pedagogical approach as they discuss meaningfully how technologies could be utilised to enhance learning and solve current teaching dilemmas, drawing on the theoretical frameworks of pedagogical patterns (Laurillard, 2012) and Salmon's e-tivities (2013) and e-moderation principles (2011). 3. Developing and implementing: technologies for learning and open educational resources. This element of the curriculum will make intensive use of educational design storyboarding and dialogue around technological informed choices 5. Technical clinics: participants will have an opportunity to explore available tools within the contex of their teaching designs and will avail of techical advice during scheduled drop-in sessions.

At the end of this module, participants will be able to: - Critically consider and discuss the potential and challenges of TEL from a student-centred approach - Investigate, explore and experiment with online tools available at institutional and national level, and within their discipline-specific communities of practice - Design, implement and evaluate a teaching innovation that considers the affordances provided by technology in a blended learning scenario

At the end of this module, participants will be able to: - Demonstrate positive and critical attitudes towards teaching innovation and enhancement that makes good pedagogical use of TEL and evaluates it accordingly

N/A

Participants will engage with the module in a blended format through a series of activities devised to promote critical and context-informed consideration of the use of TEL based on the idea of pedagogical patterns. These consist of developing a way to articulate, test, and share the principles and practice of teaching that builds on knowledge of how to use digital technologies, linking between a sequence of teaching-learning activities and the warrant for the design in terms of how they related to design principles (Laurillard, 2012). The module offers practical insights into, and strategies to develop and demonstrate, creativity in teaching practice (Graduate Attribute). In order to develop knowledge (Graduate Attribute) from an experiential perspective, participants will immerse themselves in learning technologies and will experience and discuss the risks and difficulties involved in technology-enhanced teaching innovation. This will be facilitated through a flipped classroom approach before class contact which requires participants to explore the topic of flipped classrooms independently and participate collaboratively in a discussion board (this activity is included in the summative assessment). As part of their assessment, participants are required to plan, design, implement and evaluate a TEL innovation within the context of their own teaching; and demonstrate scholarly reflection around it. Within a supported learning environment, students will master relevant online tools of their choice in order to create a working online prototype of their teaching innovation. Participants will be expected to implement their teaching prototypes in a blended teaching or distance learning scenario and evaluate the impact of their innovation on students' learning. Theoretically-informed reflection will be articulated (Graduate Attribute) through an open blog, which will include a explanatory screencast of their prototype. The module leader will provide participants with relevant resources and support, and promote the process of knowledge generation and sharing within the group from a collaborative perspective (Graduate Attribute). This will be facilitated through educational design storyboarding in the classroom, followed by a number of technical clinics in order to support participants designing and building their online teaching prototype, and providing feed-forward prior to assignment submission.