1. Gain ethical approval for the small-scale practitioner led research project
(CS 3 Develop research questions and hypotheses prior to undertaking research.)
Enquiry
Problem Solving

2. Justify a line of enquiry which aims to develop professional academic practice in relation to technology enhanced learning
(CK9. Innovative approaches to undertaking their work to create interest, understanding and enthusiasm among their students, funders or stakeholders)
(CVB4. The need to consider evidence-informed approaches and the outcomes from research, scholarship and CPD to inform their own professional practice.)
Enquiry
Problem Solving

3. Critically analyse current research in relation to the chosen line of enquiry
(CK5. Technological processes associated with effectiveness in their role within the HE sector.)
(STK1. Current subject and pedagogic research which support the development of advanced practice in the learning environment.)
(STK2 Complex information management and advanced digital literacy.)
Analysis

4. Critically evaluate application of established techniques of analysis and enquiry as they conduct a small-scale research project related to the line of enquiry
(CK4. Methods for evaluating the effectiveness of academic activities, such as teaching or the quality and impact of research.)
(CK3. How research is conducted, within their own and related disciplines and in inter-disciplinary or transdisciplinary contexts.)
(CK6. Methods for evaluating the effectiveness of academic activities, such as teaching and the quality and impact of research.)
(CS10. Collect evidence of the impact of their work, including through student surveys or citations.) Application
Analysis

5. Articulately present findings from the line of enquiry
(CS8. Use digital technologies effectively to develop and disseminate knowledge and understanding of subject disciplines.)
Communication

6. Reflect on the process of conducting research and demonstrate an awareness of the uncertainty, ambiguity and limits of knowledge
(CS4. Analyse, synthesise and use critical thinking in the conduct of research.)
Reflection

Coursework – Written report (5,000 words) weighted at 100%, meets all LOs.

Using appropriate academic literature, identify and justify a Technology Enhanced Learning approach which is new to your personal professional practice. Following ethical approval, implement a trial of this intervention within your practice.

Write a critically informed report on this intervention, which evaluates its effectiveness within your practice.

The module content is dynamic but will typically include topics such as:

The evolving context of teaching and learning in Higher and Professional Education.
The advantages, limitations and challenges of Technology Enhanced Learning in HE contexts
Contemporary learners and evolving learning practices in the 21st century

This module will be delivered through:

1) An introduction to the module, including guidance on ongoing portfolio building.
2) Interactive content delivery sessions
3) Online learning weeks
4) Show and ‘TEL’ – learner led presentations on Technology Enhanced Learning innovations
5) Assignment workshops
6) Tutorial sessions

Independent study through which students will be expected to design, apply and evaluate their own small-scale practitioner led research project. Students will consolidate and build upon their learning from the taught sessions by reading key texts and journal articles, undertaking work based self-assessments and engaging in independent evaluative research to develop understanding of a specific contemporary aspect of their professional practice. Approaches to learning will include peer learning; small and whole group sessions; individual and small group tutorials to facilitate critically informed reflection on teaching and learning.

Students on the Apprenticeship route are expected to continue building their portfolio towards their End Point Assessment.

Action research literature:
BASIT, T. (2010) Conducting Research in Educational Contexts

BERA (2018) Ethical Guidelines for Educational Research (4th Edn.). Available from:
https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018

BELL, J. (2014) Doing Your Research Project (6th Edition), Maidenhead: Open University Press.

COE, R., WARING, M., HEDGES, L. and ARTHUR, J. (2017) Research Methodologies in Education. Sage: London.

COHEN, L. MANION, L and MORRISON, K. (2017) Research Methods in Education (8th edition), London: Routledge.

DENSCOMBE, M. (2017) The Good Research Guide (6th Edn.) Buckinghamshire: OUP.

HINDMARCH, D., HALL, F., MACHIN, L. and MURRAY, L. (2017) A Concise Guide to Education Studies. Northwich: Critical Publishing. (Chapters 1, 9 and 10).

KUMAR, R. (2014) Research Methodology: A step by Step guide for Beginners (4th Edn.). Sage: London.

McNIFF, J. (2018) Action Research: All you need to know. London: Sage.

O’LEARY, Z. (2018) Little Quick Fix: Research questions. Sage: London.

SHARP, J. (2012) Success with your Education Research Project (2nd Edn). Exeter: Learning Matters.

Technology Enhanced Learning Literature
BEETHAM, H. and SHARPE, R. (2013). Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning (2nd Edn.) Oxon: Routledge.
BOWER, M. (2017) Design of Technology-Enhanced Learning. Bingley: Emerald Publishing Limited.
MAINA, M., CRAFT, B. and MOR, Y. (2015) The Art & Science of Learning Design. Rotterdam: Sense Publishers.
PHILLIPS, R., MCNAUGHT, C., KENNEDY, G. (2012) Evaluating e-learning – guiding research and practice. London: Routledge.
RICHARDSON, W.H. (2010). Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (3rd Edn.). London: Sage.
SALMAN, G. (2013) E-tivities: the key to active online learning. London: Routledge.
WAINWRIGHT (2013) Blended Learning in Higher Education: Framework, Principles, and Guidelines. USA: Josey-Bass.

Additionally, learners will study literature relating to their own discipline and chosen issue as well as the latest technology enhanced learning related reports.

There are a number of educational journals which are a valuable contemporary resource during this module. Of particular relevance are:

Higher Education
Innovations in Education and Teaching International
Active Learning in Higher Education
Assessment and Evaluation in Higher Education
Studies in Higher Education
Journal of Vocational Education and Training

University library for a range of learning and teaching texts and journals, including the online reading list: https://staffs.rebuslist.com/#/list/2639

Internet access enabling access to relevant websites with reports updated on a weekly basis at the module Padlet site: https://padlet.com/d_n_hindmarch1/innovation

HEA (Advance HE) Technology Enhanced Learning section: https://www.heacademy.ac.uk/individuals/strategic-priorities/technology-enhanced-learning

JISC: https://www.jisc.ac.uk/

While studying on this module, you will normally be engaged in teaching at higher / professional level for an average of at least ten hours per month as well as having a role in assessment.