Module overview
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- conceptualise and recognise the practical implications of the changing roles and activities of teachers and learners in digital spaces.
- identify approaches to digital education design for language teaching and the ideas about language and learning they are based on
- evaluate existing digital courses, apps/software, syllabus and materials for language teaching
- critically evaluate a range of theoretical approaches, materials and tools related to digital education
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- examine and reflect on your own digital learning and teaching experiences and beliefs and relate these to current theory
- demonstrate digital literacy skills in ICT literacy, information literacy and learning skills in digital environments
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- equip you to carry out digital course and materials design processes for language teaching within a future institutional context
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- approaches to digital education design for language teaching and the ideas about language and learning they are based on
- a range of theoretical approaches, materials and tools related to digital education
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Lecture | 12 |
| Seminar | 12 |
| Completion of assessment task | 36 |
| Wider reading or practice | 30 |
| Preparation for scheduled sessions | 40 |
| Follow-up work | 20 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Farr F. and Murray, L. (2016). The Routledge Handbook of Language Learning and Technology. Oxford and New York: Routledge.
Salmon, G. (2011). E-moderating: the key to teaching and learning online.
Meskill, C., & Anthony, N (2010). Teaching Languages Online.
Carrier, M. Damerow, R. and Bailey, K. (2017). Digital Language Learning and Teaching: research, theory and practice. Oxford: Routledge.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Online tasks
- Assessment Type: Formative
- Feedback: Group feedback online on online tasks and activities
- Final Assessment: No
- Group Work: Yes
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Essay | 80% |
| Personal Critical Reflection | 20% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Coursework | 100% |
Repeat Information
Repeat type: Internal & External