Technology Enhanced LearningLaajuus (5 op)
Tunnus: 3E00EI90
Laajuus
5 op
Osaamistavoitteet
This course explores the intersection of education and technology from an international perspective. Students evaluate new educational technologies, embrace networked and connectivist learning, and consider the sustainability of educational technologies.
After completing the course, the student will
• assess educational technologies, considering their impact on learning, wellbeing, and sustainability. They will analyse tools from the international perspective of their own context.
• examine the theoretical underpinnings of effective learning technologies, emphasizing global applicability.
• demonstrate their own proficiency in the use of educational technology, aligning with their specific educational leadership context.
• evaluate the operational and strategic impact of emerging technologies, such as AI, on educational practices.
• consider the ethical dimensions and adapts pedagogical approaches to ensure responsible and effective use of these innovations.
Sisältö
• Defining and deconstructing what we mean by educational technology.
• Historical reflection on the use of technology in education.
• Connectivism, Networked Learning and the use of education technology.
• The pedagogical implications of the use of educational technology.
• The environmental implications of the use of educational technology.
• Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and the advancement of social and civic responsibility.
Esitietovaatimukset
None
Arviointikriteerit, tyydyttävä (1-2)
Students can describe pedagogies supporting technology adoption, describe historical context, and design a basic technology enhanced learning intervention to improve student learning and success. They apply educational technology in their work context and contribute to initiatives.
Arviointikriteerit, hyvä (3-4)
Students explain technology adoption, evaluate frameworks, and justify evaluation processes. They critically analyze technology interventions, considering operational and strategic implications. Additionally, they assess the global impact of these technologies, ensuring alignment with sustainable practices and diverse cultural contexts.
Arviointikriteerit, kiitettävä (5)
Students exhibit mastery in educational technology decision-making. They adeptly justify and defend their choices, considering diverse perspectives and stakeholder needs. These exceptional students analyze organizational technology requirements, synthesizing implications related to data storage, privacy, and cybersecurity. Furthermore, they design and implement innovative technology solutions, addressing complex challenges while foreseeing potential implications.
Lisätiedot
None
Ilmoittautumisaika
24.11.2023 - 17.03.2024
Ajoitus
18.03.2024 - 19.05.2024
Laajuus
5 op
Toteutustapa
Lähiopetus
Yksikkö
International Business
Toimipiste
TAMK Pääkampus
Opetuskielet
- Englanti
Koulutus
- Master's Degree Programme in Educational Leadership
Opettaja
- Mark Curcher
Vastuuhenkilö
Mark Curcher
Ryhmät
-
23YELEducational Leadership, Syksy2023
Tavoitteet (OJ)
This course explores the intersection of education and technology from an international perspective. Students evaluate new educational technologies, embrace networked and connectivist learning, and consider the sustainability of educational technologies.
After completing the course, the student will
• assess educational technologies, considering their impact on learning, wellbeing, and sustainability. They will analyse tools from the international perspective of their own context.
• examine the theoretical underpinnings of effective learning technologies, emphasizing global applicability.
• demonstrate their own proficiency in the use of educational technology, aligning with their specific educational leadership context.
• evaluate the operational and strategic impact of emerging technologies, such as AI, on educational practices.
• consider the ethical dimensions and adapts pedagogical approaches to ensure responsible and effective use of these innovations.
Sisältö (OJ)
• Defining and deconstructing what we mean by educational technology.
• Historical reflection on the use of technology in education.
• Connectivism, Networked Learning and the use of education technology.
• The pedagogical implications of the use of educational technology.
• The environmental implications of the use of educational technology.
• Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and the advancement of social and civic responsibility.
Esitietovaatimukset (OJ)
None
Lisätiedot (OJ)
None
Arviointikriteerit, tyydyttävä (1-2) (OJ)
Students can describe pedagogies supporting technology adoption, describe historical context, and design a basic technology enhanced learning intervention to improve student learning and success. They apply educational technology in their work context and contribute to initiatives.
Arviointikriteerit, hyvä (3-4) (OJ)
Students explain technology adoption, evaluate frameworks, and justify evaluation processes. They critically analyze technology interventions, considering operational and strategic implications. Additionally, they assess the global impact of these technologies, ensuring alignment with sustainable practices and diverse cultural contexts.
Arviointikriteerit, kiitettävä (5) (OJ)
Students exhibit mastery in educational technology decision-making. They adeptly justify and defend their choices, considering diverse perspectives and stakeholder needs. These exceptional students analyze organizational technology requirements, synthesizing implications related to data storage, privacy, and cybersecurity. Furthermore, they design and implement innovative technology solutions, addressing complex challenges while foreseeing potential implications.
Aika ja paikka
Online 18 March 2024 - 19 May 2024.
Tenttien ja uusintatenttien ajankohdat
Assessment is not in the form of exams.
Arviointimenetelmät ja arvioinnin perusteet
Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.
The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.
Arviointiasteikko
0-5
Opiskelumuodot ja opetusmenetelmät
Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
One half day in the intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.
Oppimateriaalit
Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.
Opiskelijan ajankäyttö ja kuormitus
5 ECTS = 133 hours of student work.
Sisällön jaksotus
N/A
Toteutuksen valinnaiset suoritustavat
There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.
Harjoittelu- ja työelämäyhteistyö
All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.
Kansainvälisyys
Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.
Lisätietoja opiskelijoille
None
Arviointikriteerit - hylätty (0) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student does not meet the evaluation criteria for 1.
Arviointikriteerit - tyydyttävä (1-2) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context.
The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.
Arviointikriteerit - hyvä (3-4) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.
Arviointikriteerit - kiitettävä (5) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk.
Ilmoittautumisaika
04.02.2023 - 20.03.2023
Ajoitus
20.03.2023 - 28.05.2023
Laajuus
5 op
Toteutustapa
Lähiopetus
Yksikkö
Liiketalous ja media
Opetuskielet
- Englanti
Koulutus
- Master's Degree Programme in Educational Leadership
Opettaja
- Mark Curcher
Vastuuhenkilö
Mark Curcher
Ryhmät
-
22YELEducational Leadership, syksy 2022
Tavoitteet (OJ)
This course explores the intersection of education and technology from an international perspective. Students evaluate new educational technologies, embrace networked and connectivist learning, and consider the sustainability of educational technologies.
After completing the course, the student will
• assess educational technologies, considering their impact on learning, wellbeing, and sustainability. They will analyse tools from the international perspective of their own context.
• examine the theoretical underpinnings of effective learning technologies, emphasizing global applicability.
• demonstrate their own proficiency in the use of educational technology, aligning with their specific educational leadership context.
• evaluate the operational and strategic impact of emerging technologies, such as AI, on educational practices.
• consider the ethical dimensions and adapts pedagogical approaches to ensure responsible and effective use of these innovations.
Sisältö (OJ)
• Defining and deconstructing what we mean by educational technology.
• Historical reflection on the use of technology in education.
• Connectivism, Networked Learning and the use of education technology.
• The pedagogical implications of the use of educational technology.
• The environmental implications of the use of educational technology.
• Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and the advancement of social and civic responsibility.
Esitietovaatimukset (OJ)
None
Lisätiedot (OJ)
None
Arviointikriteerit, tyydyttävä (1-2) (OJ)
Students can describe pedagogies supporting technology adoption, describe historical context, and design a basic technology enhanced learning intervention to improve student learning and success. They apply educational technology in their work context and contribute to initiatives.
Arviointikriteerit, hyvä (3-4) (OJ)
Students explain technology adoption, evaluate frameworks, and justify evaluation processes. They critically analyze technology interventions, considering operational and strategic implications. Additionally, they assess the global impact of these technologies, ensuring alignment with sustainable practices and diverse cultural contexts.
Arviointikriteerit, kiitettävä (5) (OJ)
Students exhibit mastery in educational technology decision-making. They adeptly justify and defend their choices, considering diverse perspectives and stakeholder needs. These exceptional students analyze organizational technology requirements, synthesizing implications related to data storage, privacy, and cybersecurity. Furthermore, they design and implement innovative technology solutions, addressing complex challenges while foreseeing potential implications.
Aika ja paikka
Online 21 March 2022 - 22 May 2022.
Tenttien ja uusintatenttien ajankohdat
Assessment is not in the form of exams.
Arviointimenetelmät ja arvioinnin perusteet
Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.
The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.
Arviointiasteikko
0-5
Opiskelumuodot ja opetusmenetelmät
Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
One half day in the intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.
Oppimateriaalit
Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.
Opiskelijan ajankäyttö ja kuormitus
5 ECTS = 133 hours of student work.
Sisällön jaksotus
N/A
Toteutuksen valinnaiset suoritustavat
There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.
Harjoittelu- ja työelämäyhteistyö
All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.
Kansainvälisyys
Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.
Lisätietoja opiskelijoille
None
Arviointikriteerit - hylätty (0) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student does not meet the evaluation criteria for 1.
Arviointikriteerit - tyydyttävä (1-2) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context.
The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.
Arviointikriteerit - hyvä (3-4) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.
Arviointikriteerit - kiitettävä (5) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk.
Ilmoittautumisaika
01.01.2022 - 20.03.2022
Ajoitus
21.03.2022 - 22.05.2022
Laajuus
5 op
Toteutustapa
Lähiopetus
Yksikkö
Liiketalous ja media
Toimipiste
TAMK Pääkampus
Opetuskielet
- Englanti
Koulutus
- Master's Degree Programme in Educational Leadership
Opettaja
- Mark Curcher
Vastuuhenkilö
Mark Curcher
Ryhmät
-
21YELEducational Leadership, syksy 2021
Tavoitteet (OJ)
This course explores the intersection of education and technology from an international perspective. Students evaluate new educational technologies, embrace networked and connectivist learning, and consider the sustainability of educational technologies.
After completing the course, the student will
• assess educational technologies, considering their impact on learning, wellbeing, and sustainability. They will analyse tools from the international perspective of their own context.
• examine the theoretical underpinnings of effective learning technologies, emphasizing global applicability.
• demonstrate their own proficiency in the use of educational technology, aligning with their specific educational leadership context.
• evaluate the operational and strategic impact of emerging technologies, such as AI, on educational practices.
• consider the ethical dimensions and adapts pedagogical approaches to ensure responsible and effective use of these innovations.
Sisältö (OJ)
• Defining and deconstructing what we mean by educational technology.
• Historical reflection on the use of technology in education.
• Connectivism, Networked Learning and the use of education technology.
• The pedagogical implications of the use of educational technology.
• The environmental implications of the use of educational technology.
• Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and the advancement of social and civic responsibility.
Esitietovaatimukset (OJ)
None
Lisätiedot (OJ)
None
Arviointikriteerit, tyydyttävä (1-2) (OJ)
Students can describe pedagogies supporting technology adoption, describe historical context, and design a basic technology enhanced learning intervention to improve student learning and success. They apply educational technology in their work context and contribute to initiatives.
Arviointikriteerit, hyvä (3-4) (OJ)
Students explain technology adoption, evaluate frameworks, and justify evaluation processes. They critically analyze technology interventions, considering operational and strategic implications. Additionally, they assess the global impact of these technologies, ensuring alignment with sustainable practices and diverse cultural contexts.
Arviointikriteerit, kiitettävä (5) (OJ)
Students exhibit mastery in educational technology decision-making. They adeptly justify and defend their choices, considering diverse perspectives and stakeholder needs. These exceptional students analyze organizational technology requirements, synthesizing implications related to data storage, privacy, and cybersecurity. Furthermore, they design and implement innovative technology solutions, addressing complex challenges while foreseeing potential implications.
Aika ja paikka
Online 21 March 2022 - 22 May 2022.
Tenttien ja uusintatenttien ajankohdat
Assessment is not in the form of exams.
Arviointimenetelmät ja arvioinnin perusteet
Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.
The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.
Arviointiasteikko
0-5
Opiskelumuodot ja opetusmenetelmät
Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
One half day in the intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.
Oppimateriaalit
Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.
Opiskelijan ajankäyttö ja kuormitus
5 ECTS = 133 hours of student work.
Sisällön jaksotus
N/A
Toteutuksen valinnaiset suoritustavat
There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.
Harjoittelu- ja työelämäyhteistyö
All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.
Kansainvälisyys
Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.
Lisätietoja opiskelijoille
None
Arviointikriteerit - hylätty (0) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student does not meet the evaluation criteria for 1.
Arviointikriteerit - tyydyttävä (1-2) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context.
The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.
Arviointikriteerit - hyvä (3-4) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.
Arviointikriteerit - kiitettävä (5) (Ei käytössä, kts Opintojakson Arviointikriteerit ylempänä)
The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk.