HE7107 - Technology Enhanced Learning Teaching and Assessment [Online]


Technology Enhanced Learning Teaching and Assessment [Online]


20 CC   10 ECTS



This module is delivered as an online-only module, with flexibility to adapt to either small group delivery or to be taken as an online, self study module. In either case, participants should expect to work through a lot of the activities and materials independently, meeting appropriately staged checkpoints along the way. 
Scheduled hours Placement Hours Independent Guided study
40 0 160

Participants are expected to complete all online study tasks and attend any synchronous sessions arranged for their cohort. 

  • Effective technology-supported learning environments and strategies; barriers to learning; planning and designing learning, teaching and assessment; support and feedback for learners, inclusive learning, teaching and assessment using technology
  • Historical and theoretical approaches to TEL
  • Working with virtual learning environment and other internal and externally-hosted TEL tools and platforms for teaching, learning and assessment
  • The application of action research and evaluation strategies to TEL

  • To provide a sound theoretical and practical underpinning to developments in technology enhanced learning, teaching and assessment.
  • To provide participants with the knowledge and skills to make decisions about the implications of using a range of technologies in learning, teaching and assessment
  • To develop participants' understandings of the context and background to the use of technology in teaching, and to enable them to situate their practice in those contexts
  • To enable participants to apply action research methodology and appropriate evaluation techniques to the use of technology in their practice

This is an online only course. Teaching and learning methods may include use of audio/video material, participation in discussions in various formats, completion of online activities, experimentation with a range of TEL tools and platforms, and individual research and reading.

On completion of this module, participants will be able to: 

  1. Analyse the rationale for using technology to enhance their academic practice.
  2. Critically reflect on an aspect of their academic practice that might be enhanced with technological support, and undertake an enhancement project for that purpose.
  3. Choose or design and deploy relevant technological support and delivery systems to enhance the student experience of learning, teaching and assessment.
  4. Design, and where possible, implement, an evaluation strategy for the above intervention.

Component Weighting % Learning outcome(s) assessed Assessment category
1TEL intervention25%2 & 3Coursework
2Evaluation report75%1, 2 and 4Coursework

The TEL intervention may take a variety of forms, and can be evidenced as best suits the method used. The work submitted must in all cases enable assessors to see staff and student view of the technologies used. 
Resubmission of the failed component(s).

The currency of literature in this field fluctuates considerably, with some more theoretical texts retaining validity for some years, whilst other more practically-oriented publications lose relevance very quickly. Grey literature as well as academic peer-reviewed sources will have relevance to the module. The following references indicate the type of sources that may typically be used . 

Official publication: Barber, M.(2021). Gravity assist: propelling higher education towards a brighter future - digital teaching and learning review. Office for Students: https://ofslivefs.blob.core.windows.net/files/Gravity%20assist/Gravity-assist-DTL-finalforweb.pdf 

Article: Kirkwood, A. and Price, L. (2013). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology (39)1 (pp.6-36). DOI: http://dx.doi.org/doi:10.1080/17439884.2013.770404

Book chapter: Peters, M.A. (2010). The Virtues of Openness in Higher Education. In Marginson, S. Murpy, P. and Peters, M.A., Global Creation: Space, Mobility and Synchrony in the Age of the Knowledge Economy (pp.249-265). New York: Peter Lang.

Book: Selwyn, N. (2011). Education and Technology: Key Issues and Debates. London: Continuum.   

Professional body publication: UCISA (2020). Survey of Technology Enhanced Learning for Higher Education in the UK. Online at http://www.ucisa.ac.uk/tel

Journal: Research in Learning Technology: https://journal.alt.ac.uk/index.php/rlt 

Dr Kate Litherland

Learning and Teaching Institute Module Assessment Board

LTI Board of Studies

Tue, 27 May 2014

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