Digital Learning Cultures

EDUC14502 Digital Learning Cultures 20 Semester 2 Undergraduate Level 4 Richard Procter Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 In this course unit, students will explore the diverse landscape of digital learning, gaining a comprehensive understanding of various forms and contexts of digital learning, the principles that underpin digital learning cultures, and the technologies that make such cultures possible. The course also aims to equip learners with the necessary knowledge and skills to participate in different digital learning cultures, and critically assess and create digital learning materials for digital learning for different purposes. In this course unit, students will explore the diverse landscape of digital learning, gaining a comprehensive understanding of various forms and contexts of digital learning, the principles that underpin digital learning cultures, and the technologies that make such cultures possible. The course also aims to equip learners with the necessary knowledge and skills to participate in different digital learning cultures, and critically assess and create digital learning materials for digital learning for different purposes. The course aims to develop students’ intellectual and practical skills in relation to digital learning culture. By engaging with the course, students will develop a deeper understanding of different facets of digital learning cultures, and how these cultures are developing or changing. They will also develop reflective skills that will enable them to critically evaluate different digital learning challenges and opportunities. Students on the course will develop important practical skills that will enable them to actively participate in their respective digital learning cultures both as informed learners but also as creators of learning content. In addition to this, students will also gain digital badges that enable them to display their skills as they progress on the course. This will enable them accurately to communicate their knowledge and skills to potential employers, hence boosting their chances of employability as not only will they be building a shareable digital portfolio, but the skills also acquired in doing so will be transferable to other knowledge and skills they acquire on the programme and beyond.  <ul><li>Define and describe different forms of digital learning</li><li>Identify contextual, generational and cultural factors that shape formal and informal digital learning cultures  </li></ul> <ul><li>Apply evidence-based criteria/frameworks to evaluate approaches to and practices of digital learning in specific contexts.</li><li>Compare and contrast digital learning cultures using acquired criteria</li></ul> <ul><li>Create original digital learning materials in line with a particular digital learning culture and provide a rationale for it.</li><li>Evaluate a digital learning solution or case study and provide evidence-based recommendations and suggestions</li></ul> <ul><li>Critically reflect on their digital learning experiences and document such reflections using appropriate tools for digital learning</li><li>Evaluate digital tools used in digital learning cultures based on relevant criteria</li></ul> The unit is organised into three parts. Parts I and II aim to enable students’ development of knowledge and understanding of digital learning and digital learning cultures as well as their ability to critically reflect on their own digital learning experiences. Part III is the practical, mostly hands-on component of the Unit. It will be covered through the alternating seminars and tech-tutorials throughout the semester and seeks to enable students to practicing creating and evaluating digital learning based on knowledge, skills and understanding developed in parts II and II of the Unit. The course will be delivered using a mix of teaching methods to create synchronous and asynchronous learning opportunities. These are:<ul><li>Lectures (2hrs): These will be weekly, mostly teacher led. They will be mostly synchronous but some of these will be pre-recorded for asynchronous learning in flipped class sessions that will be organised to allow for more learner-centred engagement around the contents of the lecture. It is expected that some of the lectures will be led by guest speakers from UoM and beyond based on expertise in specific areas of digital learning cultures.</li><li>Seminars (1.5 hrs): These will be fortnightly synchronous, learner-centred, and teacher facilitated sessions with a focus on exploring, engaging with and reflecting on different forms of digital learning for students to gain hands-on experience of different forms of learning cultures. They are directly linked to issues explored in weekly lectures.</li><li>Digital Workshops (1.5 hrs): These will be fortnightly hands-on workshops focussing on developing practical skills in using some digital tools that can be used to create digital learning resources; or the use of such tools to create actual digital learning resources. Seminars and Digital Workshops will take place in alternate weeks. </li></ul> 0 Other 100% 40% Weighting Task: A Critical Evaluation of a Digital Learning Culture in a well-defined context Length: 1000 words (or an equivalent in other formats e.g., podcast, video essay or voiced-over slides)60% Weighting Task: Designing a digital learning material/resource that responds to a digital learning need  Length: 10 minutes' worth of “learning” With 500 words rationale Fifteen working days after submission. Feedback will be provided in textual and/ audio format. BA Educ, Leadership & Culture BA Educ, Leadership & Culture First Year Mandatory N 1. All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90-103. https://doi.org/10.1016/j.compedu.2015.10.007  2. Bollmer, G. D. (2018). Theorizing Digital Cultures. Sage.  3. Bollmer, G. D. (2018). What are digital cultures?. Theorizing Digital Cultures, 19-36. https://ebookcentral.proquest.com/lib/manchester/reader.action?docID=5942935&ppg=30   4. Degner, M., Moser, S., & Lewalter, D. (2022). Digital media in institutional informal learning places: A systematic literature review. Computers and Education Open, 3, 100068. https://doi.org/10.1016/j.caeo.2021.100068  5. Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.https://www.aupress.ca/books/120235-teaching-crowds/  6. Edmondson, E. (2012). Wiki literature circles: Creating digital learning communities. English Journal, 43-49. https://www.jstor.org/stable/41415472  7. Ehler, U.D (2013) Open Learning Cultures: A Guide to Quality, Evaluation, and Assessment for Future Learning. Springer. https://link-springer-com.manchester.idm.oclc.org/book/10.1007/978-3-642-38174-4 8. Folorunsho, A., & Palaiologou, I. (2019). The digital divide: access, skills, use and ideological barriers. In Early learning in the digital age (pp. 109-120). SAGE Publications Ltd. 9. Frechette, C., Layne, L. C., & Gunawardena, C. N. (2014). Accounting for culture in Instructional Design. In Culture and online learning: Global Perspectives and Research (pp. 54-66). Routledge. https://ebookcentral.proquest.com/lib/manchester/reader.action?docID=3037645&ppg=67  10. Goodfellow, R., & Lamy, M. N. (2009). Introduction: A frame for the discussion of learning cultures. Learning Cultures in Online Education (pp. 1-14). Continuum Books. https://ebookcentral.proquest.com/lib/manchester/reader.action?docID=472760&ppg=14  11. Guo, K., Bussey, F., & Adachi, C. (2020). Digital learning across cultures: an account of activity theory. Intercultural Education, 31(4), 447-461. 12. Hadjerrouit, S. (2010). A conceptual framework for using and evaluating web-based learning resources in school education. Journal of Information Technology Education: Research, 9(1), 53-79. 13. He, T., Zhu, C. & Questier, F. Predicting digital informal learning: an empirical study among Chinese University students. Asia Pacific Educ. Rev. 19, 79–90 (2018). https://doi.org/10.1007/s12564-018-9517-x  14. Hoyle, R. (2015). Informal learning in organizations: How to create a continuous learning culture. Kogan Page Publishers.  15. Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Assessment for game-based learning. In Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 1-8). New York, NY: Springer New York. https://link.springer.com/chapter/10.1007/978-1-4614-3546-4_1 16. Jarvin, L. (2015). Edutainment, games, and the future of education in a digital world. In E. L. Grigorenko (Ed.), The global context for new directions for child and adolescent development. New Directions for Child and Adolescent Development, 147, 33–40. https://onlinelibrary.wiley.com/doi/pdf/10.1002/cad.20082 17. Ke, F., Chávez, A.F. (2013). Inclusive Design of Online Teaching and Learning. In: Web-Based Teaching and Learning across Culture and Age. Springer, New York, NY. https://doi-org.manchester.idm.oclc.org/10.1007/978-1-4614-0863-5_7  18. Kergel, D. (2020). Informal-accidental learning in the electronic age. Digital learning in motion: From book culture to the digital age. Routledge.  19. Ma, M., Oikonomou, A., & Jain, L. C. (2011). Serious games and edutainment applications. London: Springer.  20. Mills, K. A., Stornaiuolo, A., Smith, A., & Pandya, J. Z. (Eds.). (2017). Handbook of writing, literacies, and educati Lectures 22 Practical classes & workshops 9 Seminars 9 0 160