MAIN HANDBOOK. MA TESOL (83TE) & MA Educational Technology and TESOL (83TT) On-site and Distance Study

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1 School of Education Faculty of Humanities Ellen Wilkinson Building The University of Manchester Oxford Road, Manchester M13 9PL MAIN HANDBOOK MA TESOL (83TE) & MA Educational Technology and TESOL (83TT) On-site and Distance Study School of Education, Faculty of Humanities, University of Manchester Academic Year: 2012/2013 School of Education 1 TESOL/TechTESOL Handbook

2 The University of Manchester Revised September All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by any form or means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the copyright holders. School of Education, University of Manchester School of Education 2 TESOL/TechTESOL Handbook

3 TABLE OF CONTENTS WELCOME MESSAGE... 4 SCHOOL AND COURSE INFORMATION... 5 INTRODUCTION TO THE MA COURSES... 6 BACKGROUND... 6 WHO ARE THE MA COURSES DESIGNED FOR?... 6 WHO IS WHO... 7 WHO DO I CONTACT?... 9 HOW TO CONTACT TUTORS... 9 TEACHING AND COURSE UNITS STUDY MODES MAIN FEATURES OF BLACKBOARD BLACKBOARD / TESOL AND EDTECH & TESOL COMMON ROOM COMPUTER AND INTERNET (DISTANCE STUDENTS) COURSE UNIT AVAILABILITY COURSE STRUCTURE, CREDITS, AND STUDY SCHEDULING (MA TESOL) PATHWAYS TO THE MA TESOL COURSE COURSE STRUCTURE, CREDITS, AND STUDY SCHEDULING (MA EDTECH & TESOL) PROGRESSION AND TIMING OF COURSE UNITS IN DISTANCE MODE TRANSFER CREDIT FOR CAMBRIDGE AND TRINITY DIPLOMA HOLDERS STUDENT SUPPORT AND GUIDANCE INDUCTION PROGRAMME ACADEMIC ADVISORS UNIVERSITY STUDENT SUPPORT SERVICES ASSIGNMENTS AND ASSESSMENT MA ASSIGNMENTS SUBMISSION DATES REQUESTING AN EXTENSION PARTICIPANT REPRESENTATION AND COURSE REVIEW PARTICIPANT FEEDBACK AND REPRESENTATION COURSE EVALUATION AND REVIEW LEARNING RESOURCES AND FACILITIES COMPUTING AND PRINTING FACILITIES LIBRARY AND INFORMATION RESOURCE FACILITIES BUYING BOOKS ADDITIONAL RESOURCES FOR ON-SITE STUDENTS COURSE UNIT OUTLINES School of Education 3 TESOL/TechTESOL Handbook

4 Welcome Message Dear MA TESOL and MA EdTech & TESOL students, We would like to take this opportunity to welcome you onto the MA course and to bring your attention to some points that you need to be aware of: 1. This MA TESOL and Educational Technology & TESOL handbook is issued alongside the Postgraduate Student Handbook. The MA handbook provides information specific to your course, and the Postgraduate Student handbook provides information on regulations that are common to all postgraduate courses in the School of Education of the University of Manchester. If you cannot find the information you are looking for in this handbook, check the Postgraduate Student Handbook next. If you still cannot find the information you are looking for, feel free to contact your Course Director. Gary Motteram Course Director MA Educational Technology & TESOL Juup Stelma Course Director MA TESOL 2. You will also see that some of the information in this handbook duplicates information in the Joining Instructions that you received recently. If there are any discrepancies between these Joining Instructions and this Handbook, you can assume that this handbook will be more up-to-date. 3. We try hard to make the information in this MA handbook as accurate as possible. Note, however, that regulations and course details change from time to time. We will make every effort to keep you aware of any changes through course unit seminars, online or by . Please read this handbook carefully; it will help you understand how the MA TESOL and Educational Technology & TESOL courses work. We would like to wish you every success in your studies with us and hope that the experience will be professionally and personally rewarding. Your Course Directors, Gary Motteram (MA Educational Technology & TESOL) Juup Stelma (MA TESOL) School of Education 4 TESOL/TechTESOL Handbook

5 School and Course Information A quick overview of the main school and course documents you will receive. Joining Instructions: This provides the necessary information to get started as an MA student (registration, course unit selection and more). This document will be ed to you in August before you commence studies with us. MA TESOL and EdTech & TESOL Handbook: The present document. Available through the TESOL Common Room in Blackboard (once you have registered) Postgraduate Student Handbook: This provides generic information for all taught postgraduate students in the School of Education. Available through the TESOL Common Room in Blackboard (once you have registered) About Your Dissertation: This booklet provides detailed advice on the kind of work you can expect to undertake for your dissertation. Available through the TESOL Common Room in Blackboard (once you have registered) Guidance Notes for the Presentation of Taught Master s Dissertations: This contains all necessary information for preparing your final dissertation for submission. Available through the TESOL Common Room in Blackboard (once you have registered) More details on the TESOL Common Room and Blackboard is provided in the Teaching and Course Units section of this handbook. You will find additional documents and forms through the School of Education intranet: Both Blackboard and the School of Education Intranet require logon with your IT username and password. You will receive these when you register. School of Education 5 TESOL/TechTESOL Handbook

6 Introduction to the MA Courses Background The School of Education of the University of Manchester was a pioneer of teacher-training courses in TESOL (Teaching English to Speakers of Other Languages) and ELT (English Language Teaching); it first offered a Diploma in Teaching English Overseas in 1962 with four students. Subsequent developments led to the establishment of the Centre for English Language Studies in Education (CELSE), which was one of 14 centres within the School of Education. Due to the merger between the Victoria University of Manchester and UMIST into the present University of Manchester, in 2004/5, the organisational structure of the School of Education has undergone further changes. One result of this merger has been the transition from the previous MEd ELT and Ed Tech & ELT programmes into the present MA TESOL and MA Educational Technology & TESOL courses. In 2010/11 we added the possibility of pathways (in Intercultural Education, Teacher Education and Educational Technology) to the MA TESOL course. There are now approximately 100 students registered on the two TESOL Masters courses in the School of Education, taking course units either full-time, part-time, or by distance learning. There is also a vibrant community of PhD students exploring a variety of topics within TESOL. The School of Education also offers initial teacher training for language and secondary English teachers through its Postgraduate Certificate in Education. Most of the tutors that work on the MA TESOL courses are also involved in undergraduate courses in the School. The TESOL group of the School of Education has the following aims: to facilitate the professional development of established language teachers from a wide range of TESOL contexts, at all stages in their careers; to increase our understanding of language education through research and collaboration with fellow researchers and practitioners from a wide range of Primary, Secondary, Adult and University TESOL contexts. Two similar MA courses are offered. The MA TESOL is composed of a combination of core and elective course units designed to provide in-depth coverage on current issues and research relevant to the TESOL practitioner, as well as opportunities for development in specialist areas. The MA in Educational Technology and TESOL is aimed at those who wish to develop both skills in using and producing computer based learning materials and understanding of the role that technology plays in language education. Whilst the orientation of the degrees is different, all participants may select electives from both of these sister courses. Who are the MA Courses designed for? Our MA courses are for teachers who already hold an initial teaching qualification (broadly construed) and who have a minimum of three years relevant teaching experience. The courses are offered through full-time and part-time on-site study (face-to-face), or by distance study (through e-learning). The MA courses lead to an academic qualification. However, they are, first and foremost, professional courses designed for qualified and experienced teachers who are already established in the teaching profession and have a high level of English language competence. The MA courses are not, therefore, seen as initial qualifications but as the means by which experienced teachers qualify themselves for posts of greater seniority or responsibility. The pre-requisites for entry onto the MA courses are as follows: a degree or other approved academic qualification; a teacher-training qualification; a minimum of three years relevant full-time teaching or closely related professional experience; two satisfactory references; School of Education 6 TESOL/TechTESOL Handbook

7 adequate access to support materials and technologies for distance study if undertaken; and (in the case of non-native speakers of English) an IELTS profile of 7.0 with a score of 7.0 on the written component, or a TOEFL score of 600 with a TWE score of 4.5 (paper-based test) or 250 with an essay rating 4.5 (computer-based test) or 100 with a minimum of 25 in the Writing component (online test). Richard: Do we 1) want to remove this, and 2) want to add a reference to MA IC??? Also on offer, in conjunction with the Department of Linguistics, is a full-time MA in Applied Linguistics based in the School of Languages, Linguistics and Cultures at Manchester (not available by distance). Participants on this course do some of their course work in the TESOL unit. For further information about this degree course, contact Juup Stelma, who is the contact for this course in the School of Education. You may also wish to follow course units offered by the Department of Linguistics as part of your MA course. If you wish to do this you should consult your Course Director for advice on selection of course units. Who is Who To telephone us from outside the UK: +44 (0)161 ******* Administrative Staff Room Tel. Michael Ruppli Admissions (0161) [email protected] Georgia Irving Course Secretary (onsite students only) (0161) [email protected] Gail Divall Progression and distance Chris Chadwick Progression (0161) [email protected]/ [email protected] Teaching Staff Room Tel. Laura Black Lecturer in Education A1.10 (0161) [email protected] MA Teaching: Explorations in Language. Research Interest: Classroom discourse and learning; discourse analysis; student/learner identities. Susan Brown Lecturer in Educational Technology C 2.7 (0161) [email protected] MA Teaching: Blended Learning in a Digital Age; Multimedia Design and Development; Explorations in Language. Research Interest: Sustainability, globalisation and digital literacy; Ecology of online/distance teacher education; Web2.0; Social software. School of Education 7 TESOL/TechTESOL Handbook

8 Richard Fay Lecturer in Education (TESOL) C 2.22 (0161) [email protected] MA Teaching: Language Education as Intercultural Practice; Developing Researcher Competence. Research Interests: Language education as intercultural practice; intercultural aspects of distance education (appropriate distance learning methodology); narrative research methods; intercultural citizenship. Eljee Javier Teaching Fellow C3.32 contact by [email protected] MA Teaching: Developing Academic Competence; Developing Researcher Competence. Research Interests: Language teacher identity; Native/non-native speaker issues; TESOL in international contexts; Narrative approaches. Gary Motteram Senior Lecturer in Education (TESOL) C 2.23 (0161) [email protected] Course Director: MA Educational Technology & TESOL MA Teaching: Language Learning and Technology; Teaching and Learning Online; Evaluation and Design of Educational Software; Explorations in Language. Research Interests: Technology in language education; Distance teacher education; E- learning. Zeynep Onat-Stelma Lecturer in Education C2.5 (0161) [email protected] MA Teaching: Beyond Approaches, Methods and Techniques (onsite); Explorations in Language. Research Interests: Teacher change and development; Teaching English to young learners. Diane Slaouti Senior Lecturer in Education (TESOL) A1.18 (0161) [email protected] MA Teaching: Developing Academic Competence (distance); Beyond Approaches, Methods and Techniques (distance); Education of Language Teachers; Explorations in Language. Research Interests: Technology and teacher development; The impact of technology on local teaching contexts; Teacher adoption and use of ICT; Online teaching; Study skills and digital literacies. Juup Stelma Lecturer in TESOL C2.24 (0161) [email protected] Course Director: MA TESOL MA Teaching: Developing Academic Competence (onsite); Psychology of Language Learning; Explorations in Language; Developing Researcher Competence. Research Interests: Ecological perspectives; Spoken language; Teaching English to young learners; Research education. School of Education 8 TESOL/TechTESOL Handbook

9 Who do I contact? To help you know who to contact in specific situations, here are some broad guidelines: Course Director The Course Director is responsible for the day-to-day running of your MA course and is available for consultation about any academic and professional aspects of the programmes of study or personal matters affecting your studies; these might include timetable problems, course unit choices, dissertation topics, requests for any official letters you may need, and so on. Course Unit Tutor Each course unit has one or more members of staff who are responsible for the delivery and assessment of the unit. Course Unit Tutors will be able to help you with academic queries about specific units. You also contact the Course Unit Tutor if you should need an extension on an assignment. Academic Advisor A member of the teaching staff will act as your Academic Advisor for the duration of your course. For distance participants the advisor role changes through different phases of the course. During the final dissertation writing phase of the course the dissertation supervisor will also act as your academic advisor (both onsite and distance). You will be introduced to your Academic Advisor early in your course. You can contact your academic advisor about academic matters and about personal affairs that affect your studies. Administrative Staff For onsite students, Georgia Irving is responsible for the day-to-day administration of the course and is available as a source of information and support for you while you are in Manchester. Please contact her if you need any general information or material related to the course. Gail Steeden and Chris Chadwick deal with the day-to-day administration of distance students. Registration and Progression You can contact Gail Steeden and Chris Chadwick for any issues having to do with registration and progression through the MA course (including assignment submission information, extension forms and more). How to Contact Tutors In general, we encourage you to use to contact tutors. You will find these addresses in the above Who is who? section, and also in the Staff Contacts area in each of the Blackboard course unit spaces and on the University of Manchester website. Messages You are welcome to check whether tutors are in their offices, and then drop in if they have time. The tutors also have mail trays in room C 2.2 where you can leave messages. Short of this, and if you are a distance student, we recommend that you the tutor. Appointments You will find that some tutors have sign-up sheets on their office doors, indicating when they are available for tutorials. Simply sign up for an appointment on the sheet; there is no need to inform the tutor otherwise. If there is no sign up sheet you can your tutor for an appointment. School of Education 9 TESOL/TechTESOL Handbook

10 Teaching and Course Units Study modes During your course, you may experience one or more of the following modes of study: face-to-face distance learning independent supervised study course unit (ISS) These modes are discussed below. In addition to these broad modes of study, learning on the MA courses (both on-site and at a distance) involves a wide variety of teaching styles. Because the MA course is a professional as well as an academic course, we encourage active participation, sharing of experiences, and opportunities for reflection on practice. You may find the approach rather different from your previous experiences of university study. If you need support for, or advice about, the process of adjusting to our study culture, contact your Academic Advisor in the first place. Face-to-face On-site participants can expect face-to-face sessions which might involve an informal lecture style, perhaps interspersed with short pair or group tasks; other sessions might be more like workshops, with participants working individually or in groups under the guidance of the tutors; others might involve experiential learning (e.g., simulations) or presentations by participants, enabling them to share with their colleagues insights from their current studies or relevant aspects of their previous teaching experience. In all sessions, an interactive atmosphere is encouraged in the belief that debate, discussion and the sharing of experience is as important as the transmission of information. For participants studying face-to-face, a taught course unit lasts for one week semester (one session per week). Increasingly, onsite students also access course unit resources through Blackboard (see further down). Distance / e-learning The hub for most distance course units is the University s virtual learning environment (VLE), Blackboard. Some of the Ed Tech courses, however, make use of different tools. You will be given access to the course units you register for. Blackboard enables tutors and learners to interact, share resources and work collaboratively in a safe, easy to maintain online environment. It runs on your Internet browser like any other website. No specialist software needs to be downloaded to access or use Blackboard. Logging on to Blackboard You must register as a student before you will be able to log on to Blackboard. Both academic and financial registration must be completed). To log on to Blackboard, you need your University of Manchester computing username and password. Once you log on, you will see all the course units you have registered for listed on your screen. Access Blackboard through the MY Manchester site: Main features of Blackboard The following table summarises the main features offered by Blackboard: Materials Communication tools Assessment Access to courseware, e.g. handouts, reading lists, links, tasks, exercises, graphics, bibliographies, audio and video files Synchronous (e.g. chat) & asynchronous (discussion groups, ) Announcements (calendar) Quizzes and surveys Assignment submission School of Education 10 TESOL/TechTESOL Handbook

11 Most course units follow a Blackboard structure roughly like the one above, and in general, as a distance student you will be expected to access the course unit space regularly and be an active contributor. Some tutors use Blackboard in slightly different ways. For example, some course units offer a very substantial set of materials, but a quieter communications area. Others require you to post regular contributions to the discussion forum. Some tutors use video and/or audio, but others do not. Assignments are submitted electronically in Blackboard. Independent Supervised Study Course Units (ISS) For those participants who wish to pursue areas not addressed directly by the taught course units, and who are sufficiently confident in their ability to undertake independent study effectively, there is a mechanism to deal with this: the Independent Supervised Study Course Unit (ISS). Suitable MA participants may normally undertake one ISS during their MA. This should consist of a negotiated and agreed package of study which equates with the study load of a 15 credit hour taught course unit (i.e., 150 hours of work). ISSs are assessed in exactly the same way as taught course units; this includes submission dates, assessment criteria, and internal and external examining. For more information about this option, consult your Course Director. An indication of the areas each tutor may supervise ISSs in can be seen from the biographical sketches on a previous page of this handbook. Blackboard / TESOL and EdTech & TESOL Common Room All distance students should be familiar with Blackboard, which is our virtual learning environment (VLE). Distance students will do all their course units through Blackboard. On-site students have access to (mostly) the same Blackboard course unit spaces as distance students. Your tutor will guide you through the ways in which the online materials interface with your face-to-face sessions. In keeping with the aims of the EDUC70050 Teaching and Learning Online course unit, however, this is delivered online for all students (i.e. there are no face-to-face sessions for onsite students). All students also have access the TESOL & EdTech Common Room in Blackboard. For distance students, but also increasingly for on-site students, the TESOL & EdTech Common Room will act as a homebase, and you can find various documents for download. There is also a general Discussions Area, and links out to other information such as course unit outlines. We are aware of the potential for information and document overload, so hope that this will provide what you need, when you need it. As a distance student, as you enrol on your different course units these will appear on your My Courses menu in your MyManchester space ( These course units stay active from the start of the semester in which they are studied until the end of the academic year. You will find the TESOL Common Room under My Organisations in your MyManchester space. You will not be able to log on to Blackboard before you have registered as a student. Computer and Internet (Distance students) All distance course units require regular, reliable access to the Internet. A significant amount of course materials will be available online, and you will need access to the Internet to be in regular contact with your tutors and other course participants. You will also need to consult online journals and databases on a regular basis. Distance students are normally required to access materials, complete online tasks, watch online video clips and react to input and opinions offered by tutors and peers. As a distance learner, you are not only required to have access to the necessary technology and the internet, but also expected to be actively engaged in your studies throughout the period each course unit runs. Regular, focused and timely participation should enable you to meet the MA course s learning outcomes. School of Education 11 TESOL/TechTESOL Handbook

12 Your computer and Internet connection As a distance student, you will need a computer powerful enough to enable you to browse internet pages and watch online video clips. This means that some type of broadband (ADSL, DSL, Cable, Other) connection is required. A dial-up (telephone) internet connection is not sufficient. A headset and video camera will be useful for some course units and online tutorials. Software The following software should be installed on your machine: An Internet browser, such as a recent version of Microsoft Internet Explorer, Firefox, Chrome, or Safari if using Mac; Microsoft Office, including Word, Excel and PowerPoint (or equivalent, compatible package, e.g. Open Office); Adobe Acrobat Reader, Foxit, or other similar PDF reader software; A recent version of Windows Media Player, as well as RealPlayer and Flash player. WinZip or equivalent (which enables you to compress and uncompress files); Most up-to-date computers will have much, if not all, of this software already installed. If you access the Internet, including standard multimedia content, in your day-to-day life, it is likely that your computer is sufficiently powerful and versatile to do the MA. In our experience, individual students computing skills are important for their success on the Course. If you feel that what we have described on this page sounds unfamiliar, we recommend that you spend some time familiarising yourself and practising basic computing skills such as: Word-processing Accessing Internet pages Downloading files Playing multimedia files from websites Sending messages with attachments Using spreadsheet software to organise data and make charts A simple and free set of online tutorials is available from: (Windows XP Operating system) (MS Word word processing software) (Video based tutorial for MS Word) (MS Excel spreadsheet software) (MS PowerPoint presentation software) As far as is possible, we will be understanding of your needs and support you in the process of improving your computer skills throughout the Course. Course Unit Availability The availability of course units will vary somewhat from year to year, and depend on whether you are an on-site or a distance participant. The tables on the next two pages show the current availability of course units for on-site and distance modes respectively. School of Education 12 TESOL/TechTESOL Handbook

13 ON-SITE course unit availability (EDUC70102 is 30 credits; all others are 15 credits). Semester 1 Time \ Day 10:00-12:00 1:00-3:00 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY EDUC70061 Language Learning and Technology GM Room: B3.3 MA Academic Support Forum JS Room: A2.16 EDUC70090 Psychology of Lang Learning JS Week 1-2: BS3 Dover Street Week 3-12: C2.32 EDUC70220 Evaluation and Design of Educational Software GM Room: B pm EDUC70031 Blended Learning in a Digital Age SB Room: B3.17 EDUC70020 Beyond Approaches, Methods and Techniques ZOS Room: C2.17 EDUC70040 Language Education as Intercultural Practice RF Room: C2.17 Semester 2 Time \ Day 10:00-12:00 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY EDUC70102 Developing Researcher Competence (30 credits) RF/EJ/JS Room: B4.3 EDUC70150 Explorations in Language All Tutors Room: C2.17 Lunch Break EDUC70510 Multimedia: Design and Development SB Week1,2,4,5,7 and 9-12: B3.3 Week 3,6 & 8: Mansfield 2.1 EDUC70130 The Education of Language Teachers DS Room: C2.17 EDUC70050 Teaching and Learning Online GM Online (no actual class on Friday) 1:00-3:00 MA Academic Support Forum JS Room: C2.32 EDUC70150 Explorations in Language All Tutors Room: C2.17 Core course units for most MA TESOL and MA Ed Tech & TESOL students Additional core course unit for MA Ed Tech & TESOL students MA TESOL students normally take three of these four course units MA Ed Tech & TESOL students normally take one of these course units For requirements for MA TESOL Pathways see pages 17 and 18. Tutors: SB Susan Brown Ellen Wilkinson C.2.7 [email protected] RF Richard Fay Ellen Wilkinson C 2.22 [email protected] EJ Eljee Javier Ellen Wilkinson C 3.32 [email protected] GM Gary Motteram Ellen Wilkinson C 2.23 [email protected] ZOS Zeynep Onat-Stelma Ellen Wilkinson C 2.5 [email protected] DS Diane Slaouti Ellen Wilkinson A1.18 [email protected] JS Juup Stelma Ellen Wilkinson C 2.24 [email protected] School of Education 13 TESOL/TechTESOL Handbook

14 Distance Study Course Unit Availability MA TESOL (core, pathway, broader menu and electives) Number Title Normally taken: Credits Core course units EDUC70020 Beyond Approaches, Methods & Techniques Year 1, Semester 1 15 EDUC70060 Language Learning & Technology Year 1, Semester 2(!) 15 Pathway course units / broader TESOL menu / elective course units EDUC70040 Language Education as Intercultural Practice Year 2, Semester 1 15 EDUC70090 Psychology of Language Learning Year 2, Semester 1 15 EDUC70150 Explorations in Language Year 1 or 2, Semester 2 15 EDUC70130 The Education of Language Teachers Year 1 or 2, Semester 2 15 EDUC70221 Evaluation and Design of Educational Courseware Year 2, Semester 1 15 EDUC70510 Multimedia: Design and Development Year 1 or 2, Semester 2 15 EDUC70050 Teaching & Learning Online Year 1 or 2, Semester 2 15 EDUC70031 Blended Learning in a Digital Age Year 1 or 2, Semester 1 15 ISS Independent Supervised Study (details in MA TESOL handbook) Researcher preparation course unit (core) Usually in Year 2 15 EDUC70100 Developing Researcher Competence Year 3, Semester 1 30 MA EdTech & TESOL (compulsory, core and electives) Number Title Normally taken: Credits Compulsory course units EDUC70020 Beyond Approaches, Methods & Techniques Year 1, Semester 1 15 EDUC70060 Language Learning & Technology Year 1, Semester 2 15 EDUC70031 Blended Learning in a Digital Age Year 2, Semester 1 15 Core course units (choose a minimum of 1 of the following 3) EDUC70050 Teaching & Learning Online Year 1 or 2, Semester 2 15 EDUC70221 Evaluation and Design of Educational Courseware Year 2, Semester 1 15 EDUC70510 Multimedia: Design and Development Year 1 or 2, Semester 2 15 Electives EDUC70130 The Education of Language Teachers Year 1 or 2, Semester 2 15 EDUC70150 Explorations in Language Year 1 or 2, Semester 2 15 EDUC70040 Language Education as Intercultural Practice Year 2, Semester 1 15 EDUC70090 Psychology of Language Learning Year 2, Semester 1 15 School of Education 14 TESOL/TechTESOL Handbook

15 ISS Independent Supervised Study (details in MA TESOL handbook) Researcher preparation course unit (core) Usually in Year 2 15 EDUC70100 Developing Researcher Competence Year 3, Semester 1 30 Note that the course units we offer may change over time. We will make every effort to keep you up-to-date about any changes, and to respond to your needs where possible. Course structure, credits, and study scheduling (MA TESOL) Conceptually, the taught part of the MA TESOL course is organised as three blocks: Block A (30 credits; usually taken early in the course of study, i.e. Semester 1 on-site, Distance Year 1) The following course units are core for most participants: EDUC7002X Beyond Approaches, Methods and Techniques (15 credits) (onsite unit code is EDUC70021; distance course unit code is EDUC70020) EDUC7006X Language Learning and Technology (15 credits) (onsite unit code is EDUC70061; distance course unit code is EDUC70060) Block B (60 credits; usually spread throughout the course of study, i.e. across Semesters 1 and 2 on-site and in Distance Years 1 and 2) Participants usually take three of the following course units each of which has a 15-credit assignment: EDUC70090 Psychology of Language Learning (15 credits) EDUC70040 Language Education as Intercultural Practice (15 credits) EDUC70150 Explorations in Language (15 credits) EDUC70130 The Education of Language Teachers (15 credits) Assuming that they have the necessary technological background, participants can also complete their Block B selections from the following MA EdTech & TESOL menu of course units (each of which is assessed through one 15-credit assignment): EDUC70510 Multimedia Design and Development (15 credits) EDUC70031 Blended Learning in a Digital Age (15 credits) EDUC70050 Teaching and Learning On-line (15 credits) EDUC70220 Evaluation and Design of Educational Courseware (15 credits) Block C (30 credits; taken at the end of the taught component, i.e. Semester 2 on-site and in Distance Year 3) The following course unit (which prepares participants for the dissertation) is core for all participants and involves one 30-credit assignment: EDUC7010X Developing Researcher Competence (30 credits) (onsite unit code is EDUC70102; distance course unit code is EDUC70100) This is followed by the dissertation, an approximately 15,000 word study (60 credits). The course unit code for the dissertation is: EDUC71000 Dissertations are usually submitted at the end of August each year. Outlines for all the above course units are available at the end of this handbook. School of Education 15 TESOL/TechTESOL Handbook

16 Pathways to the MA TESOL course The pathways to the MA TESOL degree are specialisations in a recognised area of TESOL. Students must explicitly opt for a pathway, and must negotiate with the MA TESOL Course Director at an early stage how best to satisfy the pathway requirements. A pathway student must successfully complete tasks (assignments and pieces of research) in the specialist area, as follows: For the MA TESOL (Intercultural Education) a student must: complete the course unit EDUC7004 Language Education as Intercultural Practice; focus on Intercultural Education, and research methods appropriate to this focus, in the 30 credit unit EDUC70100/2 Developing Researcher Competence unit; complete a dissertation with a focus on Intercultural Education. For the MA TESOL (Teacher Education) the student must: complete the course unit EDUC70130 The Education of Language Teachers; focus on Teacher Education, and research methods appropriate to this focus, in the 30 credit unit EDUC70100/2 Developing Researcher Competence unit; complete a dissertation with a focus on Teacher Education. For the MA TESOL (Educational Technology) complete one of the following: EDUC70031, EDUC70221, EDUC70050, EDUC70510; focus on Educational Technology, and research methods appropriate to this focus, in the 30 credit unit EDUC70100/2 Developing Researcher Competence unit; complete a dissertation with a focus on Educational Technology. Course structure, credits, and study scheduling (MA EdTech & TESOL) The taught part of the MA Educational Technology & TESOL programme is a combination of core and elective course units. These are followed by the dissertation. Core course units (usually taken early in the course of study, i.e. Semester 1 on-site, Distance Year 1) EDUC7002X Beyond Approaches, Methods and Techniques (15 credits) (onsite unit code is EDUC70021; distance course unit code is EDUC70020) EDUC7006X Language Learning and Technology (15 credits) (onsite unit code is EDUC70061; distance course unit code is EDUC70060) EDUC70031 Blended Learning in a Digital Age (15 credits) Elective course units (usually spread throughout the course of study, i.e. across Semesters 1 and 2 on-site and in Distance Years 1 and 2) Participants must take at least one, but may take all of the following course units: EDUC70220 Evaluation and Design of Educational Courseware (15 credits) EDUC70510 Multimedia Design and Development (15 credits) EDUC70050 Teaching and Learning On-line (15 credits) Depending on their choices above, participants can complete their programme of course units by choosing one or two electives from the following menu, in lieu of tech units above: EDUC70090 Psychology of Language Learning (15 credits) EDUC70040 Language Education as Intercultural Practice (15 credits) EDUC70130 The Education of Language Teachers (15 credits) EDUC70150 Explorations in Language (15 credits) Research unit and dissertation (taken at the end of the taught component; for distance students this will typically be at the start of Distance Year 3) Block C (30 credits; taken at the end of the taught component, i.e. Semester 2 on-site and in Distance Year 3) School of Education 16 TESOL/TechTESOL Handbook

17 The following course unit (which prepares participants for the dissertation) is core for all participants and involves one 30-credit assignment: EDUC7010X Developing Researcher Competence (30 credits) (onsite unit code is EDUC70102; distance course unit code is EDUC70100) This is followed by the dissertation, an approximately 15,000 word study (60 credits). The course unit code for the dissertation is: EDUC71000 Dissertations are usually submitted at the end of August each year. Outlines for all the above course units are available at the end of this handbook. Progression and Timing of Course Units in Distance Mode Distance participants will typically take 45 credits in years 1 and 2, and then EDUC70100 and the Dissertation in year 3. The following is a sample progression and timing of units for the MA TESOL distance course; participants have some freedom of choice (see the programme organisation details in the previous sections). The timing of EDUC70020, EDUC70060, EDUC70100 and the Dissertation normally remains the same for all participants, including EdTech & TESOL participants. Year 1:Semester 1 EDUC70020 Beyond Approaches, Methods and Techniques (15 credits) Assignments due: January Year 1:Semester 2 EDUC70150 Explorations in Language (15 credits) EDUC70060 Language Learning and Technology (15 credits) Assignment due: May Year 2:Semester 1 EDUC70090 Psychology of Language Learning (15 credits) EDUC70040 Language Education as Intercultural Practice (15 credits) Assignments due: January Year 2: Semester 2 EDUC70130 The Education of Language Teachers (15 credits) Assignment due: May Year 3: Semester 1 EDUC70100 Developing Researcher Competence (30 credits) Assignment due: January Year 3: Semester 2 EDUC71000 Dissertation (60 credits) + Summer Dissertation due: 1 September 6 x 15 credit course units 1 x 30 credit course unit 1 x 60 credit dissertation 180 credits Transfer Credit for Cambridge and Trinity Diploma holders Holders of the following two Diploma qualifications can receive 30 transfer credits, and will, therefore, take a further 90 credits to complete the taught components (120 credits in total) of the University of Manchester MA TESOL degree before moving on to the dissertation (60 credits). University of Cambridge ESOL Examinations DELTA qualification ( Trinity College London DipTESOL qualification ( The 30 transfer credits are awarded against the learning outcomes of the MA TESOL degree as a whole, and not against the learning outcomes of particular course units. Participants entering the MA TESOL with this particular transfer credit must negotiate with, and receive approval from, the Course Director for their selection of course units on the MA TESOL. The School of Education 17 TESOL/TechTESOL Handbook

18 aim is to make the MA as appropriate as possible for the individual participant s professional development needs, while still addressing the full set of learning outcomes for the MA TESOL. Holders of these qualifications may also discuss transfer of up to 30 credits to the MA Educational Technology and TESOL degree, though this will depend on mapping of those credits against the degree requirements and the student s desired course unit choices. There is no fee reduction associated with the above described transfer credits. Student Support and Guidance You will be supported in your studies in a variety of ways at Course, School and University level. We aim to help you to integrate into the academic community and provide pastoral support, when you need it. You should also remember that your colleagues will be an invaluable part of this support network and exchange and collaboration is encouraged and facilitated in a number of ways. This section details some of the support that is available to you. Induction Programme For new participants an induction programme will take place during your first week (Welcome week) to help you to find your way around the university (or Blackboard for distance students), access to resources, and most importantly perhaps, begin to feel part of the community to which you will belong during your studies. Details of Welcome week arrangements are found in the Joining Instructions / Introductory booklet (on-site and distance). For distance students, additional induction materials are available in the TESOL and EdTech & TESOL Common Room in Blackboard. Academic Advisors You will be assigned an Academic advisor early in your studies, who will: give guidance on academic or non-academic problems, and suggest other sources of help; keep appropriate records of meetings with you, in accordance with School of Education guidelines; help you make the most of your course with us; act as a referee for applications for jobs and further study. On-site students: You will be assigned a Academic Advisor during the Welcome/Induction week. Distance students: During the induction period and the first semester you Academic Advisor will be Diane Slaouti ([email protected]). Starting the second semester of the first year a new Academic Advisor will be identified. For both on-site and distance students, once you start your dissertation project the Academic Advisor role passes on to your Dissertation Supervisor. If you would like to discuss any issues with someone other than your assigned Academic Advisor, you should first go to your Course Director. If your Course Director is unavailable, or if he/she is the same person as your Academic Advisor, you can contact any other programme team member (see pages 7 and 8). Alternatively, you can contact the Director of Postgraduate Taught Course, Liz Smith: [email protected] University Student Support Services Please consult the Postgraduate Student Handbook for further details about, and contact information for, various sources of student support available across the University. School of Education 18 TESOL/TechTESOL Handbook

19 Assignments and Assessment The MA course is assessed in accordance with the procedures laid down by the University of Manchester in general, and by the School of Education in particular. It is assessed in exactly the same way as other MA-level courses offered in the School of Education and no distinction is made regarding mode of study (on-site or distance). All work produced by participants as part of their assessment (e.g., presentations or assignments for course units and dissertations/portfolios) is assessed internally (and a sample is double-marked internally) and then may be sent to an external examiner for moderation. Identical assessment criteria are used by both internal and external examiners. Participants are assessed individually on each course unit they register for. The grading criteria are reproduced towards the end of this section. Note that the School retains the right, regardless of the initial method of assessment, to require participants to attend an additional oral exam, if it is deemed necessary. MA Assignments Assignments usually consist of a written text (of approximately 3,500 words though may vary depending on the nature of assessment) produced in accordance with the guidelines laid down by the course unit tutor and by the School of Education. Assignments will often include a suggested sequence of sections to include. The nature and scope of these sections may vary. The key is to read the relevant assignment rubric very carefully so that you understand what is expected. The format of any practical materials will vary from course unit to course unit. For example, participants on a technology course unit may be required to produce a piece of computer-based material with a supporting rationale. The number of words required for this type of assignment will be considerably fewer than for other course units, but producing the materials will involve a substantial time commitment. Course unit tutors set an assignment, or choice of assignments, for each of their course units. The rubrics (instructions) for these assignments are quite precise. However, you are encouraged to consult your course unit tutor and negotiate a modified assignment task if this will allow you to address an issue or area of your practice which is more relevant to your work. Submission Dates For 2012/2013 the assignment submission time will be 12 / Noon on the following dates: Semester 1: Code: Course unit name: Submission date: Beyond Approaches, Methods and Techniques 14 January Language Learning and Technology 21 January Evaluation and Design of Educational Courseware 14 January Psychology of Language Learning 21 January Language Education as Intercultural Practice 14 January Developing Researcher Competence 21 January Blended Learning in a Digital Age 21 January When there are two versions of a course unit it is being offered twice for timetabling reasons and to fit the differing needs of onsite and distance learners. 1 or 2 at the end indicates a specific semester. School of Education 19 TESOL/TechTESOL Handbook

20 Semester 2: Code: Course unit name: Submission date: Language Learning and Technology 15 May Multimedia: Design and Development 15 May Developing Researcher Competence 22 May Explorations in Language 8 May Education of Language Teachers 15 May Teaching and Learning Online 15 May 2013 All assignments will be submitted electronically via Blackboard If an assignment consist of multiple files (e.g., html files for a web site; multimedia program with accompanying sound and video files), please check with the course unit tutor for submission procedures. Requesting an Extension Extensions for submission of written assignments will be granted only if there is medical certification or evidence of other compelling circumstances that have delayed submission of the work. In such cases, on-site students may be granted a one-week extension; distance students may be granted a two-week extension. For longer extensions, participants will be asked to give full details of extenuating circumstances. Note: All course-related forms, including a request for extension form, can be found on the School Intranet, linked from within the Blackboard TESOL Common Room. If for some legitimate reason (for example, illness) you realise that you will be unable to submit on time, contact the course unit tutor as soon as possible and in any case well before the submission deadline. For more detailed information about assessment regulations see the Postgraduate Student Handbook available in the TESOL Common Room on Blackboard Participant Representation and Course Review Participant Feedback and Representation Feedback from students on all aspects of the MA courses is welcomed. This includes academic content, teaching, resources, as well as organisational and administrative matters. Please take full advantage of the opportunities provided for feedback; your views are taken very seriously. Students have opportunities to give feedback individually, as a group and via student representatives. Student representatives Participants from each MA course appoint their representatives who act as both the official conduit of student feedback (for example at the MA Curriculum Development Team (CDT) meetings described below), and less formally through meetings with the Course Director. Representatives should be willing and able to take on this role for a full year, and so it is vital that they should be prepared to make their telephone number and addresses available to other students. School of Education 20 TESOL/TechTESOL Handbook

21 Student representatives can attend meetings and present views from the students at two levels: the Curriculum Development Team meeting for their course and School level committees. MA Curriculum Development Team (CDT) There is a regular schedule of meetings of the MA CDT to which student representatives are invited throughout the year. These are formal meetings at which general matters of course policy and planning are discussed. The minutes of these meetings are copied to the Head of the Research and Teaching Group (RTG) that we belong to within the School of Education. The student representative can speak to a specific agenda item, can summarise student feedback, and can offer comments on any other agenda items, excluding reserved business. School of Education committees There is also a regular schedule of School-wide committees throughout the year. You may find out more about these committees from your Course Directors. Course Evaluation and Review The MA courses and course units change from year to year. Many of the changes have arisen from valuable feedback given by students on the courses. Throughout the course, your comments and criticisms will be welcomed, and, wherever possible, acted upon. The following procedures for evaluation and review are now in place: External Examiners As well as monitoring the work of course members, the External Examiner s role is also to moderate the course as a whole and to advise teaching staff on its development. One of our External Examiners will normally meet with the student group once per year. During this meeting, you are invited to discuss with the external examiner your experiences and offer suggestions. MA meetings During each Semester, the Course Director will arrange at least one meeting with all the onsite course members (student and staff). These meetings have a number of functions, but a principal function is to conduct ongoing evaluation and review. If you feel your views would be better expressed in private, the Course Director will be happy to arrange an individual meeting with you. The issues raised in these meetings are recorded and issues requiring action are followed up and reported to the next MA CDT meeting. Distance students are provided with equivalent opportunities for feedback via the Blackboard Common Room. Course unit feedback Feedback is also invited on each course unit of study. After each course unit you are asked to complete a School of Education evaluation. This is a necessary part of the quality assurance procedures. The course unit evaluation is accessible online, and links to this appear against each of your course units listed on your Student Portal My Courses menu later in the semester. You ll be alerted to this. Course unit tutors may also ask you to complete an evaluation designed specifically for the course unit and/or they may invite feedback in a different way. Further channels for participant feedback are outlined in the School of Education Postgraduate Student Handbook. School of Education 21 TESOL/TechTESOL Handbook

22 Learning Resources and Facilities As a participant on one of the MA courses, you have access to a wide range of resources and support systems available from The University of Manchester and its School of Education within the new Faculty of Humanities. These are dealt with in detail in various documents that you may need to consult in conjunction with this handbook. Computing and Printing Facilities University of Manchester IT Services When you come to the University as an on-site student you will automatically be registered for E- mail, and have access to the World Wide Web in the University computing clusters. The University now has more than 6,000 PCs, many of which you will have access to through clusters located in individual departments, and in public access clusters located in the library and around the University campus. In addition to standard software programmes, there are also many powerful work stations supporting software appropriate to specialist research areas, and central machines which provide advanced facilities for both computer-intensive and large-scale data storage applications. The School of Education has its own Computer Support Unit, which is responsible for services in the Ellen Wilkinson Building. There are three main computer rooms: B3.1, B3.3, and B3.17. All computers are connected to the Internet and have facilities, as well as access to standard software packages. Library and Information Resource Facilities The course unit materials you receive as an on-site student in class, or through Blackboard as a distance student, will include reference lists of books, journals and other useful materials. Some of these may be available to you locally if you are a distance student, and you should make sure that you check out local library facilities. For some course units, we will recommend that you purchase some core titles. We also provide access to resources through our distance library services. The main University library is: The University of Manchester Library Oxford Road, Manchester M13 9PP, United Kingdom Web: Tel: + 44 (0) Ian Fishwick is the Subject Librarian for Education and can be contacted on: + 44 (0) [email protected] When you register you will receive a student card which will allow you to access the library, both onsite and from distance, borrow books and use the online information resources. If you visit the library, it is only a few minutes walk from the Ellen Wilkinson Building and is generally open until 9.00pm on most weekdays and on Saturday and Sunday during semesters (but do check opening times as these tend to vary a bit, and they are different during vacation periods). The distance service As a distance student with us, you will be registered to access the services of the John Rylands library Document Supply Unit, known as DELIVER. The service provides: Photocopies of material from stock; Photocopies of material not held by the University library but available via our document supply services; Loans of monographs (books) from stock; And, for users resident in the UK, loans of material available from the British Library Document Supply Centre, the largest such supplier in the world. School of Education 22 TESOL/TechTESOL Handbook

23 For a full guide to the DELIVER service, see: The actual DELIVER request from is available through the my.manchester.ac.uk pages. See the above url for details for how to access the form. When filling in the electronic DELIVER service request form please supply the code 83TE (MA TESOL students including all pathways) or 83TT (MA EdTech & TESOL students) in the My Authorisation Code is field. This will exempt your request from the 2 per item fee. Note that once you have received the books from the library it is your responsibility to return these by post (at your expense) by the due date given. How many items can I request? You may make requests for 10 items (either books or articles) per course unit with no charge. If you request more than 10 items you will be charged extra please check with the relevant librarian see above url for contact details for what charges apply. Should your request not be satisfied by the University Library service, please inform your Course Unit Tutor; if we don t know there is a problem, we can t act. Accessing electronic journals through the University of Manchester Library Most journals are now available electronically, including journals in areas of relevance to our courses. This is, furthermore, changing daily and, once you start using this service for your preferred journals, you will be able to keep an eye on those developments. The University of Manchester Library posts recent additions to its website and we will also alert you via our lists and web pages. Increasingly, people access journals electronically. In fact, the library has discontinued the print versions of many journals. To access journals electronically, please go to: The following are some of the journals which may be relevant to your studies. Archives now go quite a way back for most of these, but you will find this information on the library website. Journal British Educational Research Journal Journal of Research in Reading British Journal of Educational Technology Journal of Second Language Writing British Journal of Educational Studies Journal of Teacher Education Computers and Composition Language and Communication Computers and Education Language and Education Cultural Studies Journal of Education for Teaching Curriculum Inquiry Language Learning Education and Information Technologies Language, Culture and Curriculum Educational Technology Research and Learning and Individual Differences Development English Language Teaching Journal Modern Language Journal English for Specific Purposes Open Learning International Journal of Applied Linguistics Reading and Writing International Journal of Bilingualism System International Journal of Educational Research Teaching and Teacher Education Journal of Child Language Teaching in Higher Education Journal of Communication TESOL Quarterly Journal of Computer Assisted Learning World Englishes Journal of Curriculum Studies Journal of Research in Reading Accessing other online journals on the WWW School of Education 23 TESOL/TechTESOL Handbook

24 For some of your course units there are further e-journals available on the WWW. Specialist journals will be signalled in the course unit materials themselves, but the following may prove useful to you: Language Learning and Technology TESL-EJ Australasian Journal of Educational Technology Interlibrary Loan service (for on-site students) For on-site students (distance students need to use the DELIVER service - see above), the University Library also has an Inter-Library Loans service which can be used to obtain books or articles which are not available from one of the university s libraries. This service is charged per item and its effectiveness depends on the quality and completeness of the information you supply on your request form. Buying books If you want advice about which books to buy, please consult the course unit tutors and the Course Directors. If you find obtaining books locally to be a problem, we encourage you to take advantage of online and mail order services, such as e.g. For those of you studying on-site, the nearest bookshop is Blackwells (Precinct Centre between the University of Manchester and the Manchester Metropolitan University). In the city Centre you can find a large branch of Waterstones with a relatively better selection of titles. However, these bookshops do not always have specialist titles, and you may, therefore, need to use an online retailer. Additional Resources for On-site Students Your MA course has notice boards for course-specific announcements, conferences, jobs, and research activities; they are located on the second floor corridor in the C Block of the Ellen Wilkinson Building (which is where most of the tutors have their offices). There are photocopiers in the Students Union, local shops and a number on the ground floor of the main University Library building. Note that the library photocopying service is often more expensive than that found in local shops; the reason is that the library has to pay copy right fees to publishers. There is a Media Centre housed in the Humanities Bridgeford Street Building (35 on your campus map). It provides support in the specialist uses of media technologies including graphic design, sound and image recording and editing, and the production of broadcast-quality video. There is a student Common Room and café on the ground floor of the A-wing of the Ellen Wilkinson Building. The Northern Association of Teachers of English to Speakers of Other Languages (NATESOL) was founded by some of our staff in the early eighties, runs seminars throughout the year and students attending for periods of study or visiting Manchester are welcome to join or simply go along for individual sessions. These are held in different institutions around the city and it is an opportunity not only to attend workshops and talks by well-known TESOL researchers and authors and local teachers engaged in classroom research but also to meet teachers from a range of sectors locally: Higher Education, Further Education, primary and secondary school, private language schools, all teaching English as a second or additional language. Details will be circulated prior to sessions in the TESOL and EdTech & TESOL Common Room. School of Education 24 TESOL/TechTESOL Handbook

25 School of Education 25 TESOL/TechTESOL Handbook

26 Course Unit Outlines Title Unit code Tutor Beyond Approaches, Methods and Techniques EDUC70021 (Onsite) and EDUC70020 (Distance) Zeynep Onat-Stelma (onsite tutor) Diane Slaouti (distance tutor) 1. AIMS This unit aims to: explore the individual and societal complexities of teaching and learning languages as they relate to the making of informed and appropriate contributions to language teaching policy and practice in the educational contexts in which participants find themselves; facilitate critical reflection on language education experiences in the light of relevant research in the methodology of teaching languages, and thus encourage the theorisation of such experience; introduce past and current research into language teaching methodology and to relate such research appropriately to particular educational contexts; facilitate participants development of their own praxis via small-scale empirical research. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT Methodology is central to the discussion of classroom practices in language teaching. With particular reference to the teaching and learning of English, this course unit will examine the theoretical origins and pedagogic influence of various approaches to language teaching (eg structural, communicative, humanistic, task-based), the development of defined methods that relate to these approaches, and also the wide range of techniques, traditional and more contemporary, that are currently at the disposal of informed language teachers. It will consider how the concept of appropriate methodology might help teachers develop approaches to teaching that are context-sensitive, but at the same time consistent with current research and thinking. The course unit will suggest that, beyond approaches, methods and techniques, lies an approach to pedagogy that depends on the teacher s own continuing exploration of his/her teaching context and consequent professional development. This reflective practitioner trajectory will be pursued across the teaching of the four language skills (listening, speaking, reading and writing), through what it might mean to take an integrated approach to the teaching of these skills, and will incorporate discussion of the teaching of pronunciation, spelling, vocabulary, grammar and discourse, either as individual foci or inside a task-based format, as appropriate. While theory and practice will remain available as terms, the course unit will emphasize the desirability of working to understand and embody the concept of praxis aware, informed, committed action. 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: understand the state of the art in the literature of the teaching of English generally, more especially in a specific context with which they are familiar, and with particular reference to the pedagogic area on which they have decided to focus; understand the undesirability of pursuing the best method of teaching languages; understand a more productive approach to pedagogy than one based only on applying theory to practice; understand the importance of exploring their own beliefs and praxis through informal empirical research; understand a variety of perspectives on the teaching of English as cultural politics. Intellectual skills use what they have learned to produce improved analyses of language teaching policy and practice in an educational context with which they are familiar; theorise previous and current language learning and teaching experience as the basis for future planning; School of Education 26 TESOL/TechTESOL Handbook

27 use concepts learned from informing disciplines as the basis for future planning; engage critically with the literature of the field; represent their own ideas and positions, particularly with regard to their areas of declared interest; dispute the proposed separation of intellectual and practical skills in their work. Practical skills dispute the proposed separation of intellectual and practical skills in their work; Transferable skills and personal qualities plan (and carry out as feasible) a piece of small-scale empirical research; report on what they have learned; engage with their professional duties with enhanced technical expertise, socio-cultural sensitivity, and increased motivation. On successful completion of this course unit, participants should have developed: enhanced skills in academic literacies including academic presentation, information processing (on- and off-line) and online networking; enhanced skills in using information and communication technologies (ICT); enhanced skills in interpersonal and intercultural communication; enhanced skills in team work and collaborative practice; an appreciation of the value of reflection in professional practice; and autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) The course content mixes seminar-type input (delivered in the case of distance participants via on-line materials, including video), small group work in various formats, case studies, guided reading, participant-led discussions (open to participants both on-site and in-context), reflective tasks, workshops, and a variety of demonstration processes. Learning Hours: Activity Hours Allocated (f-2-f) Hours Allocated (DL) Direct teaching input 12x 2 hour sessions = 24 - Directed online study Independent reading Proposed tasks, including online forum exchange/collaborative activity Tutorials 2 2 Assessment Total Hours School of Education 27 TESOL/TechTESOL Handbook

28 5. ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment Word Length or Equivalent Weighting within unit Assessment task 1 A critically, reflective account of beliefs and practice in response to key ideas around appropriate methodology. 1,500 words 40% This task allows for formative feedback to be provided before the submission of assessment task 2. Assessment task 2 An analysis of and response to a teaching puzzle (eg a goal to be achieved, a problem to be solved, an opportunity to be taken, a need to be met). You must justify your analysis and response with regard to the literature, and you must explain explicitly how these ideas are put into practice. 2,500 words 60% 6. READING LIST Background reading: Hall, G Exploring English Language Teaching. London: Routledge Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. Depending on the interests that participants have or develop, the following texts are also recommended: Edge, J. & Garton, S From Experience to Knowledge in ELT. Oxford: Oxford University Press. Ellis, R Task-based Language Learning and Teaching. Oxford: Oxford University Press. Hinkel, E. and Fotos, S New Perspectives on Grammar Teaching in Second Language Classrooms. Routledge. Holliday, A Appropriate Methodology and Social Context. Cambridge: Cambridge University Press. Hughes, R Teaching and Researching Speaking 2 nd Edition. Harlow: Longman. Hyland, K Teaching and Researching: Writing 2 nd Edition. Harlow: Longman. Larsen-Freeman, D Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Lightbown, P. and Spada, N How Languages are Learned (3 rd. ed.) Oxford: Oxford University Press. Rost, M Teaching and Researching: Listening 2 nd Edition. Harlow: Longman. Grabe, W. and Stoller, F Teaching and Researching: Reading 2 nd Edition. Harlow: Longman. Willis, D. and Willis, J Doing Task-Based Teaching. Oxford: Oxford University Press. The major journals for this area are ELT Journal, TESOL Quarterly and Applied Linguistics. Articles are recommended on a unit-by-unit basis. School of Education 28 TESOL/TechTESOL Handbook

29 COURSE UNIT SPECIFICATION: Title Unit code Tutors Blended Learning in a Digital Age EDUC70031 Susan Brown 1. GENERAL INFORMATION Title Unit code Blended Learning in a Digital Age EDUC70032 Credit rating 15 Level Postgraduate Semester Semester 1 on-site and by distance (usually in Year 2) Contact hours Pre-requisite units School responsible Member of staff responsible See Learning Hours for breakdown of f-2-f and distance hours Basic ICT literacy, i.e. use of Windows, Mac OS or Linux; word processing, and the internet. School of Education Susan Brown ECT* 7.5 Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. AIMS This unit aims to: develop an understanding of the potential of blended learning in different learning contexts and what the term blended might signify in those contexts; explore the potential, in blended learning, of a range of software including: virtual learning environments (with a particular focus on Moodle); personal learning environments; e-portfolios; social software genres; explore the fields of instructional design and project management for blended learning; review and create effective blended learning materials; gain the practical skills to assemble blended courseware using different tools. 3. BRIEF DESCRIPTION OF THE UNIT S CONTENT There is no one universally agreed definition of blended learning, though it is commonly perceived in terms of different instructional modes, methods and uses of learning technologies in a range of teaching contexts, both face-to-face and online. The course unit will allow participants to think about the potential of blended learning in their teaching context, what form that blended learning might take and ways of effectively designing blended learning courseware for that context, or aspects of that context. Specifically the course will cover: School of Education 29 TESOL/TechTESOL Handbook

30 COURSE UNIT SPECIFICATION: understandings of the term blended learning in the literature; rationales for blended learning in different learning contexts; rationales for blending different technologies for learning, e.g.: VLEs with social media (e.g. wiki and podcasting); practical explorations of blended courseware development; instructional design principles as guiding frameworks for the creation of effective blended courseware. evaluation of existing blended courseware 4. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: demonstrate an understanding of the nature of blended learning for their teaching context, or aspects of it; demonstrate advanced knowledge and understanding of research and current issues in the design and delivery of blended learning materials. Intellectual skills demonstrate their ability to evaluate different types of delivery environment for blended learning courseware; reflect critically on the development process and on the development of their skills and understanding. Practical skills demonstrate advanced skills in the creation of blended learning courseware; Transferable skills and personal qualities demonstrate the ability to analyse needs and project plan within teaching, learning and/or training contexts; convey their blended courseware ideas clearly through oral presentations. They will be able to demonstrate: enhanced skills in academic literacies including academic presentation, information processing (on- and offline) and online networking; enhanced skills in using digital technologies; enhanced skills in interpersonal and intercultural communication; enhanced skills in team work and collaborative practice; an appreciation of the value of reflection in professional practice; autonomy and enhanced metacognitive strategies with regard to study skills and further professional development. 5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) Input and discussion materials for the course unit will be presented in the open source virtual learning environment, Moodle. There will be some face-to- face classes for onsite students and desktop video conferencing tools will be used for synchronous meetings with distance learners. After initial input and examination of key topics using a variety of resource materials: readings, case studies, examples of courseware, the participants will produce a project plan to create an exemplar of blended courseware that will meet the needs of an identified target group in a particular learning situation. They will be expected to present their project plan with appropriate reference to the literature, to justify their ideas and their design to the rest of the seminar group for approval and then to go forward to produce their finished courseware exemplar. A final report analysing the strengths and weaknesses of the final courseware making use of the literature and judged against the criteria outlined in the original project plan will be the final output. School of Education 30 TESOL/TechTESOL Handbook

31 COURSE UNIT SPECIFICATION: Learning Hours: Direct teaching input (including workshops and synchronous online seminars) Hours Allocated (f-2-f & online) Hours Allocated (DL) 30 hours 4 hours Directed online study Independent reading Asynchronous computer-based tasks including online forum exchange/collaborative activity Tutorials 2 2 Assessment Total Hours ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task An initial project plan presentation supported by a rationale A final presentation of the materials accompanied by a 1500 word executive summary. Word Length or Equivalent 20 minute presentation with 10 minutes questions and answers 25 minute presentation & a 1000 to 1,200 word executive summary Weighting within unit This is not directly assessed Materials 40%; Final Presentation 40%; Executive summary 20% 7. READING LIST Beetham, H., Sharpe, R. (2007) Rethinking pedagogy for a digital Age: Designing and delivering e-learning. London, Routledge. Chapelle, C. (2006) Assessing language through computer technology. Cambridge, Cambridge University Press. Collis,B., Moonen, J. (2001) Flexible learning in a digital world: Experience and expectations. London, Kogan Page. Levy, M., & Stockwell, G. (2006) CALL dimensions: Options and issues in computer-assisted language learning. New Jersey, Lawrence Erlbaum Associates. Littlejohn, A., Pegler, C. (2006) Preparing for blended e-learning: Understanding blended and online learning. London, Routledge. Oblinger, D. (2005).Educating the net generation. EDUCAUSE e-book, Boulder, Colorado. Sharma, P., Barrett, B. (2007) Blended learning. Oxford, Macmillan Education Stefani, L., Mason, R., Pegler, C.(2007) The educational potential of e-portfolios: Supporting personal development and reflective Learning. London, Routledge. Thorne, K. (2003) Blended learning: How to integrate online and traditional learning. New Jersey, Kogan Page. Weller, M. (2007) Virtual learning environments: Using, Choosing and developing your VLE. London, Routledge. School of Education 31 TESOL/TechTESOL Handbook

32 COURSE UNIT SPECIFICATION: Title Unit code Tutor Language Education as Intercultural Practice EDUC70040 (for both onsite and distance) Richard Fay 1. AIMS This course unit aims to: provide a map of the cultural and intercultural considerations - including those arising from cultural studies, intercultural communication training, technology-mediated communications, and the politics of globalisation relating to (English) language education / teacher education; foster skills in describing, analysing, and evaluating (English) language teaching / teacher education materials and contexts with regard to the above cultural and intercultural considerations and the need for context-sensitive methodological appropriacy; and encourage critical reflection on the continuing professional development of (English) language educators / teacher educators vis-à-vis the above cultural and intercultural considerations. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT The course unit maps the main cultural and intercultural considerations relating to (English) language education / teacher education, a mapping informed by such areas of cultural studies teaching and intercultural communication training. It does so in terms of four overlapping focal areas: Focus I: focus on cultural content (as informed by Cultural Studies in foreign language education; Focus II: focus on intercultural communication (as informed by Intercultural Communication and Intercultural Communication Training; Focus III: focus on context and methodological appropriacy (as informed by debates about appropriate methodology, linguistic and cultural imperialism, and the teaching of English variously as a Foreign Language (EFL), Second Language (ESL), Additional Language (EAL), International Language (EIL), and Lingua Franca (ELF) as well as the teaching of English for Intercultural Communication (EIC); and Focus IV: focus on multicultural considerations (as informed by the increasing cultural complexity of societies in which English is being taught.) These focal areas are underpinned by a range of theoretical, empirical, and practical concerns including: key concepts such as culture, communication, and intercultural communication; key training considerations related to ethnocentrism, meaning attribution, culture shock, culture awareness, insider and outsider perceptions, ethnography and culture-general & culture-specific descriptions and training orientations; key discussions regarding the post-tefl paradigms possibilities for the Teaching of English to Speakers of Other Languages (TESOL). The implications of these cultural/intercultural considerations, focus areas, and underpinning concerns are explored for (English) language educators / teacher educators with view to enabling interculturally-oriented description, analysis and evaluation of TESOL syllabi, methods, materials and contexts. 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the course unit, students should be able to: understand the cultural and intercultural considerations relevant to (English) language education / teacher education ; understand their professional practice and context(s) using the four focal areas explored in the course unit; and appreciate the enriching possibilities for TESOL offered variously by School of Education 32 TESOL/TechTESOL Handbook

33 COURSE UNIT SPECIFICATION: understandings and practices available in the areas of cultural studies, intercultural communication training, technology-mediated communications, and the politics of globalisation. Intellectual skills Practical skills Transferable skills and personal qualities conceptualise their professional role and activities in terms of intercultural practice; critically reflect on issues of appropriate methodology with regard to language teaching especially with regard to the Teaching of English to Speakers of Other Languages (TESOL) in all its complexities; describe, analyse and evaluate (TESOL) curricula, materials, methods and contexts with regard to cultural and intercultural considerations; and evaluate the intercultural needs of those involved in their professional context. On successful completion of this course unit, participants should have developed: enhanced skills in academic literacies including academic presentation, information processing (on- and off-line) and online networking; enhanced skills in using information and communication technologies (ICT); enhanced skills in interpersonal and intercultural communication; enhanced skills in team work and collaborative practice; an appreciation of the value of reflection in professional practice; and autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) This course unit is taught simultaneously to participants on-site and off-site (i.e. distance learners). Both communities are supported through elearning resources and processes. The content in both modes mixes lecture-type input, participant-led discussions, simulations (or, for distance participants, involvement in reflections on those simulations), reflective practice, interactive presentations, and the use of video and other resources. Learning Hours: Activity Hours Allocated (f-2-f) Hours Allocated (DL) Direct teaching input and Directed online study 12 x 2 hour sessions = 24 plus directed selective study of the 14 x downloadable distance learning resource units which consolidate and extend the f2f coverage above 60 Independent reading 35 Online forum exchange/collaborative activity as supported by the Resources Bank 14 x downloadable distance learning resource units equivalent to the direct teaching on-site as supported by the Resources Bank Tutorials 2 2 Assessment Total Hours School of Education 33 TESOL/TechTESOL Handbook

34 COURSE UNIT SPECIFICATION: 5. ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task One assignment of 3,000 3,500 words. Participants are provided with a significant amount of structured choice in deciding which assignment option to take. Word Length or Equivalent Weighting within unit 3,000 3, % 6. READING LIST Quite a number of resources are indicated below as initial readings for this course - for further advice, please consult the course tutor. These resources date mainly from the 1990s, a time when the discussion of the cultural and intercultural dimension of language education was most vibrant. More recent works will be introduced during the course as will the tutor s relevant research activity. Initial introductory reading (personal perspectives): Hoffman, E. (1989). Lost in Translation. New York, Penguin. Lvovich, N. (1997). The Multilingual Self. New Jersey, Lawrence Erlbaum Associates, Inc. Focusing on intercultural communication (conceptual perspectives): Agar, M. (1994). Language Shock: Understanding the Culture of Communication. New York, William Morrow. Bennett, M. (ed.) (1998). Basic Concepts of Intercultural Communication. Yarmouth, ME., Intercultural Press. Holliday, A.R., Hyde, M. and Kullman, J. (2004). Intercultural Communication: An Advanced Resource book. London, Routledge. Jandt, F. (1998). Intercultural Communication: An Introduction (2nd edn.). London, Sage. [or later edition] O Sullivan, K. (1994). Understanding Ways: Communicating Between Cultures. Sydney, New South Wales, Hale and Iremonger. Samovar, L. and Porter, R. (eds.) (1997). Intercultural Communication: A Reader (8th edn). Belmont, CA., Wadsworth. [or later edition] Storti, C. (1999). Figuring Foreigners Out: A Practical Guide. Yarmouth, ME., Intercultural Press. Focusing on language education (pedagogical and political perspectives): Byram, M. (1989). Cultural Studies in Foreign Language Education. Clevedon, Multilingual Matters. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, Multilingual Matters. Damen, L. (1987). Cultural Learning: The Fifth Dimension in the Language Classroom. Reading, MA., Addison-Wesley. Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge, Cambridge University Press. Holliday, A. (2005). The Struggle to Teach English as an International Language. Oxford, Oxford University Press. Kumaravadivelu, B. (2007). Cultural Globalization and Language Education. New haven, CT/London, Yale University Press. McKay, S.L. (2002). Teaching English as an International Language: Rethinking Goals and Objectives. Oxford, Oxford University Press. Pennycook, A. (1994). The Cultural Politics of English as an International Language. London, Longman. and - These symbols refer to pairs of works which are intended as alternatives in the first instance. School of Education 34 TESOL/TechTESOL Handbook

35 COURSE UNIT SPECIFICATION: Title Unit code Tutor Teaching and Learning Online EDUC70050 Gary Motteram 1. AIMS This unit aims to: develop advanced knowledge and understanding of research, theory and current issues of debate with respect to distance and distributed learning; explore the nature of the learner experience and learning needs within online learning environments in distance and distributed teaching contexts; explore the roles and skills of the online teacher and reappraise teacher development needs; provide experience of a number of relevant tools and environments, and consider their affordances for online teaching and learning. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT This course unit considers the role and impact of technology on education in more independent learning contexts. The course unit provides experience of online learning throughout and takes advantage of this experiential aspect as an opportunity to explore and reflect on a range of topics intrinsically related to technology use in virtual learning contexts: technology and changing educational horizons distance and distributed learning computer-mediated communications and online learning Web2 and its implications for collaborative learning building online learning community supporting online learners roles and skills of the online teacher researching online learning 3. INTENDED LEARNING OUTCOMES Category of outcome Upon completion of the unit, students should be able to: Knowledge and understanding On completion of this unit successful participants will be able to: demonstrate an understanding of how the practice of online distance and distributed learning relates to particular theoretical insights; identify key potentials and challenges of online distance and distributed learning approaches; demonstrate advanced knowledge and understanding of computer mediated communication, Web 2.0 tools and online learning environments to support distance and distributed learning; demonstrate an understanding of the online learner experience and implications for the design of tasks and the roles of e-tutor and e- learner; demonstrate an understanding of online teacher practice. Intellectual skills critically engage with research into teaching and learning online; reflect on and analyse experiential learning to demonstrate understanding of implications for teaching and learning in online environments; identify and explore critical aspects of teaching and learning online through enquiry based activity. Practical skills use a range of technologies to support online teaching and learning; School of Education 35 TESOL/TechTESOL Handbook

36 COURSE UNIT SPECIFICATION: Transferable skills and personal qualities evaluate a range of tools with respect to their specific affordances for online teaching and learning apply their understanding of online teaching skills to their own contexts enhanced skills in academic literacies including academic presentation (on and off-line), information processing and online networking enhanced skills in using information and communication technologies (ICT) enhanced skills in interpersonal and intercultural communication enhanced skills in team work and collaborative practice an appreciation of the value of critical reflection in professional practice autonomy and enhanced metacognitive strategies with regard to study skills and further professional development 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) This course unit adopts an experiential approach, reflecting course unit aims in teaching methodology and approach. It unites our onsite and distance communities virtually for all, with task cycles on the various topic areas over 2-3 weeks. Participants are directed to learning resources online, and collaborative tasks with peers, facilitated through asynchronous and synchronous computer mediated communication, form a key component of this course unit. Learning Hours: Activity Hours Allocated Directed reading and online tasks 50 Peer to peer exchange (discussion tasks, paired activities) 15 Independent reading and research 25 Online collaborative group enquiry 25 Online seminars 8 Individual tutorials 1 Assignment 26 Total Hours ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task Demonstration of understanding of a particular aspect of teaching and learning online drawing on the research and experiential learning. This comprises: identifying a particular aspect of experiential learning that has been significant/intriguing/challenging; problematising that experiential aspect to identify a specific focus of interrogation; exploring the literature for particular researched understandings that help to gain insight into the experiential learning; using those insights to analyse the experiential data (eg learning journal, forum postings, synchronous seminar archives, collaborative enquiry data); identifying implications for personal practice/future investigation. Word Length or Equivalent 3,500 words excluding appendices Weighting within unit 100% School of Education 36 TESOL/TechTESOL Handbook

37 COURSE UNIT SPECIFICATION: 6. READING LIST During the course much of our reading is drawn from a number of journals in the field including the Journal of Computer Assisted Learning, System, the British Journal of Educational Technology, Computers and Education, Language Learning and Technology ( the Australasian Journal of Educational Technology Distance Education, Open Learning, and the Journal of Computer Mediated Communication (pre and then via library access). Students should keep a regular eye on these. The following titles are referred to at different points in the course unit and are useful texts to gain an overview of some of the issues we explore. Anderson, T. (2008) The Theory and Practice of Online Learning, Edmonton: AU press Collis, B. & J. Moonen. (2001) Flexible Learning in a Digital World: Experiences and Expectations. London: Routledge Falmer Garrison, D. R. & T. Anderson. (2002) E-Learning in the 21st Century: A Framework for Research and Practice. London: Routledge Falmer Salmon, G. (2004) E-moderating: the Key to Teaching and Learning Online2nd Edition. London: Routledge These texts explore particular aspects of online teaching and learning and will be relevant to individuals depending on their contexts. Haythornwaite, C. and M. Kazmer. (2004) Learning, Culture and Community in Online Education. Peter Lang Publications McConnell, D. (2006) E-learning Groups and Communities. Maidenhead: Open University Press Tait, A. & R. Mills. (eds. 2002) Re-thinking Learner Support in Distance Education: Change and Continuity in an International Context. London: Routledge Falmer White, C. (2003) Language Learning in Distance Education. Cambridge: CUP School of Education 37 TESOL/TechTESOL Handbook

38 COURSE UNIT SPECIFICATION: Title Unit code Tutor Language Learning and Technology EDUC70061 Onsite / EDUC70060 Distance Gary Motteram 1. AIMS This unit aims to: To foster an awareness of developments in technology assisted language learning and its relationship to language teaching and learning and broader educational research. To develop advanced knowledge and understanding of the role(s) of technology in language teaching and learning in the light of relevant research, theory and issues of debate. To enable students to develop the necessary skills and understanding to use a range of technologies in their practice. To enable students to critically evaluate the potential and specific application of technology with respect to different contextual factors: learner profiles and needs, predominant methodological paradigms, technological setting, cultural setting. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT This course unit comprises the exploration of a range of technologies (computer software, video material, generic tools such as the Internet, word processing) used in language teaching and learning with reference to both classroom practice and self-access application. Topics covered include: Second language learning and the development of electronic literacy The nature of reading in a digital world and the development of reading skills through the use of computer-based tasks and the WWW Technology and task and text authenticity Computer based and networked writing development Language learning and Web 2.0 Synchronous and asynchronous computer mediated communication for language learning The role of video texts (analog and digital) in language learning The impact of technology use on learner talk Computers and data driven learning 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: understand the relationship between methodological approaches to the teaching of a second language and the use of technology; understand how technology use relates to the development of second language and digital literacies; understand the impact of emerging technologies on second language teaching and learning. Intellectual skills critically engage with research into technology and second language teaching and learning; critically analyse factors that impact on the application of technology in specific language learning contexts and apply these to their own practice; determine effective use of technology in relation to classroom modality (single computer, computer lab, independent learning contexts eg home or self access) Practical skills use a range of technologies to support language learning and teaching; evaluate existing practices in using technology in particular language School of Education 38 TESOL/TechTESOL Handbook

39 COURSE UNIT SPECIFICATION: Transferable skills and personal qualities teaching settings; create language learning tasks that appropriately exploit specific technologies in particular teaching scenarios. On successful completion of this course unit, participants should have developed: enhanced skills in academic literacies including academic presentation, information processing (on- and offline) and online networking enhanced skills in using information and communication technologies (ICT) enhanced skills in interpersonal and intercultural communication enhanced skills in team work and collaborative practice an appreciation of the value of reflection in professional practice enhanced metacognitive strategies with regard to study skills and further professional development 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) Onsite Class-contact sessions will consist of a mixture of teaching and learning modes principally hands-on workshops and seminars. The course unit Blackboard space acts as a repository of learning materials for use both within and beyond face-to-face sessions. Other tools such as a wiki and blog are also used to mediate learning activities at different points. Course unit participants will also be invited to consult the tutor on a one-to-one or small group basis and to make use of an online course unit forum. Distance Distance input is provided via Blackboard. This provides a combination of materials designed for printing and online work. Discussions and group tasks are facilitated through the use of online communications tools. At various points other tools are used as a focus for specific activity eg a wiki and a class blog. Learning Hours: Activity Hours Allocated (f-2-f) Hours Allocated (DL) Direct teaching input 12x 2 hour sessions = 24 - Directed online study Independent reading Computer-based tasks including online forum exchange/collaborative activity Tutorials 2 2 Assessment Total Hours ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task An assignment which addresses: (1) Description of a teaching context and technology provision. Identification of a technology focus for exploration arising out of a consideration of the teaching context described (2) A review of research into the use of technology identified in part (1), identifying potentials and Word Length or Equivalent approx 500 words up to 2500 Weighting within unit 100% School of Education 39 TESOL/TechTESOL Handbook

40 COURSE UNIT SPECIFICATION: challenges from the research. A practical demonstration of understanding of how the technology identified might be applied in the context outlined in (1), taking account of the findings outlined in (2). This might be a teaching plan and associated materials for 1-2 hours of teaching, or equivalent materials for online or self access work, or an outline of a series of lessons/tasks that illustrate the effective integration of the chosen technology/technologies. Lesson plan and/or teaching materials with brief commentary highlighting salient features (approx 500 words) 6. READING LIST These are useful general reads, and are referred to in different parts of this course unit as well as other technology units. Beatty, K. (2010) Teaching and Researching Computer Assisted Language Learning (Second Edition), Longman Chapelle, C. (2001) Computer Applications in Second Language Acquisition. Cambridge: CUP` Ducate, L. and Nike Arnold, N. (Eds.) (2006). Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching. CALICO Levy, M. & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. New Jersey: Lawrence Erlbaum Sherman, J. (2003) Using Authentic Video in the Language Classroom. Cambridge: CUP This online journal is referred to frequently during the course unit, and is a useful source to browse for pre-course reading: Language Learning and Technology, available The following journals are also referred to and participants should keep a regular eye on these: Journal of Computer Assisted Learning, System, British Journal of Educational Technology, Computers and Education, and the Journal of Computer Mediated Communication School of Education 40 TESOL/TechTESOL Handbook

41 COURSE UNIT SPECIFICATION: Title Unit code Tutors Psychology of Language Learning EDUC70090 (both onsite and distance) Juup Stelma 1. AIMS This unit aims to: provide an overview of currently relevant research and theory in the area and to examine its implications for the language classroom. raise awareness through experiential techniques of participants own learning processes, preferences and styles. provide opportunities for the in-depth study of one specific issue in the field. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT This course unit will normally include topics such as the following: the contribution of psychology and psycholinguistics, and other parallel disciplines, to the development of recent thinking in language teaching methodology; individual differences in language learning, including: age, aptitude, intelligence, personality, cognitive and learning styles, learning strategies; motivation in language learning and teaching, including: instrumental and integrative motivation, intrinsic and extrinsic factors, general determinants of motivation in educational settings; how language is processed (including: issues of input and intake; the role of declarative, procedural and episodic knowledge in the comprehension and production of language; the role of working and long term memory in language learning); second language acquisition (including: models of the language learning process, recent research developments such as the role of formulaic language in language learning and formfocussed instruction); and social processes in language development (including: social construction of language; mediation; ZPD; interpersonal and affective factors in language learning; ecological perspectives on language development). 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: On completion of this course unit, successful participants will: have developed their understanding of how theory and research in a variety of disciplines related to psychology have contributed to current thinking in language learning; be able to demonstrate an in-depth knowledge of theory and research in a chosen area of psychology relevant to language learning and teaching; have an enhanced awareness of how psychological assumptions, both research and conceptually based, inform classroom practice; and have a greater understanding of their own learning processes, preferences and styles. Intellectual skills critically evaluate the theory and research in the field of language learning, and assess its relevance to teaching and learning; School of Education 41 TESOL/TechTESOL Handbook

42 COURSE UNIT SPECIFICATION: synthesise the relative contributions of different, and sometimes contradictory, theories and research findings; Practical skills identify a concern/puzzle in own practice that may be understood drawing on existing research or theory in psychology and/or psycholinguistics; Transferable skills and personal qualities present new understanding through presentation; organise and carry out a presentation of their work. On completion of this course unit, successful participants should have developed: enhanced skills in academic literacies including academic presentation, information processing (on- and off-line) and online networking; enhanced skills in using information and communication technologies (ICT); enhanced skills in interpersonal and intercultural communication; enhanced skills in team work and collaborative practice; an appreciation of the value of reflection in professional practice; and autonomy and enhanced metacognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) The onsite course is based on the methodology of enquiry-based learning, in which participants work in small groups to jointly explore topics and then to do a presentation where they develop their understandings for the other course participants. The presentations are expected to respond in a broad way the topic areas indicated under curriculum content above. The participants exploration of their specific concern/puzzle will be guided by the tutors acting as facilitators in both the normal sessions as well as through tutorial group meetings. For distance participants, the methodology still aims to be enquiry-based. However, it may be adapted to suit the particular circumstances of the student group, taking into account the particular challenges of distance/online education. Learning Hours: Activity Hours Allocated Classroom contact 24 Enquiry-based group work 40 Directed Reading 24 Private study 60 Tutorials 12 Total Hours ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task Word Length or Equivalent Weighting within unit Presentation on the EBL work 20 minutes 40% A written version of the Presentation on the EBL work 2000 words 60% School of Education 42 TESOL/TechTESOL Handbook

43 COURSE UNIT SPECIFICATION: 6. READING LIST For an overview of the EBL pedagogy used by the course unit, see: The following readings correspond to the topic areas covered by the course unit. We do not recommend that you read all of these books. One of these books would be sufficient for pre-reading before commencing the course unit. More specific readings (mainly articles) will be assigned as part of the course work. Dornyei, Z. (2010). Teaching and Researching Motivation (2 nd edition). Harlow: Longman. [This is a significant update on the 2001 edition; hence, try to avoid the 2001 edition]. Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. Johnson, K. (1995). Language Teaching and Skill Learning. Wiley-Blackwell. Lantolf, J.P. and Thorne, S.L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press. Lightbown, N. and Spada, N. (2006). How Languages are Learned (3 rd Edition). Oxford: Oxford University Press. [Earlier editions should be fine.] Mitchell, R. and Myles, F. (2004). Second Language Learning Theories (2 nd edition) London: Hodder Education. Williams, M. and Burden, R.L. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press. School of Education 43 TESOL/TechTESOL Handbook

44 COURSE UNIT SPECIFICATION: Title Unit code Tutor Developing Researcher Competence Onsite: EDUC70102 / Distance: EDUC70100 Richard Fay, Eljee Javier and Juup Stelma 1. AIMS This course unit is concerned with the development of the participants researcher competence through the planning, designing, implementing and presentation of a small-scale developing researcher competence experience (usually linked by topic to their later Dissertation). It aims: to provide a conceptual understanding of the principles and practice of education and educationrelated research; to explore the uses of technology in education and education-related research; (mainly for participants on the MA in Educational Technology & TESOL) to explore how research may be undertaken into the uses of educational technology; to introduce the principles and practice associated with one or more research approaches, methods, and techniques; to introduce the principles and practices associated with one or more areas of data analysis; to encourage critical reflection on the process of planning, designing, implementing, and presentation of education and education-related research; to reflect critically on the appropriacy of particular approaches, methods, and techniques for their own specific research activities; and to encourage critical reflection on the process through which the researcher develops their competence in education and/or education-related research. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT The course unit starts with an introduction to the field of education and education-related research. Next, the 10-step tutor-supported DRC experience is introduced. These ten-steps provide experience of planning, designing, implementing, evaluating, and presenting a small-scale DRC research experience. At various points during this process, participants will need to explore the recommended readings in both the research methods literature and the literature for their chosen topic area. Regarding the former, an overview of possible approaches, methods and techniques of data collection and analysis is supported by a menu of generic School of Education research education resources. Participants will also be introduced to various technological aspects of education and educationrelated research. For their DRC experience, they will need to develop the necessary research instruments and procedures, and, having been introduced to data analysis and interpretation, will work with the data they have gathered. Throughout the DRC experience participants will maintain a Researcher Journal, the subsequent critical analysis of which will enable them to evaluate their learning and ongoing priorities with regard to being/becoming a researcher. 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: engage in (plan, design, implement, and present) a small-scale DRC experience, thereby demonstrating a) an understanding of the research methods literature, b) (where appropriate) an awareness of the technological aspects of educational research, and c) an understanding of the 10-step research process presented in the course unit (assessed mainly in Assignment: Part 1); evaluate the appropriacy of particular approaches, methods, and techniques for data collection and data analysis for their chosen area of research as channelled through the small scale DRC experience (assessed mainly in Assignment: Part 2); critically reflect on the process of carrying out research and on the development of their own researcher competence (assessed mainly in Assignment: Part 3); Intellectual skills demonstrate a critical approach to understanding research and ideas in School of Education 44 TESOL/TechTESOL Handbook

45 COURSE UNIT SPECIFICATION: their designated field; critically respond to concerns/puzzles in their own professional contexts; transparently report on a DRC experience; provide a rationale for the design of their small-scale DRC study; Practical skills use ICT to support relevant academic and researcher activities; Transferable skills and personal qualities present on the DRC experience to their peers; On successful completion of this course unit, participants should have developed: personal strategies to organise and manage their research effectively; enhanced academic and digital literacies including academic presentation, information processing (on- and off-line) and online networking; enhanced skills in interpersonal and intercultural communication; an appreciation of the value of reflection in professional practice; autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) This course unit involves on-site and off-site cohorts, both of which are supported through elearning resources and processes. The course content in both modes mixes lecture-type input, interactive tasks, guided reading, case studies, participant-led discussions, interactive presentations, hands-on sessions with various technological resources, and tutor-supported academic writing and research experiences. Learning Hours: Activity Hours allocated Participant/Staff contact through main input 40 Private study including assignment preparation 130 Exploratory research activity 60 Directed reading 62 Tutorials 8 Total hours ASSESSMENT (FORMATIVE AND SUMMATIVE) The DRC learning outcomes are assessed through one piece of submitted work with three discrete parts as follows: Assessment Part 1: Research Report Based on the DRC Experience Part 2: Research Methodology Rationale for the DRC Experience Length required 3000 words (excl. any appendices) 2000 words (excl. any appendices) Indicative weighting (50%) (30%) Part 3: Critical Reflection on the DRC Experience 1500 words (20%) 6. READING LIST Participants are strongly advised to purchase or obtain reliable and full library access to these books. Cohen, L., L. Manion & K. Morrison (2000). Research Methods in Education (5th ed.). London: Routledge Falmer. (Later editions would be fine as well). School of Education 45 TESOL/TechTESOL Handbook

46 COURSE UNIT SPECIFICATION: Richards, K. (2003). Qualitative Inquiry in TESOL. Basingstoke: Palgrave Macmillan. McDonough, J. & S. McDonough (1997). Research Methods for English Language Teachers. London: Arnold. The following books provide additional general introductions, and may, therefore, be of use: Allwright, D. & K. Bailey (1991). Focus on the Language Classroom. Cambridge: Cambridge University Press. Beaumont, M. & T. A. O Brien (Eds.)(2000). Collaborative Research in Second Language Education. Stoke on Trent: Trentham Books. Bell, J. (1987). Doing Your Research Project: A Guide for First Time Researchers in Education and the Social Sciences. Milton Keynes: Open University Press. Brown, J. D. (1988). Understanding Research in Second language Learning. Cambridge: Cambridge University Press. Holliday, A.R. (2001). Doing and Writing Qualitative Research. London: Sage. Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press. Wallace, M. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press. Participants with a particular interest in researching on-line communication should purchase or obtain reliable and full library access to this book. Mann, C. & F. Stewart (2000). Internet Communication and Qualitative Research: A Handbook for Researching Online. London: Sage. Finally, the following article provides a useful introduction to the challenges you may face as a teacher engaging with the world of research : Reis-Jorge, J. (2007). Teachers conceptualisations of teacher-research and self-perception as enquiring practitioners a longitudinal case study. Teaching and Teacher Education, 23: School of Education 46 TESOL/TechTESOL Handbook

47 Title Unit code Tutor The Education of Language Teachers EDUC70130 Diane Slaouti 1. AIMS This unit aims to: initiate, or further develop, professional competence in the area of language teacher education with an increased awareness of the complexity of providing training or development opportunities for teachers that are appropriate to local educational contexts; develop participants skill in critically reflecting on their previous teaching or teacher education experiences, whether as learners, teachers, trainees or trainers, in the light of research, theory, and current areas of debate in language teacher education; develop a knowledge and understanding of past and current theories of, and research into, language teacher education and the skills of relating that theory and research to particular teacher education contexts; facilitate the continuing theorisation of teacher education praxis. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT The course unit introduces key concepts in teacher education, including distinctions between teacher education, teacher training, and teacher development, as well as competing theoretical models of teacher education. It stimulates understandings of self in relation to professional development, the importance of context in teacher education and of the exploration of such context through reflective practice and action research. The knowledge base of teacher education is debated, along with perspectives on teacher learning in both pre and in-service contexts. Professional development within institutional frameworks is also explored. A series of units cover themes including observation and feedback, language awareness, critical pedagogy, personal learning networks, collaborative teacher development, course design and evaluation. 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: demonstrate a general knowledge and understanding of theories of, and research into, language teacher education; understand how particular contexts will require particular approaches Intellectual skills Critically reflect on personal teaching or training experiences and their appropriateness for particular educational contexts; demonstrate skills in applying knowledge and understanding to the analysis and evaluation of the content and process of specific language teacher education course components and/or materials for language teacher education; interact critically with the literature of the field, including its sociopolitical aspects. Practical skills engage in professional self-development activities and facilitate these for others; undertake an analysis of the training and/or development needs of a particular group of trainees or teachers; adapt and/or develop appropriate content and processes for course components and/or materials for a particular group of trainees or teachers. School of Education 47 TESOL/TechTESOL Handbook

48 Transferable skills and personal qualities On successful completion of this course unit, participants should have developed: Enhanced skills in academic literacies including academic presentation, information processing (on- and off-line) and online networking; Enhanced skills in using information and communication technologies (ICT); Enhanced skills in interpersonal and intercultural communication; Enhanced skills in team work and collaborative practice; An appreciation of the value of reflection in professional practice; and Autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) The course content mixes seminar-type input (delivered in the case of distance participants via online materials, including video), small group work in various formats, case studies, guided reading, participant-led discussions (open to participants both on-site and in-context), reflective tasks, workshops, and a variety of demonstration processes. Learning Hours: Activity Hours Allocated (f-2-f) Hours Allocated (DL) Direct teaching input 12x 2 hour sessions = 24 - Directed online study Independent reading Proposed tasks, including online forum exchange/collaborative activity Tutorials 2 2 Assessment ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task One assignment addressing either of the following: i) A critical evaluation of a teacher training or teacher development course/provision, or part thereof, with which you are familiar (either/both as a participant and/or a tutor) using criteria informed by the relevant (language) teacher education literature. Identify how this evaluation might be taken forward in terms of action planning for further teacher development in the context in which it is situated. OR ii) Development of a teacher training or teacher development course/provision, or Word Length or Equivalent 3,500 (+/- 10%) Materials should be presented in appendices and these do not contribute towards the wordcount. Weighting within unit 100% School of Education 48 TESOL/TechTESOL Handbook

49 part thereof, as accompanied by a rationale (informed by the relevant (language) teacher education literature) which demonstrates how the proposed design addresses, and is appropriate for, a professional context (with which are familiar) and the needs of those involved in it. 6. READING LIST Some pre-reading: Borg, S. (2003). Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching 36(2): Mann, S. (2005). The language teacher's development. Language Teaching 38: ART.pdf Recommended core text: Richards, J.C. and T.S. Farrell (2005). Professional Development for Language Teachers. Cambridge: Cambridge University Press. An excellent overview collection of papers is: Burns, A. & Richards, J. (eds.) (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press. Depending on the interests that participants have or develop, the following are also recommended: Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Edge, J. (ed.) (2001). Case Studies in TESOL: Action Research. Alexandria, VA: TESOL Inc. Edge, J. (2002). Continuing Cooperative Development: A Discourse Framework for Individuals as Colleagues. Ann Arbor: University of Michigan Press. Gebhard, J. and R. Oprandy (1999). Language Teaching Awareness: A Guide to Exploring Beliefs and Practices. Cambridge: Cambridge University Press. Johnson, K. (2009). Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge. Johnson, K. (ed.) (2000). Case Studies in TESOL: Teacher Education. Alexandria, VA: TESOL Inc. Parrott, M. (1993). Tasks for Language Teachers: A Resource Book for Training and Development. Cambridge: Cambridge University Press. Richards, J.C. and D. Nunan (eds.) (1990). Second Language Teacher Education. Cambridge: Cambridge University Press. Roberts, J. (1998). Language Teacher Education. London: Edward Arnold. Tedick, D. (ed.) (2005). Second Language Teacher Education: International Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University Press. Wajnryb, R. (1992). Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge: Cambridge University Press. Wallace, M.J. (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambridge University Press. The main journals referred to are ELT Journal and TESOL Quarterly. Electronically available articles are recommended on a unit-by-unit basis. School of Education 49 TESOL/TechTESOL Handbook

50 COURSE UNIT SPECIFICATION: Title Unit code Co-ordinating tutor Explorations in Language EDUC70150 Convenor: Zeynep Onat-Stelma 1. AIMS This unit aims to: develop awareness of how language differs across different discourse modes and contexts; develop an understanding of how a range of theoretical perspectives can be used to represent, analyse and/or evaluate language across different discourse modes and contexts; develop the skills and understanding necessary to represent, analyse and/or evaluate a range of uses of language in the participants professional practice. develop the skills and understanding necessary to invest the above abilities in pedagogic practice. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT This course unit introduces the participants to five different perspectives on language, each of which is used to explore a particular mode of discourse. These perspectives will correspond to tutor interests and availability, and will therefore vary from year to year. A representative list of perspectives includes: Analysing spoken language use a cognitive linguistics perspective on spoken language use Analysing L2 phonological acquisition theorising L2 phonological acquisition Analysing literary texts a stylistics perspective on literary texts Analysing video as text a cognitive perspective on visual literacy Analysing corpora using a tagged corpus to understand spoken and written discourse Analysing internet English an ecological perspective on internet English The participants will spend additional time exploring and using two of these perspectives in more depth (for details see Teaching and Learning Methods and Assessment ). 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: understand that no single perspective on language can explain everything about language; understand that differing language use opens up different perspectives on how language can be well described and analysed; understand that relationships between language analysis and teaching are more complex than applying theory to practice; demonstrate their understanding of the knowledge base of two distinct perspectives on language analysis. School of Education 50 TESOL/TechTESOL Handbook

51 COURSE UNIT SPECIFICATION: Intellectual skills conceptualise a variety of analytical schemes; identify and explore perspectives of particular interest to themselves; carry out analyses and invest their discoveries in their teaching. Practical skills independently use two theoretical perspectives to represent, analyse and/or evaluate self-selected samples of discourse; Transferable skills and personal qualities critically reflect on the two theoretical perspectives in terms of professional practice; communicate their ability to carry out analyses and invest their discoveries in their teaching. On successful completion of this course unit, participants should have developed: enhanced skills in the use of the given perspectives to analyse data and in the evaluation of such perspectives via the processes of such analysis; enhanced skills in academic literacies, including academic presentation and information processing; increased autonomy and enhanced metacognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) The first six weeks of the semester will include two input sessions per week (with the equivalent progression through tasks and materials in the distance study mode) to cover introductions to all five perspectives on the menu in any one academic year. These introductions include exemplification and hands-on experience using the perspective to understand samples of discourse. For the final six weeks of the semester the participants need to identify two perspectives that they wish to pursue in more depth and for assessment. This work takes the form of two independent miniprojects and involves independent work on self-selected samples of discourse. There will be tutorial support for each of the two blocks selected. The above schedule of teaching/learning applies to both distance and onsite study modes. Learning Hours: Activity Hours allocated Teaching input 24 Initial private study/work 24 Initial directed reading 24 Further reading 24 Tutorials 4 Further private study and assignment preparation 50 Total hours ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task The participants prepare two project reports of up to 2000 words each. Each report should include (1) a brief description of the selected sample of text/discourse/language use, (2) a demonstration of analytical ability, and (3) a discussion of what was learned about the perspective and its use in professional practice. Word Length or Weighting within unit Equivalent % School of Education 51 TESOL/TechTESOL Handbook

52 COURSE UNIT SPECIFICATION: 6. READING LIST Core/Initial Reading (Note that this reading list will vary depending on which perspectives are covered in any one academic year; an up-to-date reading list is available at the beginning of each academic year from the course unit tutors.) Analysing written discourse Edge, J. & Wharton, S Research in teacher education: reading it, doing it, writing it. In (eds.) B. Beaven, & S. Borg, The Role of Research in Teacher Education. Whitstable: IATEFL/Oyster Press. Pp Hoey, M Signalling in discourse: a functional analysis of a common discourse pattern in written and spoken English. In (ed.) M. Coulthard, Advances in Written Text Analysis. London: Routledge Analysing spoken language use Chafe, W. (1996). How consciousness shapes language. Pragmatics and Cognition 4(1): Du Bois, J. W., Schuetze-Coburn, S., Cumming, S. and Paolino, D. (1993). Outline of discourse transcription. In J. A. Edwards and M. D. Lampert (eds.) Talking Data: Transcription and Coding in Discourse Research. Hillsdale, NJ: Lawrence Erlbaum, Analysing L2 phonological acquisition Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Theoretical and methodological issues (pp ). Timonium, MD: York Press. Flege, J. E. (2003). Assessing constraints on second-language segmental production and perception. In A. Meyer & N. Schiller (Eds.), Phonetics and phonology in language comprehension and production: Differences and similarities ( ). Berlin: Mouton de Gruyter. Analysing video as text Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61, Turner, G. (1988). Film languages. In Turner, G., Film as Social Practice, London, Routledge reproduced in D. Graddol and O. Boyd-Barrett (eds.), Media texts: Authors and readers (pp ). Clevedon, Multilingual Matters. Analysing internet English Leu, D., Kinzer, C., Coiro, J. and Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In. R. Ruddell and N. Unrau (eds.), Theoretical models and processes of reading, (5 th edn.) (pp ). Newark, DE: International Reading Association. Available from: Kern, R. and Schultz, J. (2005). Beyond orality: investigating literacy and the literary in second and foreign language instruction, Modern Language Journal, 89, (3), Analysing corpora Hunston, S. (2002) Corpora in Applied Linguistics. Cambridge: CUP. Analysing internet English Leu, D., Kinzer, C., Coiro, J. & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In. Ruddell, R. & Unrau, N. (Eds.), Theoretical Models and Processes of Reading, Fifth Edition ( ).DE. Kern, R. & Schultz, J. (2005). Beyond orality: investigating literacy and the literary in second and foreign language instruction. Modern Language Journal, 89 (3), School of Education 52 TESOL/TechTESOL Handbook

53 COURSE UNIT SPECIFICATION: Title Unit code Tutors Evaluation and Design of Educational Courseware EDUC70221 Gary Motteram 1. AIMS This unit aims to: develop knowledge and skills in the evaluation and creation of educational courseware; provide opportunities to explore and evaluate existing courseware in a variety of subject areas; develop a critical awareness of what makes good educational courseware via an exploration of the literature in the field; teach effective web-based materials design. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT The course unit will begin by mapping the territory of web-based educational course creation considering materials and educational evaluation frameworks. It will then go on to consider the elements of design looking at interactivity, navigation, and Human Computer Interaction. It will next look at the way that tasks can be designed and make use of a number of ready-made authoring tools. Participants will gain hands-on experience using these tools. The final phase will be the design of courseware bringing together the skills learned in the first part and exploring how a modern Content Managements System (WordPress) can be used to create courseware. It will start with considering the building blocks of modern webpages: (X)HTML and CSS and then go on to see how materials can be designed inside the Content Management System. 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: comprehend what constitutes good web-based materials design; understand how these can be created within their own and other subject areas. Intellectual skills critically evaluate web-based teaching and learning from an understanding of relevant research and theory; Practical skills to critique web-based educational materials; to design effective web-based materials for an education context specified by the participants; select, or create and make use of appropriate media and tasks; have a good understanding of how to create web-based educational materials using a number of different tools; Transferable skills and personal qualities On successful completion of this course unit, participants should have developed: enhanced skills in academic literacies including academic School of Education 53 TESOL/TechTESOL Handbook

54 COURSE UNIT SPECIFICATION: presentation, information processing (on- and offline) and online networking; enhanced skills in designing and developing multimedia; enhanced skills in using information and communication technologies (ICT); enhanced skills in interpersonal and intercultural communication; autonomy and enhanced metacognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) This course unit is taught using a variety of different tools. For face-to-face (onsite) students in Manchester there are 10 x 3 hour teaching sessions mixing together the input and discussion of ideas as well as practical skills based sessions. There is a Blackboard space for discussion outside of the class and a linked blog with accompanying materials. For distance learners, there is a set of input texts, videos and forum tasks which support the students through the learning process. These are accessed via Blackboard, they also access to the course unit blog. Learning Hours: Activity Hours Allocated Direct teaching input 30 Private study 50 Directed reading 18 Materials development 50 Tutorials 2 Total hours ASSESSMENT (FORMATIVE, SUMMATIVE AND INCLUDING THE USE OF E-LEARNING) Assessment task Creation of a learning task using an authoring package with a short accompanying rationale. Creation of a working exemplar of educational courseware with an accompanying rationale. Word Length or Weighting within unit Equivalent % % 6. READING LIST Allen, M. (2003) Michael Allen s guide to e-learning. Wiley. Forsyth, I. (1996/98) Teaching and learning materials and the internet. London: Kogan Page. Krug, S. (2005) Don t make me think: A common sense approach to web usability. New Riders. Norman, D. A. (1989) The design of everyday things. New York: Doubleday. Nielsen, J. (2000) Designing web usability: The practice of simplicity. Indianapolis: New Riders Publishing. [See also Robbins, J. N. (2007) Learning web design. Sebastopol, CA: O Reilly. Sabin-Wilson, L. (2009) WordPress for dummies. Hoboken, NJ: Wiley. Weakley, R. (2006) Sams teach yourself CSS in 10 minutes. Indianapolis, Indiana: Sams. Journals Journal of Computer Assisted Learning, System, the British Journal of Educational Technology, Computers and Education, Language Learning and Technology, the Australasian Journal of Educational Technology, Educational Technology Research and Development, Canadian Journal of Learning and Technology, Tech Trends, Innovate. School of Education 54 TESOL/TechTESOL Handbook

55 COURSE UNIT SPECIFICATION: Title Unit code Pre-requisite units/ skills Tutors Multimedia: Design and Development EDUC70510 Onsite and Distance A good understanding of the design of educational courseware either gathered through experience or by taking the course unit EDUC70220 Evaluation and Design of Educational Courseware. A good level of ICT proficiency either on PC or Mac. Susan Brown 1. GENERAL INFORMATION Title Unit code Credit rating 15 Level Semester Contact hours Pre-requisite units School responsible Members of staff responsible ECT* 7.5 Notional hours of Learning** 150 Multimedia: Design and Development EDUC7051 Onsite and Distance Postgraduate Level Semester 2 on-site; Semester 2 by distance See learning hours breakdown later in the document A good understanding of the design of educational courseware either gathered through experience or by taking the course unit EDUC70220 Evaluation and Design of Educational Courseware. At reasonable level of ICT proficiency either on PC or Mac. School of Education Susan Brown * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. AIMS This unit aims to: develop an advanced knowledge and understanding of the role of multimedia in teaching and learning; provide opportunities to analyse and critically reflect on relevant research and theory in relevant subject areas and make use of it to inform the evaluation and development of multimedia materials for the classroom or online; provide the opportunity for the development of relevant skills in the development of multimedia learning materials. 3. BRIEF DESCRIPTION OF THE UNIT S CONTENT School of Education 55 TESOL/TechTESOL Handbook

56 COURSE UNIT SPECIFICATION: This course unit looks at the design and development of course level multimedia materials; exploring the role such materials might play in various classroom modalities (face-to-face, selfaccess and online). Participants will review existing materials and explore the literature and research available in this area. They will also develop a range of skills in the development of multimedia materials making use of a variety of digital tools. 4. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Intellectual skills Practical skills Transferable skills and personal qualities Upon completion of the unit, students should be able to: On completion of this unit successful participants will be able to: Reflect critically on the choice of development tools and methods of delivery for the materials; Situate the material within the broader context of research on multimedia and the role of technology in education and society. Critically evaluate web-based teaching and learning according to principles established from an understanding of relevant research and theory; Demonstrate the application of advanced knowledge and understanding of relevant research and theory to the design of multimedia materials. Design effective multimedia materials for an education context specified by the participants; Select, or create and make use of appropriate digital media. On successful completion of this course unit, participants should have developed: Enhanced skills in academic literacies including academic presentation, information processing (on- and offline) and online networking; Enhanced skills in designing and developing multimedia; Enhanced skills in using information and communication technologies (ICT); Enhanced skills in interpersonal and intercultural communication; Autonomy and enhanced metacognitive strategies with regard to study skills and further professional development School of Education 56 TESOL/TechTESOL Handbook

57 COURSE UNIT SPECIFICATION: 5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E- LEARNING) This course unit is taught using a variety of different tools. For face-to-face (onsite) students in Manchester there are 10 x 2 hour teaching sessions mixing together the input and discussion of ideas as well as practical skills based sessions. There is a Blackboard space for discussion outside of the class and a linked blog with accompanying materials. For distance learners, there is a set of input texts, videos and forum tasks which support the students through the learning process. These are accessed via Blackboard, they also access to the course unit blog. Learning Hours: Activity Hours allocated Direct teaching input 20 Private study 50 Directed reading 18 Materials development 60 Tutorials 2 Total hours ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task An overview of relevant literature and rationale for the development of a piece of digital learning material Word Length or Equivalent % Weighting within unit Creation of digital learning materials for a particular learning context N/A 50% 7. READING LIST Alessi, S. M., Trollip, S. R. (2001). Multimedia for Learning: methods and development. (3rd Edition). Allyn and Bacon. Clark, R. C. and Mayer, E.E. (2003). The Cambridge handbook of multimedia learning. Cambridge: Cambridge University Press. Mishra, S., & Sharma, R.C. (2005). Interactive multimedia in education and training. Hershey, PA : IDEA Group. Journals Journal of Computer Assisted Learning, System, the British Journal of Educational Technology, Computers and Education, Language Learning and Technology, the Australasian Journal of Educational Technology, Educational Technology Research and Development, Canadian Journal of Learning and Technology, Tech Trends, Innovate. School of Education 57 TESOL/TechTESOL Handbook

58 COURSE UNIT SPECIFICATION: School of Education 58 TESOL/TechTESOL Handbook

59 COURSE UNIT SPECIFICATION: Title Unit code Tutors Evaluation and Design of Educational Courseware EDUC7022 Gary Motteram 1. AIMS This unit aims to: develop knowledge and skills in the evaluation and creation of educational courseware; provide opportunities to explore and evaluate existing courseware in a variety of subject areas; develop a critical awareness of what makes good educational courseware via an exploration of the literature in the field; teach effective web-based materials design. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT The course unit will begin by mapping the territory of web-based educational course creation considering materials and educational evaluation frameworks. It will then go on to consider the elements of design looking at interactivity, navigation, and Human Computer Interaction. It will next look at the way that tasks can be designed and make use of a number of ready-made authoring tools. Participants will gain hands-on experience using these tools. The final phase will be the design of courseware bringing together the skills learned in the first part and exploring how a modern Content Managements System (WordPress) can be used to create courseware. It will start with considering the building blocks of modern webpages: (X)HTML and CSS and then go on to see how materials can be designed inside the Content Management System. 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: comprehend what constitutes good web-based materials design; understand how these can be created within their own and other subject areas. Intellectual skills critically evaluate web-based teaching and learning from an understanding of relevant research and theory; Practical skills to critique web-based educational materials; to design effective web-based materials for an education context specified by the participants; select, or create and make use of appropriate media and tasks; have a good understanding of how to create web-based educational materials using a number of different tools; Transferable skills and personal qualities On successful completion of this course unit, participants should have developed: enhanced skills in academic literacies including academic School of Education 59 TESOL/TechTESOL Handbook

60 COURSE UNIT SPECIFICATION: presentation, information processing (on- and offline) and online networking; enhanced skills in designing and developing multimedia; enhanced skills in using information and communication technologies (ICT); enhanced skills in interpersonal and intercultural communication; autonomy and enhanced metacognitive strategies with regard to study skills and further professional development. 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) This course unit is taught using a variety of different tools. For face-to-face (onsite) students in Manchester there are 10 x 3 hour teaching sessions mixing together the input and discussion of ideas as well as practical skills based sessions. There is a Blackboard space for discussion outside of the class and a linked blog with accompanying materials. For distance learners, there is a set of input texts, videos and forum tasks which support the students through the learning process. These are accessed via Blackboard, they also access to the course unit blog. Learning Hours: Activity Hours Allocated Direct teaching input 30 Private study 50 Directed reading 18 Materials development 50 Tutorials 2 Total hours ASSESSMENT (FORMATIVE, SUMMATIVE AND INCLUDING THE USE OF E-LEARNING) Assessment task Creation of a learning task using an authoring package with a short accompanying rationale. Creation of a working exemplar of educational courseware with an accompanying rationale. Word Length or Weighting within unit Equivalent % % 6. READING LIST Allen, M. (2003) Michael Allen s guide to e-learning. Wiley. Forsyth, I. (1996/98) Teaching and learning materials and the internet. London: Kogan Page. Krug, S. (2005) Don t make me think: A common sense approach to web usability. New Riders. Norman, D. A. (1989) The design of everyday things. New York: Doubleday. Nielsen, J. (2000) Designing web usability: The practice of simplicity. Indianapolis: New Riders Publishing. [See also Robbins, J. N. (2007) Learning web design. Sebastopol, CA: O Reilly. Sabin-Wilson, L. (2009) WordPress for dummies. Hoboken, NJ: Wiley. Weakley, R. (2006) Sams teach yourself CSS in 10 minutes. Indianapolis, Indiana: Sams. Journals Journal of Computer Assisted Learning, System, the British Journal of Educational Technology, Computers and Education, Language Learning and Technology, the Australasian Journal of Educational Technology, Educational Technology Research and Development, Canadian Journal of Learning and Technology, Tech Trends, Innovate. School of Education 60 TESOL/TechTESOL Handbook

61 COURSE UNIT SPECIFICATION: Title Unit code Pre-requisite units/ skills Tutors Multimedia: Design and Development EDUC70510 Onsite and Distance A good understanding of the design of educational courseware either gathered through experience or by taking the course unit EDUC70220 Evaluation and Design of Educational Courseware. A good level of ICT proficiency either on PC or Mac. Susan Brown 1. AIMS This unit aims to: develop an advanced knowledge and understanding of the role of multimedia in teaching and learning; provide opportunities to analyse and critically reflect on relevant research and theory in relevant subject areas and make use of it to inform the evaluation and development of multimedia materials for the classroom or online; provide the opportunity for the development of relevant skills in the development of multimedia learning materials. 2. BRIEF DESCRIPTION OF THE UNIT S CONTENT This course unit looks at the design and development of course level multimedia materials (text, audio, video, animation); exploring the role such materials might play in various classroom modalities (face-to-face, self-access and online). Participants will review existing materials and explore the literature and research available in this area. They will also develop a range of skills in the development of multimedia materials making use of a variety of digital tools. 3. INTENDED LEARNING OUTCOMES Category of outcome Knowledge and understanding Upon completion of the unit, students should be able to: reflect critically on the choice of development tools and methods of delivery for the materials; situate the material within the broader context of research on multimedia and the role of technology in education and society. Intellectual skills critically evaluate web-based teaching and learning according to principles established from an understanding of relevant research and theory; demonstrate the application of advanced knowledge and understanding of relevant research and theory to the design of multimedia materials. Practical skills design effective multimedia materials for an education context specified by the participants; select, or create and make use of appropriate digital media. Transferable skills and personal qualities On successful completion of this course unit, participants should have developed: enhanced skills in academic literacies including academic presentation, information processing (on- and offline) and online networking; School of Education 61 TESOL/TechTESOL Handbook

62 COURSE UNIT SPECIFICATION: enhanced skills in designing and developing multimedia; enhanced skills in using information and communication technologies (ICT); enhanced skills in interpersonal and intercultural communication; autonomy and enhanced metacognitive strategies with regard to study skills and further professional development 4. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING) This course unit is taught using a variety of different tools. For face-to-face (onsite) students in Manchester there are 10 x 2 hour teaching sessions mixing together the input and discussion of ideas as well as practical skills based sessions. There is a Blackboard space for discussion outside of the class and a linked blog with accompanying materials. For distance learners, there is a set of input texts, videos and forum tasks which support the students through the learning process. These are accessed via Blackboard, they also access to the course unit blog. Learning Hours: Activity Hours allocated Direct teaching input 20 Private study 50 Directed reading 18 Materials development 60 Tutorials 2 Total hours ASSESSMENT (FORMATIVE AND SUMMATIVE) Assessment task An overview of relevant literature and rationale for the development of a piece of digital learning material Creation of digital learning materials for a particular learning context Word Length or Equivalent % N/A 50% Weighting within unit 6. READING LIST Alessi, S. M., Trollip, S. R. (2001) Multimedia for learning: methods and development. (3rd Edition). Allyn and Bacon. Clark, R. C. and Mayer, E.E. (2003) E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Pfeiffer. Coorough, C. and Shuman, J. (2006) Multimedia for the web revealed. Boston, Ma: Thompson. Ivers, K. S. & Barron, A. E. (2005) Multimedia projects in education: Designing, producing and assessing. USA: Libraries Unlimited Inc. Phillips, B. (1997) The Developer s handbook to interactive multimedia. London: Kogan Page. Journals Journal of Computer Assisted Learning, System, the British Journal of Educational Technology, Computers and Education, Language Learning and Technology, the Australasian Journal of Educational Technology, Educational Technology Research and Development, Canadian Journal of Learning and Technology, Tech Trends, Innovate. School of Education 62 TESOL/TechTESOL Handbook