1 PROGRAMME SPECIFICATION MA Education and Technology Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final award: Master of Arts (MA) Postgraduate Diploma Postgraduate Certificate Programme title: Education and Technology Language of study: The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Participants: The programme is targeted at educators, researchers, practitioners and technologists who are interested in the role of technology to support teaching and learning in all sectors. The programme attracts a range of home and international participants, with some students taking the majority of their modules at a distance via the IOE s virtual learning environment. Educational Aims of the Programme: The MA Education and Technology aims to provide theoretical and practical bases for professionals concerned with the application of technology in educational contexts. The programme aims to offer participants opportunities to explore the intellectual field and to extend and develop their skills of analysis, enquiry and communication. This will involve considering approaches to theoretical and methodological issues alongside the practical application of pedagogical and technological skills. In particular the programme aims to provide students with the following: a critical perspective on the role technology plays in education and training; contact with a research community active in the field; a wide range of modules, taught by specialists from many different disciplines in addition to technology in education; flexibility: some modules are available through distance learning, some faceto-face, and some in mixed mode; the opportunity to expand their horizons in thinking about the role of
2 technology in education through contact with experienced users of technology in education from all sectors of education in the UK and overseas. Learning Outcomes The programme provides participants with professionally relevant elements of knowledge, understanding and skills. It encourages a critical and analytical engagement with key social scientific, psychological and technological concepts in the field of education and technology. It also provides the context for professional development in relation to new technologies and education. Learning outcomes are related to the practices of communication, enquiry, education, research and theoretical debate. The programme provides opportunities for students to develop and demonstrate achievements in the following areas: the development an understanding of conceptual, technical and social developments around the introduction of technology to educational settings; the development of professionally relevant knowledge, skills and values; ability to read research literature in a critical manner; ability to take an autonomous, reflective position in relation to the use of technology in education, valuing the different experiences that others have and appreciating how such different perspectives relate; awareness of different applications of technology in compulsory and postcompulsory education settings, and develop a critical understanding of their perceived benefits; development of a historical perspective on the development of education technology in its contemporary forms; ability to discuss how technologies interact with learners, teachers and educational institutions, and how/why differences may exist in technology use in different educational settings; the development of an understanding of different theoretical explanations of education, technology and learning; ability to evaluate critically the claims made on behalf of technology and education by various interest groups around the world. Criteria for admission Candidates must hold a good honours degree (in any subject) and be able to provide evidence of ICT knowledge and experience (for example, as part of a degree, diploma programme, or practical experience of using technology in teaching). Evidence of educational knowledge and experience (such as a degree in education, PGCE or experience of working in an education-relation context) is also required. In some cases applicants may be asked to write a qualifying essay. All applicants are considered on an individual basis. An interview is not normally undertaken, but applicants are encouraged to make informal contact with the Programme Leader to discuss expectations and other matters of detail.
3 Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. Participants do not need to be registered disabled to draw on these services, though in order to provide services in the long-term we will need to ask for medical or other evidence, as appropriate. Disabilities Support can also support people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. We aim to treat every person as an individual, with needs which may differ from those of other people with a superficially similar disability. We do not therefore have standard procedures for participants with dyslexia, nor standard procedures for visually impaired participants: each person's needs are considered individually. Mode of study Attendance requirements vary by module. In , both core modules will be taught online. Technology and Education Beyond the classroom is also taught online, with other modules combining online and face-to-face elements. Full-time students should expect to attend two evenings per week during term time (or the equivalent in other forms of participation), as well as setting aside several hours each week for preparation and coursework. Part-time students should expect to set aside half this time. Programme structures and requirements, levels, modules, credits and awards The MA Education and Technology is modular in structure. To be awarded the degree students successfully complete modules to the value of 180 credits within a total period of four years of registration. One module must be either a 60 credit dissertation or a 30 credit report. Two modules must be the core modules (60 credits in total), although an exemption from one of these is negotiable if students bring in appropriate credit/past experience. Modules on the programme carry a 30 credit value. Students who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area. (The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one
4 ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits). The two core modules may be taken in campus or online form, as follows: Education and Technology: Key Issues and Debates (campus) or Education and Technology: Key Issues and Debates (online) Research and Development in ICT in Education (campus) or Research Methods (online) Students must take Key Issues and Debates at the first opportunity, and must have started their Research module before being allowed to start the Report or Dissertation. All students are expected to undertake and write up the Dissertation or Report in their final two terms of study. At present there are two elective modules from within the MA Education and Technology provision: Technology and Education Beyond the classroom (online) Learning and Teaching with Technology Students can also choose to take up to two modules from the Institute s entire MA offer instead of the elective modules above. We particularly encourage students to consider modules offered on other Masters programmes within the London Knowledge Lab. Many MA Education and Technology students choose to take options from our partner MA in Media, Culture and Education. These modules include: Internet cultures: theory and practice (30 credits) Children's Media Culture (30 credits) Computer Games, Virtual Worlds & Education (30 credits) Digital Video Production (30 credits) Digital Animation and New Literacies (30 credits) Students in MA Education and Technology are also able to apply to take modules from within the MSc Advanced Information Systems run by our partners in the Knowledge Lab from the School of Computer Science and Information Systems at Birkbeck College - University of London (N.B. admittance to these modules is subject to approval by the IOE and Birkbeck Registries on a case-bycase basis). Birkbeck have identified that the following modules may be suitable for MA Education and Technology students with a suitable technical background: Technologies for mobile and ubiquitous learning (15 credits) Advanced Applications (15 credits) Internet and Web Technologies (15 credits)
5 Semantic Web (15 credits) Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated i) Teaching and learning strategies A number of different teaching strategies are used across all the modules. These are intended to model good practice in teaching and learning with and about ICT. These methods include: Distance learning using a series of linked programme areas, one for each module, in the Virtual Learning Environment (or VLE) Tutor-led face to-face seminars and lectures; Participant-led discussions and presentation tasks; Group tasks and individual tasks; Online discussions. Modules are taught in either in an online or face-to-face campus mode. Campus-based modules are generally taught in three-hour evening sessions over the eleven-week of the academic term. A variety of teaching methods are used, including face-to-face and online lectures, tutor-led and student-led seminars, student critique and discussion of research papers, and student presentations. Student critiques of research papers and presentations are made within small groups. In addition to face-to-face components, materials are made available on the module VLE pages. Online modules are delivered at a distance using the IOE virtual learning environment. There are no taught sessions, but there are clear sets of deadlines and expectations about levels of participation. Students are expected to log in to the system 4-5 times a week, contribute regularly to the on-line discussions and complete set tasks by the specified deadlines. The dissertation and report components are entirely research based, although they are supported by a member of academic staff. For report and dissertation students, staff offer different modes of supervision, including the use of and/or VIOP for those who are working at a distance, or regular face-to-face meetings. ii) Assessment strategies All module assignments have an initial feedback given at a draft stage, one month before hand-in. There are written responses to all drafts submitted for module or dissertation purposes. In addition, as each module proceeds through a term, regular feedback is given to written contributions from programme participants in the online forums.
6 lnformation about assessment regulations Students must successfully complete modules to the value of 180 credits. One module must be either a dissertation or a report. The normal pattern for full-time students is to complete within a year and, for part-time students, within two years (although they may, if necessary, take up to four years) All modules except the Dissertation and Report are assessed by essay. Essays for the MA are expected to be 5,000 words long. Reports are 10,000 words and Dissertations are 20,000 words. All coursework is assessed according to the grade-related criteria for the programme level, found in the programme handbook. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants are permitted to represent a failed assignment on one further occasion, within 12 months of the original submission. An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at s_for_the_assessment_of_students.pdf Support for learning There is a wide range of support available for students on the programme: Students are allocated a personal tutor for the duration of the programme with whom they have an initial discussion about their likely route through the MA. The personal tutor is the first point of contact for any queries or difficulties students may have with the programme in general. At least once during each term students are allocated a half-hour tutorial with their personal tutor when they can discuss specific aspects of the programme and their progress or more general programme matters. Students who are experiencing difficulties, or are causing concern in some way regarding their work, are also supported by the programme co-ordinator, who is able to advise them on issues around extensions and deferrals. The programme co-ordinator and personal tutor are also available to liaise with student support services and to provide contacts with both the student union and equal opportunities officer.
7 Students are advised that they may contact the Programme Administrator at any time who will be able to advise on procedural and administrative issues and the general availability of any academic staff attached to the programme. The Programme Administer maintains contact at least termly with all students regarding their progress. A programme handbook is produced and revised each year that gives detailed information about the programme and advice on study skills. Individual module handbooks are also produced with detailed advice on assessment and reading. As noted above, learning is supported for all students by use of a mixed mode and mixed method approach i.e. face-to-face and online. The VLE provides access to programme materials and resources at distance as well as to social connection and discussion with fellow students. Innovative use is made of the VLE in respect to presentations, uploading and linking of video and audio material (produced by the students as well as found by the tutors). Podcasts are also employed to give access to sessions for students at a distance. We continue to explore the uses of new media whilst studying it as part of lived culture. As a result some students on the Technology and Education Beyond the Classroom module take part in learning sessions in virtual worlds such as Second Life. Students are invited to join seminars run by the academic department associated with the MA (London Knowledge Lab). The connection with leading edge research provides an extra support for learning about contemporary theories of education and technology. Access is available to the full range of welfare and union facilities provided to all students of the IoE. Methods for evaluating and improving the programme The programme is evaluated and improved by a number of methods, including consultations with students and with the external examiner. Student input is gathered through paper and/or online evaluations which are completed for each module and discussed by the whole programme team as soon as practicable after the sessions. Changes are then made which are intended to address any causes of concern and to amplify and extend any features which are identified as being particularly successful. In addition to this, ongoing student feedback is a standing item on team meetings which are attended by the elected student representative(s). The external examiner for the programme is appointed for a period of four years.
8 S/he is a person prominent in the field of education and technology. The role is that of moderator in respect of the following: Approving examination procedures; Reviewing programme work; Attending the final examination board meeting. The external examiner s report summarises successes as well as issues in need of attention by the programme team. The programme leader writes a formal response to the report and outlines how any issues will be resolved in the future. Indicators of quality and standards Students professional and educational progression. Former programme participants have become senior figures in the academic study of education and technology, teacher educators and trainers, heads of department, textbook writers. A number of students go on to pursue doctoral research and other forms of postgraduate study. External examiner reports are very good year on year with positive changes made to processes and content as a result. The MA is associated closely with the internationally known London Knowledge Lab. The programme team includes figures of international significance in the fields of e-learning, ICT and pedagogy, sociology of education technology, software design and serious gaming, higher education and technology. Relevant benchmark statements and other external and internal reference points used to inform programme outcomes The programme adheres to the procedures regarding quality assurance within the Faculty of Children and Learning and the Institute of Education as a whole. The programme co-ordinator is a member of the Faculty committee for Learning and Teaching Quality Assurance (Professional Development). In addition, the programme benefits as a result of the work of this committee from wider contact with other MA programmes, programme leaders and discussions of issues in teaching and learning. The regular annual programme review examines issues of recruitment, completion and adherence to the central priorities of the IoE. In recent years the MA Education and Technology has been a success, meeting its targets for attracting a range of students into the programme. Date of completion/amendment of specification 2 nd March 2012