Study Guide

Objectives (course unit)

The aim of this course is to develop an understanding of the ways in which the modern digitally mediated world impacts all aspects of being, including education and leadership.
After completing the course, the student will
• understand the ways in which technology is entangled with existing social practices and economic and political systems
• reflect on the utilisation and practices of labour in social media and digital platforms
• develop an understanding of the discussions and debates around the uses of contemporary digital technologies
• critique and evaluate the ethics of social media
• select and appraise digital media resources for their own work in education and leadership
• examine the relevance of historical media theories in the contemporary post-digital landscape

Content (course unit)

• Defining the postdigital world
• Platform affordances
• Surveillance capitalism
• Narrative theory & genre
• Memes & humour
• Digital gatekeepers
• Social media & reality
• Representation

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students can recognise and define concepts and movements in the fields of media theory as far as they are relevant in the field of educational leadership. They are able to perform the assigned course tasks under supervision, within the allotted deadlines and can partake in peer feedback and group work.

Assessment criteria, good (3-4) (course unit)

The students can identify relationships between the various media-related theories and compare and analyse how they work in relation to their own particular field of educational leadership. They can make plans and solve problems from a range of possible options with clear justification. The engage with peer feedback and group activities with a high level of skill and commitment.

Assessment criteria, excellent (5) (course unit)

The students demonstrate a deep level of comprehension of historical and contemporary media theory and are able to expand upon those concepts in a creative and professional way. They are able to employ a diverse range of sources in their arguments and bring originality to the way the engage with the topics. The students are competent in all areas of feedback, analysis and self-assessment. They can cooperate responsibly, flexibly and constructively.

Location and time

The course starts on Monday the 21st of October and runs until the end of the year. It is asynchronous, so there are no mandatory live sessions but will include optional open office hours for additional discussion though Zoom.

Exam schedules

na

Assessment scale

0-5

Teaching methods

Teaching methods include a blend of multimedia resources, interactive assignments, peer collaboration, and reflective journals.

Students will prepare as a key assessed task an application for a paper in the TTC 2025 conference, based on their own interests in the field of postdigital media.

Learning materials

A variety of articles, books, blogs, podcasts, videos, games and other materials.

Student workload

Students are expected to use the allocated amount of time for a 5 credit course as is outlines in the handbook.

Completion alternatives

na

Practical training and working life cooperation

There is a direct line connecting the subject of postigital media and educational leadership so it should be relevant for all participants in their own careers.

International connections

na

Objectives (course unit)

The aim of this course is to develop an understanding of the ways in which the modern digitally mediated world impacts all aspects of being, including education and leadership.
After completing the course, the student will
• understand the ways in which technology is entangled with existing social practices and economic and political systems
• reflect on the utilisation and practices of labour in social media and digital platforms
• develop an understanding of the discussions and debates around the uses of contemporary digital technologies
• critique and evaluate the ethics of social media
• select and appraise digital media resources for their own work in education and leadership
• examine the relevance of historical media theories in the contemporary post-digital landscape

Content (course unit)

• Defining the postdigital world
• Platform affordances
• Surveillance capitalism
• Narrative theory & genre
• Memes & humour
• Digital gatekeepers
• Social media & reality
• Representation

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students can recognise and define concepts and movements in the fields of media theory as far as they are relevant in the field of educational leadership. They are able to perform the assigned course tasks under supervision, within the allotted deadlines and can partake in peer feedback and group work.

Assessment criteria, good (3-4) (course unit)

The students can identify relationships between the various media-related theories and compare and analyse how they work in relation to their own particular field of educational leadership. They can make plans and solve problems from a range of possible options with clear justification. The engage with peer feedback and group activities with a high level of skill and commitment.

Assessment criteria, excellent (5) (course unit)

The students demonstrate a deep level of comprehension of historical and contemporary media theory and are able to expand upon those concepts in a creative and professional way. They are able to employ a diverse range of sources in their arguments and bring originality to the way the engage with the topics. The students are competent in all areas of feedback, analysis and self-assessment. They can cooperate responsibly, flexibly and constructively.

Assessment scale

0-5