PG Cert Technology Enhanced Learning
Available to International Students
About the course
This online programme has been designed for current practitioners engaged in education, teaching, training or related practice to meet the demand for a growing need to engage with the use of technology in education. It is highly relevant for those who work in learning related activity in a university or college; in business training; public sector services or for people considering moving into one of these areas.
The program provides theory and practice through active experience with a comprehensive range of online learning technologies. You will explore the processes of designing and implementing technology enhanced learning for distance or campus learners, exploring issues concerning the practicalities of professional practice in relation to the use in particular, of internet technologies. Learners will participate online with other professionals and with their tutors through a range of innovative and up to date online communication technologies.
The program requires that learners are professionally engaged through employment in work related to postcompulsory education or training roles, whether directly or indirectly with learners or trainees. It is also appropriate for busy professionals who see lifelong learning as critical to the development of their professional practice but who need flexibility in their access to higher education eg, education or training support officers; lecturers; librarians; student support advisors; eLearning officers and researchers in both academic, not-for-profit and commercial organisations.
The Program Structure
There are two modules (TEL700 - Implementing Technology Enhanced Learning and TEL701 - The Network Learning Practitioner) which are available at two separate periods of 15 weeks one starting in September and the other in February. The modules can be taken within a single year or spread across 2 years in accordance with the University’s required completion period for this postgraduate program of study.
TEL700 - Implementing Technology Enhanced Learning (30 credits)
Over the course of this module you will engage with a range of communication technologies, web 2.0 and digital media resources in collaboration with your colleagues and tutor.
You will plan and design learning and learning support using online technologies in a way that aligns to your own conceptions of learning.
- Learners: Philosophical conceptions, conceptions of learning, learning styles, learning approaches, orientations to learning, learner centred design, widening access and flexibility for learners.
- Learning Design: Conceptions of knowledge, constructive alignment of learning outcomes, content and assessment. Teaching strategy: behavioural/constructivism, directed/self-directed, passive/active, deep/surface, individual/collaborative, transmission/interaction and formative/summative assessment.
- Learning Support: Providers of support, support roles, mode of support, dependence and independence. Devising an appropriate learner support model for academic, administrative, learning resources and peer support.
- Learning Evaluation: Identifying potential quality assurance concerns. Selecting appropriate quality assurance and evaluation models. Critical evaluation and alignment with local and wider quality assurance mechanisms.
TEL701 - The Networked Learning Practitioner (30 credits)
In this module you will be creating connections between networked technology, identity creation and learning community development within and across disciplinary boundaries. You will be developing your networked learning practice, benefiting from and participating in knowledge creating activities with others.
- Networked Learning Society: The changing digital landscape; networked individualism; online communities and networks; changing roles of learning and teaching practitioners; boundary blurring between formal and informal learning; authentic learning; enculturation into practice.
- Communities of Practice: Identity construction, participation and belonging to a professional practice community; the situated-ness of learning and practice based knowledge; reflective practice, skills and aptitudes required for networked learning; tensions that technology brings and its implications for practice.
- Communication, culture and media representations: The social, cultural and historical context of technology mediated learning; diversity of experience, beliefs and values; communicating across cultural practice, technology mediated communication; media representations of knowledge;
- Stewarding a networked community of practice: creating networked learning places; networked community orientations; community formation; configuring technologies for community adoption; supporting community.
How you will study online
Knowledge and Understanding
- Philosophical orientations: liberal perennial, progressive, behaviourist, humanist and radical. Learning theories: Cognitive, behavioural, constructivist, networked learning and communities of practice.
- Approaches to learning and teaching: acquisition/participation, learner-centred/tutor- centred, formal/informal, deep and surface learning, situated learning, authentic learning, enculturation.
- Aligning learning to learners’ needs, learning design, learning activity, assessment, media choice, and communication technology use.
- Teaching and learning methods that incorporate learner support, quality assurance, quality enhancement and practitioner identity in communities of practice.
- Attributes of different media and communication representations through technology to enhance learning.
- The impact of networked technology and a globalised network society on the changing role of learners and teachers in wider learning contexts: blurring of boundaries of authority and ownership, between theory and practice, between home, school and work.
- Evaluating technological decisions in the design and support of learning activity and assessment.
- Judging whether choices about learners’ potential engagement with technology and media are convincing and realistic within the context.
- Analysing their own practice against the practice of others and positioning their own practice within wider communities of practice of technology enhanced learning.
- Effective performance in the development of a learning community and the ability to recognise and utilise individuals' contributions in group processes and to articulate concepts, negotiate tasks and persuade or influence others based on evidence.
- Effective collaboration with peers in the construction of new context specific knowledge.
- Contribute and engage critically with peers in an online environment and reviewing assessment submissions of peers.
- Identifying, positioning and making themselves available as a resource to practice in a technology enhanced learning community of relevance to their profession.
- Use of networked technologies to seek out leading edge practice and research and judge the potential of new ideas, insights and technologies.
- Engage in effective interactive communication: listening, effective oral and written communication of complex ideas and arguments, using a range of media and communications technologies.
- Act with professional sensitivity to cultural diversity.
- Take responsibility for their current and future learning by identifying themselves as a technology enhanced learning practitioner and the ability to continue to learn through reflection on practice and experience.
How you will be Assessed
In order to develop competent reflective practitioners the program will:
- ask you to undertake independent reading and research to broaden your individual knowledge and understanding of the subject;
- employ assessment methods that place an emphasis on critical analysis, evaluation, reflective practice and peer review;
- provide assessments which are appropriate to your individual needs and particular contexts.
It is envisaged that the program will attract students from a range of backgrounds in teaching, training and learner support areas of employment with a variety of professional and personal experience. In all cases assessments provide flexibility for you to use your current professional practice as a basis for the assessment context. Learning will draw on both learning experiences and the learning experiences of others on the program. You will engage with both resources that are provided by the program as well as resources that are more reflective of your own context.
Reflective practice is seen as key to the development of professional practice. All the assessments although varied in task will require you to critically reflect on the learning that you have undertaken in the activities provided in the program. Online course materials in the form of a course and assessment guide will provide appropriate insight into the program requirements including expectations of students, tutors, and support staff to assist with study skills where appropriate.
The activities provided for you are varied and rich in experience of technology enhanced learning practice engaging you in exploring your own learning, your own professional practice, the professional practice of others and communities of practice relevant to you and your group. You will also design learning for your own learners and develop and evaluate a learner support mechanism. Program assessment will provide an opportunity for you to look wider at the institutional, national and international contexts of standards, quality assurance and quality enhancement of technology enhanced learning. You will begin to identify yourself as a networked learning practitioner.
The program assessments are centred on a formative peer-to-peer review process and a final summative tutor assessment process. You will be engaged in peer-review and will also provide you with timely tutor feedback on all formally assessed work, along with criteria driven summative evaluation.
University of Wales
University of Wales Trinity Saint David
Technology Enhanced Learning
Mode of Study
Online Learning / Flexible / Part Time
Period of Study
2 years part-time
September 2011 / February 2012
The main educational aims of the programme are to:
- engage learners in critically reflecting on their own practice of technology enhanced learning;
- enhance learner’s critical understanding of current theories and practice of technology enhanced learning;
- engage learners in designing, evaluating and developing their practice in relation to technology enhanced learning;
- provide opportunities for participation in a community of practice;
- develop skills and understanding that will enhance learners’ practice in technology enhanced learning environments;
- engage learners in using and critiquing a range of learning technologies in relation to their own and others’ practice.
Entry Requirements and Further Information
The admission requirement for a postgraduate degree program is normally a good honours degree and / or evidence of sufficient subject expertise to give confidence the applicant can attain HE level 7 in that subject in the majority of credits for that award. Previous substantial related experience in an educational, industry or professional context is a frequent alternative or additional criterion for postgraduate programs.
Program requirements and admissions
The aims of the program involve engaging learners in developing their practice in relation to Technology Enhanced Learning. Therefore students applying for the program would need to be practitioners engaged in learning support, teaching or training practice, and would either be already engaged in such a role or have taken up such a role.
Applicants are requested to complete an application form and provide references from their employer plus one other employer or academic reference. Normally a telephone interview will be held with applicants but exceptionally, an offer of a place may be made based on the application form alone including academic history, a personal statement and references. Applicants are also expected to describe their capacity to a suitable computer and gain access to the Internet.
A self test is made available to applicants to check they have the right equipment. Support for access to the course is provided but applicants accessing the course within an organisation may need to get support locally from their computer or network administrators.
Students with Disabilities
Applications from potential students with disabilities are welcomed and normally applicants will be interviewed (see section on interviews below). Pertinent issues will be discussed at the interview stage when the School also involves the University’s support services. Embedded in the University’s values are equality of access for all, and the Support Services play a vital role in the forward planning with the University for candidates who identify their disability or additional needs prior to entry.
International students must meet normal entry requirements and follow the standard application process. The program ethos requires students to have good language skills and a minimum IELTS score of 7.5 will be required.
Fees are reviewed annually - please contact us for up to details.
Further information and an application form
Alex Bell - email@example.com
Tel: 0044 1267 676767
Tel: 0044 1267 676601