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

Critically analyse education research methodology to justify selection of appropriate approaches to educational research.
Learning Outcomes - Knowledge and Understanding, Analysis

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

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

Professional requirement: Reflective Portfolio -
Development of a portfolio of professional practice evidence including submission of ethical approval form and associated documentation, Learning Outcome 4, 0% Weighting.

Research Proposal -
A written research proposal, Learning Outcomes 1-3, 100% Weigting, 2,500 words

You are also expected to have completed an ethics form for your research proposal

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 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.

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 digitally through:
1. Interactive content delivery webinars, including designing and evaluating research tools
2. Asynchronous 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.

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., MACHIN, L., MURRAY, S., RICHARDSON, T. WALMSLEY-SMITH, H. (2020). A Concise Guide to Lecturing in Higher Education and the Academic Professional Apprenticeship. St Albans: Critical Publishing.

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

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.