Diploma in Technology Enhanced Learning

Program Overview

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Course Overview

The Diploma in Technology Enhanced Learning is specifically targeted at practitioners managers and leaders who have an interest in exploring and leveraging the opportunities of incorporating digital learning practice and strategy in their professional contexts (e.g. in the areas of Teaching and Learning, Learning and Development, Change Management and Strategic Leadership).

Through hands-on activities this course introduces participants to: the design, development, delivery and evaluation of Technology Enhanced Learning course; coordination and management of flexible learning development; and the development of online learning strategic plans.

Each participant will be provided with an online development space to explore approaches to leverage Technology Enhanced Learning tools and practices that can be contextualised to their own contexts. These skills will feed into TEL strategic planning and implementation of digital learning.

Mode of Study:

Online Learning

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Applications open from 1st April 2023.

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Applications are made online via the University of Galway Applications System. This course is listed under

Adult Learning & CPD Courses Application

.

Please visit our How to Apply page for Application tips and Supporting Documents information.

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The assessment strategy integrates elements of theory and practice. It employs continuous assessment projects based on a philosophy of demonstrating learning through realistic work-related activities. There are no formal examination requirements for the course. Assessment involves online activities, professional learning journal and work-based projects. Participants must successfully complete to attain the

Diploma in Technology Enhanced Learning (TEL).

Program Outline

Course Outline

Course Delivery

This course is delivered online through:

Live online lectures

Podcasts and presentations (recorded spoken lectures with presentation slides)

Screencasts

Reading material, assignments and online discussions

‌The modules are sequenced from 1-3 in the course to reflect the participants’ cumulative learning journey.  This approach offers opportunities for participants to apply their knowledge, skills, and attributes accumulated through the to their own professional contexts.

Self-study:

participants are expected to engage in self study of module materials including core content, reference and resource material, supplementary material. All materials are hosted on Blackboard.

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Curriculum Information

Curriculum information relates to the current academic year (in most cases).

Course and module offerings and details may be subject to change.

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Glossary of Terms

Credits

You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.

Module

An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.

Optional

A module you may choose to study.

Required

A module that you must study if you choose this course (or subject).

Semester

Most courses have 2 semesters (aka terms) per year.

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Year 1 (30 Credits)

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Required

TE304:

TEL eLeadership

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TE304: TEL eLeadership

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Semester 1 and Semester 2 | Credits: 10

Educational organisations operate within an increasingly digital, networked and complex environment where change is ever-present. This module is designed to equip participants with the eLeadership capabilities, communication skills, awareness, knowledge and tools required to navigate and leverage this dynamic environment. The module takes a three-level, policies, procedures and practices, approach to ensure that participants and their organisations are well placed to be ‘digitally ready’ when scoping, developing and implementing organisational activities (e.g. strategic and operational plans).

(Language of instruction: English)

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Learning Outcomes

1. Demonstrate a broad and a specialised knowledge of the field of technology enhanced learning to underpin adoption of effective and efficient policy, action plans and practices
2. Critically evaluate current and emerging issues in technology enhanced learning policy documents to lead organisational strategic planning and practice
3. Triangulate key inputs to formulate a contextualised organisational digital roadmap for advancement of technology enhanced learning initiatives and activities
4. Establish a framework for continuing professional development aimed at supporting the ongoing pedagogical needs and practices of educators in the digital learning environment
5. Appraise the characteristics, traits and needs of digital learners with a view to embedding a successful online and blended learning environment
6. Take responsibility for the implementation of an evaluation and monitoring process aimed at creating excellence in the provision of technology enhanced learning activities
7. Develop, operationalise, monitor, review and evaluate an iterative TEL continuing professional development strategy
8. Actively foster an inclusive and sustainable community of learning that supports continuous improvement of technology enhanced learning

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Assessments

This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.

Department-based Assessment (100%)

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Module Director

PAUL WILLIAM GORMLEY:

Research Profile

| Email

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Lecturers / Tutors

PAUL WILLIAM GORMLEY:  Research Profile

PAULINE DILLON:  Research Profile

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Reading List

1. "Leading the eLearning Transformation of Higher Education" by Gary Miller and six others

   Publisher: Stylus Publishing

   Chapters: 12

2. "Going Online: Perspectives on Digital Learning" by Robert Ubell

   ISBN: 9871315775173.

   Publisher: Routledge

   Chapters: 10

3. "Change We Must" by Matthew Goldstein,George Otte

   ISBN: 9780795348044.

   Publisher: Rosettabooks

   Chapters: 8

The above information outlines module TE304: "TEL eLeadership" and is valid from 2018 onwards.

Note: Module offerings and details may be subject to change.

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Required

TE302:

Blended Learning Design

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TE302: Blended Learning Design

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Semester 1 and Semester 2 | Credits: 10

Developing Learning Design focuses on pedagogical concepts and instructional design models that are fundamental to designing and developing an online learning environment. It examines pedagogical, technical and practical issues that affect the development of effective online learning environments and the issues relating to managing and monitoring online learning activities, assessment and evaluation

(Language of instruction: English)

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Learning Outcomes

1. Demonstrate a comprehensive and specialised knowledge of fundamental models and concepts of the online learning environment
2. Evaluate a range of formal online learning environments (e.g. MOOCs, Online Learning Environments such as Blackboard and Moodle) and social online environments (e.g. Web.2.0, social networking) for a range of learning scenarios
3. Discuss pedagogical, technical and practical issues that affect the development of online learning environments
4. Synthesise the key elements of three eLearning pedagogical models for designing online learning activities (Mayes’ Conceptual Model; Laurillard’s Conversational Model; and Salmon’s 5-Step eTivity and eModerator framework)
5. Apply instructional design models to construct detailed prototype online learning environments and learning activities using a variety of online learning, communication and collaboration tools
6. Explain issues relating to managing and monitoring online learning assessment and training evaluation processes to develop effective assessment and evaluation strategies
7. Take responsibility for applying learning to own professional practice, for evaluating and managing the learning needs of others and for ensuring the continuing professional development self and others
8. Scrutinise the role of technology in the learning process ensuring that appropriate pedagogical approaches and professional standards are implemented for online learners

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Assessments

This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.

Department-based Assessment (100%)

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Module Director

PAUL WILLIAM GORMLEY:

Research Profile

| Email

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Lecturers / Tutors

PAUL WILLIAM GORMLEY:  Research Profile

PAULINE DILLON:  Research Profile

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Reading List

1. "Blended Learning and Online Tutoring" by Janet MacDonald

   ISBN: 9780566088414.

   Publisher: Gower Publishing, Ltd.

The above information outlines module TE302: "Blended Learning Design" and is valid from 2018 onwards.

Note: Module offerings and details may be subject to change.

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Required

TE303:

Blended Learning and Teaching

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TE303: Blended Learning and Teaching

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Semester 1 and Semester 2 | Credits: 10

Learning and Teaching Online focuses on the fundamental models and concepts of online learning, on the range of related literacies that trainers need to develop and on the pedagogical approaches needed for successful online learning.

(Language of instruction: English)

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Learning Outcomes

1. Demonstrate a broad and specialised knowledge of the fundamental models and concepts of the online learning environment
2. Identify the key drivers, benefits and challenges to eLearning adoption
3. Discuss the range of knowledge, skills and digital literacies needed by trainers to develop, facilitate and manage an effective online learning environment
4. Discuss the range of knowledge, skills and digital literacies needed by learners to fully engage in collaborative virtual learning communities
5. Apply online pedagogical models and learning technology tools to plan and construct prototype online courses and learning activities in an online learning environment
6. Critically engage in current eLearning discourse (e.g. ‘Digital Native v Digital Immigrant’ debate, data protection, copyright, digital identity)
7. Reflect and apply learning to participant’s own professional practice
8. Recognise the role of technology in the learning process ensuring that appropriate pedagogical approaches are implemented for online learners

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Assessments

This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.

Department-based Assessment (100%)

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Module Director

PAUL WILLIAM GORMLEY:

Research Profile

| Email

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Lecturers / Tutors

PAUL WILLIAM GORMLEY:  Research Profile

PAULINE DILLON:  Research Profile

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Reading List

1. "The Practice of Elearning" by Robert Ubell

   ISBN: 9781138025325.

   Publisher: Routledge

The above information outlines module TE303: "Blended Learning and Teaching" and is valid from 2018 onwards.

Note: Module offerings and details may be subject to change.

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Why Choose This Course?

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Career Opportunities

The digital landscape is increasingly influencing society, education and the workplace. This integrated course accelerates participants’ development of relevant TEL skills that can be applied and embedded into private and public sector workplaces.

As digital literacies and capabilities are increasingly in demand, participants can augment their transferrable skills as practitioners, project managers, team managers, strategic managers across workplace Training & Education, Learning & Development and Management/Leadership functions.

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Who’s Suited to This Course

Practitioners, managers and leaders who have responsibilities in the area of teaching and learning in their organisations. This course is designed to equip participants with the eLeadership capabilities, communication skills, awareness, knowledge and tools required to navigate and leverage this dynamic environment.

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About University of Galway

Founded in 1845, we've been inspiring students for 178 years. University of Galway has earned international recognition as a research-led university with a commitment to top quality teaching.