TEL Module 1

Designing Technology Enhanced Learning: A Learning Design Studio Approach

The learning design studio approach (Mor and Mogilevsky, 2013) provides a flexible, responsive and solution focussed process to problem identification and solving in the domain of Technology Enhanced Learning.


This online module aims to:

  • Sensitise participants to key issues in the domain of technology enhanced learning from differing but linked perspectives.
  • Engage participants with a set of design tools and practices to support a design-based approach to develop and test technology enhanced learning / techno-pedagogical solutions to real world teaching challenges.

The module focuses on providing a structured and grounded approach to researching and designing Technology Enhanced Learning (TEL) interventions. This will be achieved through an active approach to TEL that follows a design-based methodology - the learning design studio. This will equip participants with the tools and critical knowledge to be able to successfully design, implement and evaluate technology-based solutions to learning and teaching challenges, taking into account local contexts and disciplinary perspectives. Participants will be encouraged to work collaboratively in the design process and build an online portfolio as they progress through the module.


By the end of the module you will be able to:

  • Examine the critical challenges in the domain of TEL from social, technical, disciplinary and pedagogical perspectives;
  • Analyse and assess the critical forces within a particular learning scenario;
  • Critically evaluate the suitability of a range technologies for deployment in learning and teaching settings;
  • Apply a design-based approach to solve novel problems within your discipline and beyond.

Over the 15 weeks of the module (12 teaching weeks) you will work through the design process, identifying a challenge and then prototyping and evaluating solutions that incorporate design patterns and principles. This will be supported by an online workbench and resources as well as by input, feedback and discussion with peers and experts. You will also build an online portfolio of your work and research - providing a platform for online sharing and collaboration with peers and to developing your online profile in future.

 

The cyclical ‘Design Inquiry of Learning’ approach that forms the Learning Design Studio methodology. The cycle encompasses seven stages that move from imagining a desired change, investigating the current situation, drawing inspiration from theoretical frameworks and exemplars of practice, ideating and designing an innovation, prototyping it, evaluating its effects and reflecting on the process (Mor and Mogilevsky, 2013; Warburton and Mor, 2015).


  • Reading

    Mor, Y., Mellar, H., Warburton, S. and Winters, N. and Mellar, H. Eds. (2014). Practical design patterns for teaching and learning with technology. Rotterdam, Netherlands: Sense

    Mor, Y. & Mogilevsky, O. (2013). 'The Learning Design Studio: Collaborative Design Inquiry as Teachers' Professional Development', Research in Learning Technology, 21.

    Warburton, S. & Mor, Y. (2015). Double Loop Design: Configuring Narratives, Patterns and Scenarios in the Design of Technology Enhanced Learning. In Y. Mor, M. Maina & B. Craft (ed.), The Art and Science of Learning Design. Sense publishers: Netherlands.

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Key Information

  • Start date

    Start Date - October 2016


  • Duration

    Duration: 15 weeks/150 hours (12 teaching weeks)


  • Cost

    Cost: £500 (UK/EU) /£1100 (Overseas)


  • Credits

    Credits: 15 / ECTS 7.5 / Level 7 (Masters)


  • Delivery of module

    Delivery of Module: Online lectures and discussion; synchronous virtual seminars; small group work; online design workbench. Delivered via the SurreyLearn virtual learning environment.


  • Assessment

    Assessment: Design case study and submission of an online portfolio.

Entry Expectations

This is a postgraduate level course. Applicants should normally be a member of staff (e.g. tutors and lecturers) or academic-related staff at an educational institution. This is a postgrduate level course. Minimum English language level of IELTS 6.5 or equivalent.

Module Administrator

Chris Dexter

Departmental Coordinator

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