Minimum 10 hours per month teaching at HE level

You must have gained ethical approval before completing your research (Research Proposal Module).

While studying on this module, participants 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.

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

2 Critically analyse education research methodology to justify selection of appropriate approaches to educational research.
Knowledge and Understanding
Analysis

3 Apply ethical considerations appropriate to small-scale practitioner led research projects.
Enquiry
Problem solving

4 Systematically plan, design and apply research informed strategies in relation to teaching and facilitating learning
Application
Problem solving

Portfolio of professional practice evidence weighted at 0%.
A written research proposal - 2500 words weighted at 100%.

Professional Requirement - a portfolio of professional practice evidence
• Completed observation of a colleague
• Completed observation of own practice by a colleague
• Submitted ethical approval form and associated documentation
(Assesses LO 4, n/a words, 0% weighting)
Assessment: A written research proposal for your technology enhanced learning based research project.

(Assesses LOs 1-3, 2,500 words, 100% weighting).

This module develops your understanding of the use of technology enhanced learning (TEL) in higher education as well as principles of education research. A key part of this module involves sharing practice relating to technology enhanced learning. This will help you to identify an area of your practice which could be improved by technology. Alongside TEL, sessions will explore varied approaches to small-scale practitioner led research in order to help you develop a coherent and relevant research proposal. Subject to receiving ethical approval, you will complete this research project in the final module, Conducting and Publishing Research.

During the Research Proposal module, you will develop your ability to:

(i) Enhance your teaching practice through education technology
(ii) Engage in small scale practitioner led research using appropriate education based methodology

As well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will also observe education technology in use from a colleague. Additionally, you will present your research proposal for informal peer review and also give constructive feedback on their ideas in a mutually supportive environment. You will consider how your research will benefit your professional development, your students’ learning as well as your department/organisation as a whole.

This module will be delivered through:
1) Interactive content delivery sessions, including designing and evaluating research tools
2) Online learning weeks
3) Show and ‘TEL’ small group education technology presentations
4) Informal peer review of research project proposals
5) Assignment workshops
6) Academic tutorial sessions
7) Flipped learning – engagement in key pre-session tasks.
Additionally, as a part time course there is an expectation of considerable independent study. Participants are expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self-assessments.

Practitioner led enquiry texts:

BASIT, T. (2010) Conducting Research in Educational Contexts
BERA (2018) Ethical Guidelines for Educational Research (4th Edn.)
BELL, J. (2018) Doing Your Research Project (7th Edition), Maidenhead: Open University Press.

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


Technology Enhanced Learning texts

BEETHAM, H. and SHARPE, R. (2013). Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning. Oxon: Routledge.
HARASIM, L. (2012) Learning Theory and Online Technologies. London: Routledge.

During the module you will be recommended additional resources such as journal articles by the team of delivery tutors.

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

Higher Education
Innovative Practice in 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 development of and online reading list.

Module resources are updated on a weekly basis, with the latest sector reports being linked on a bespoke Padlet site.

Regularly updated Blackboard site.

Online portfolio.