1 Apply for ethical approval for the small-scale practitioner led research project
Enquiry
Problem solving

2 Justify a line of enquiry which aims to develop professional academic practice in relation to technology enhanced learning
Enquiry
Problem solving

3 Critically analyse current research in relation to the chosen line of enquiry
Analysis

4 Evidence professional practice in relation to teaching, learning assessment, feedback and curriculum (portfolio).
Application

1 Submit ethical review form and associated documents
Covers all learning outcomes 0%

After considering a range of Technology Enhanced Learning opportunities, select an approach for your small-scale practitioner led research project. You will conduct this research and write a report in the Research Project module.

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

Innovation and Contemporary Practice supports your design and completion of a small-scale action research project. This project will be conducted and publicised in the Research Project module. Your intervention will be based around using an aspect of technology enhanced learning (TEL) which is innovative in terms of your professional practice. Different students will come to this module with differing levels of experience and expertise with regard to technology, so innovative practice relates to attempting to an aspect of TEL which is new to you.

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) Ethical review form and associated documentation workshops
6) Tutorial sessions
Independent study through which students will be expected to design and apply for ethical approval 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.