Participants are all qualified teachers (QTS or equivalent) working in contexts that require them to manage learning at least partly through electronic means. All of them, therefore, are in the process of developing their professional capabilities to managing learning through these learning technologies.


Participants will, therefore, engage with two cutting-edge approaches to managing and assessing learning: Learning Study (Pang and Marton 2003, 2005, Davies and Dunnill 2008) and equally innovative approaches to supporting learning through the use of learning technologies (for example, NISAI 2008). Both of these approaches will support participants as they learn how to manage learning and learners electronically.

To support them in this task, Learning Study will challenge participants to review their understandings of learning in their specialist subjects and of how to manage this learning in order to maximise learner understandings. The learning technologies provide an innovative framework through which to engage in this professional development. It will also support the collection of evidence of student learning to utilise in the process of critical analysis and evaluation of effectiveness.

Must be qualified teachers.

Learning outcomes will be assessed through the following:

1. A portfolio of evidence demonstrating engagement with each stage of the module including the lessons co-planned, resourced and evaluated along with evidence of student learning. (LOs 1-4) 0%

2. A critical analysis and self-evaluation by each participant of their own developing understandings of learning in their specialist subject and of managing such learning through learning technologies. (LOs 1-4) 100%

The portfolio is not marked but must be completed and submitted as required to provide evidence of engagement with the module.

All assessment tasks must be passed at a minimum grade point 7.

McKeown, S. (2000) Unlocking Potential: How ICT can support children with special needs. Birmingham: Questions Publishing Company;
Winston, B. (2003) Media, Technology and Society. London: Routledge.
Van Dijk, J. (2002) The Network Society: Social Aspects of New Media. London: Sage.
Issroff, K. and Scanlon, E. (2002) Educational Technology: The Influence of Theory. Journal of Interactive Media in Education July 2002 (6)
Pittard, V. Bannister, P. and Dunn, J. (2003) The big pICTure: The impact of ICT on attainment, motivation and learning DfES
BECTA (2003) What research says about ICT and home-school links BECTA
Gillespie, H. Boulton, H. Hramiak, A. and Williamson, R (2007) Learning and Teaching with Virtual Learning Environments Learning Matters

During this module you will participate in a range of learning and teaching strategies both face to face and electronic, for example: Discussions, individual and group tasks, informal presentations, collaborative work with fellow practitioners; workshop activities, reading and research, use of own practice, reflection and self assessment.

http://www.jisc.ac.uk - The JISC is a strategy advisory committee working on behalf of the higher and further education bodies for the UK with funding from all the FE and HE Funding Councils.
NISAI Education at http://www.nisaieducation.com/
NISAI Virtual Academy at http://www.nisai.com/NVA/index.htm
NISAI Online Learning Tools at http://www.nisaieducation.com/virtual_classroom.htm