Professional Documents
Culture Documents
FACULTY OF EDUCATION
6. Design technology environments and tools to support a variety of pedagogical approaches. (Learning
Technology Design specialism)
Module List
< The Faculty reserves the right to withdraw the above modules at any time.>
1
Module Code Module Title Specialism Lecturer(s)
MITE6023 Information technology and educational Core Dr Teddy So
leadership Mr David Woo
Description
This module provides students with the necessary knowledge and working methods to implement local IT policies
and strategies at the institutional level. The module offers a comparative perspective for benchmarking local and
international practices and identifies contemporary leadership issues concerning the implementation of information
technology in education across multiple levels.
Assessment
Selected References
To be provided by lecturer.
2
Module Code Module Title Specialism Lecturer(s)
MITE6024 Teaching and learning with information Core module Dr Daniel Churchill
technology Dr Jingyan Lu
Description
This module provides a comprehensive introduction to the use of information technology for teaching and learning.
Topics range from traditional applications e.g., computer-based tutorials to more contemporary applications such as
the use of learning objects, cognitive tools and collaborative technologies. The module highlights theories of learning
underpinning technology integration and the educational contexts within which these are intended to be used.
Assessment
Key References
Biggs, J. (2003). Teaching for quality learning at university. (2nd ed.). Buckingham. Open University Press.
Brown, J.S., & Adler, R.P. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0 Educause
Review, 43, 1, (January/February 2008). Retrieved 15 September, 2011 from
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/MindsonFireOpenEd
ucationtheLon/162420
Chai, C. S., & Quek, C. L. (2003). Using computers as cognitive tools. In S.C. Tan, Teaching and learning with
technology: an Asia-pacific perspective (pp. 182-198). Singapore: Prentice Hall.
Churchill, D. (2007). Towards a useful classification of learning objects. Education Technology Research &
Development, 55(5), 479-497
Churchill, D. (2007). Web 2.0 and Possibilities for Educational Applications. Educational Technology, 47(2), 24-
29.
Deubel, P. (2003). An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia
Design. Retrieved15 September, 2011, from http://www.ct4me.net/multimedia_design.htm
March, T. (2005). Working the web: theory and practice on integrating the web for learning. Retrieved 15
September, 2011, from http://tommarch.com/writings/theory.php
Mayer, R. E. (2003). The premise of multimedia learning: using the same instructional design methods across
different media. Learning and Instruction, 13(2), 125-139. Retrieved 15 September, 2011, from
http://dx.doi.org/10.1016/S0959-4752(02)00016-6
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Scardamalia, M., & Bereiter, C. (2002). Knowledge building. Retrieved 15 September, 2011, from
http://www.abed.org.br/congresso2004/por/MC3b.pdf
Schrader P. (2008). Learning in Technology: Reconceptualising immersive environments. AACE Journal, 16 (4)
457-475.
Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2010). Teachers discovering computers: Integrating
technology and digital media in the classroom (6th ed.). Boston, MA, Thompson Learning. See also
http://oc.course.com/sc/tdc5/index.cfm
4
Module Code Module Title Specialism Lecturer(s)
MITE6025 Methods of research and enquiry Core module Dr Thomas Chiu
Dr Timothy Hew
Dr Allan Yuen
Description
This module introduces students to research methods, emphasising critical appraisal and an understanding multiple
approaches to conducting research. The module also examines the conceptualization, planning and conduct of small-
scale research in the integration of information technology in educational settings.
Assessment
Key references
Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational Research: Competencies for Analysis and
Applications. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall
Ravid, R. (2000). Practical statistics for educators. (2nd ed). New York, N.Y.: University Press of America, Inc.
5
Module Code Module Title Specialism Lecturer(s)
MITE6304 Designing shared virtual environments for Learning Not offer in 2015-16
learning technology design
Description
This module provides an introduction to current leading-edge work on shared virtual environments for learning
(SVEL) through a variety of reflective experiences in these environments. The module explores various theories
underlying the pedagogy and content of SVEL as well as the implication and impact of web 2.0 technology on the
design of virtual environments for learning. The module offers students opportunities to design and implement their
own SVEL, based on sound pedagogic principles and to describe and illustrate appropriate strategies for their
evaluation.
Assessment
References
Britain, S. and Liber, O. (2004). A Framework for Pedagogical Evaluation of Virtual Learning
Environments. Retrieved Sept 9, 2008 at http://www.jisc.ac.uk/media/documents/programmes/jtap/jtap-
041.pdf
Dede, C. (2009). Immersive interfaces for engagement and learning. Science,323(5910), 66-
69. Retrieved Jan 17, 2015 from:
http://www.cc.gatech.edu/classes/AY2013/cs7601_spring/papers/Dede_Immersive_Interfac
es.pdf
Dalgarno, B., & Lee, M.J. (2010). What are the learning affordances of 3-D virtual environments? British
Journal of Education Technology, 41(1), 10-32. Retrieved Jan 17, 2015 from:
http://edtc6325teamone2ndlife.pbworks.com/f/6325%2BLearning%2Baffordances%2Bof%2B3-D.pdf
Dickey, M. D. (2002). Constructing the user: the impact of the design of three-dimensional virtual worlds
on user representation. Retrieved March 1, 2014, from http://mchel.com/Papers/Dickey-
ConstructingtheUser2.pdf
Dickey, M. D. (2003). Teaching in 3-D: pedagogical affordances and constraints of 3-D virtual
worlds for synchronous distance learning. Distance Education, 24(1), 105121.
Dickey, M. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active
Worlds as a medium for distance education. British Journal of Educational Technology, 36, 439451.
6
Ellis, R. A., Steed, A. F. and Applebee, A. C. (2006). Teacher conceptions of blended learning, blended
teaching and associations with approaches to design. Australasian Journal of Educational Technology,
22(3),312-335.
Firouz Anaraki. (2004). Developing an Effective and Efficient eLearning Platform. Retrieved August 26,
2007 from
http://www.au.ac.th/cide/research/elearning_conference_2004/eLearningAP2004/eLearning%20proceeding
s/pdf/p57-63-Firouz-Elearning_Paper-rev.pdf
Hall, R. (2002). Aligning learning, teaching and assessment using the Web: An evaluation of
pedagogic approaches. British Journal of Education Technology, 33(2), 149158.
Laurillard, D. (1993) Rethinking University Teaching a framework for the effective use of
educational technology, London: Routledge.
Mayrath, M. C., Traphagan, T., Jarmon, L., Trivedi, A., & Resta, P. (2010). Teaching with virtual
worlds: Factors to consider for instructional use of second life. Journal of Educational Computing
Research, 43(4),403-444.
McKenzie, J. (2000). Scoring Power Points. The Educational Technology Journal . Retrieved September,
2000, from http://www.fno.org/sept00/powerpoints.html
Orlich, Harder, Callahan & Gibson. (2004) Teaching strategies: A guide to better instruction. New
York: Houghton Mifflin.
Roberts, T. S. (2006). Self, peer, and group assessment in E-learning: an introduction. Self, peer and
group assessment in E-learning, 1-16. Retrieved July 28, 2007, http://www.idea-
group.com/downloads/excerpts/ITB12485.pdf
Slater, M. (1999). Measuring presence: a response to the Witmer and Singer questionnaire. Presence, 8(5),
560566.
Slater, M. (2003). A note on presence terminology. Presence connect, 3(3), 1-5.
Slater, M. (2004). How colourful was your day? Why questionnaires cannot assess presence in
virtual environments. Presence, 13(4), 484493.
Slater, M. (2009). Place illusion and plausibility can lead to realistic behaviour in immersive virtual
environments. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3549-
3557.
Solomon G. (2010). Web 2.0 how-to for educators. Eugene. OR: International Society for Technology in
Education. Main Library 371.3344678 S689 w36
Thiam, K.T. (2010) Second Life for Education. Paper presented at the 14th Global Chinese Conference on
Computers in Education (GCCCE 2010). Singapore. Retrieved Jan 16, 2015 from:
http://140.118.59.33/GCJCE/GCCCE/conf_papers/conference262.pdf
Weller, M. (2007). Virtual Learning Environments: Using, choosing and developing your VLE. London and
New York: Routledge.
Wyels, C. (2007, 8 27). Innovative Teaching Exchange. Retrieved 8 27, 2007, from Engaging Students
via In- Class Worksheets: http://www.maa.org/t_and_l/exchange/ite11/worksheets.htm
What is a VLE / MLE? Whatis.com Retrieved Jan 20, 2015 from:
http://whatis.techtarget.com/definition/virtual-learning-environment-VLE-or-managed-learning-
environment- MLE
7
Module Code Module Title Specialism Lecturer(s)
MITE6305 Digital culture and educational practice E-leadership TBC
Description
This module explores the impact of digital technologies on society, the community and the individual. It examines
ways in which information technology has affected global and local communities and cultures, home, leisure, work
and educational practices as well as our understandings of ourselves. Issues related to the evolution and impact of
cyber-communities on adolescents and traditional educational communities will also be examined.
Assessment
Selected References
There is no single textbook or reference that adequately covers the topics in this module. You will be provided with
references in each session and will be expected to read key references in preparation for each session. The readings,
along with online resources, will give you the necessary information to successfully complete the module. Below is a
list of general references:
Bandura, A. (1977). Social learning theory. Englewood Cliffs, N.J.: Prentice Hall.
Bourdieu, P. (1984). Distinction : a social critique of the judgement of taste. Cambridge, Mass.: Harvard
University Press.
Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture (2nd ed.). London:
Sage.
Buckingham, D. (2007). Beyond technology : children's learning in the age of digital culture. Cambridge ;
Malden, MA: Polity.
Capodagli, B., & Jackson, L. (2010). Innovate the Pixar way : business lessons from the world's most
creative corporate playground. New York: McGraw-Hill.
Chua, B. H., & Iwabuchi, K. o. (2008). East Asian pop culture : analysing the Korean wave. Hong Kong:
Hong Kong University Press.
Creeber, G., & Martin, R. (2009). Digital cultures. Maidenhead, Berkshire, England ; New York: Open
University Press.
Gere, C. (2008). Digital culture (2nd ed.). London: Reaktion.
Grossman, L. (2014). World War Zero: How Hackers Fight to Steal Your Secrets. TIME, 184, 16-23.
Heidegger, M. (1977). The question concerning technology, and other essays. New York: Harper & Row.
Heider, D., & Massanari, A. (2012). Digital ethics : research & practice. New York: Peter Lang.
Hjorth, L. S. (2003). Technology and society : a bridge to the 21st century (2nd ed.). Upper Saddle River,
N.J.: Prentice Hall.
8
Horst, H. A., & Miller, D. (2012). Digital anthropology. London: Berg.
Ihde, D. (1993). Philosophy of technology : an introduction (1st ed.). New York: Paragon House.
Isaacson, W. (2012). Steve Jobs : a biography. New York: Simon & Schuster.
Johnson, S. (2009). The best technology writing 2009. New Haven, Conn.: Yale University Press.
Karatzogianni, A., & Kuntsman, A. (2012). Digital cultures and the politics of emotion : feelings, affect and
technological change. Basingstoke England: Palgrave Macmillan.
Miller, V. (2011). Understanding digital culture. London: SAGE.
OKeeffe, G. S., Clarke-Pearson, K., Council on, C., & Media. (2011). The Impact of Social Media on
Children, Adolescents, and Families. Pediatrics, 127(4), 800-804.
Park, J. (2011). Metamorphosis of Confucian Heritage Culture and the Possibility of an Asian Education
Research Methodology. Comparative Education, 47(3), 381-393.
Peters, M. A. (2006). Towards Philosophy of Technology in Education: Mapping the Field. In J. Weiss, J.
Nolan, J. Hunsinger & P. Trifonas (Eds.), The international handbook of virtual learning environments (pp.
95-116). Dordrecht: Springer.
Pieper, J. (1952). Leisure : the basis of culture. London: Faber and Faber.
Postman, N. (2006). Amusing ourselves to death : public discourse in the age of show business (20th
anniversary ed.). New York, N.Y., U.S.A.: Penguin Books.
Potter, W. J. (2004). Theory of media literacy : a cognitive approach. Thousand Oaks, Calif.: Sage
Publications.
Safko, L. (2012). The social media bible : tactics, tools, & strategies for business success (3rd ed.).
Hoboken, N.J.: John Wiley & Sons.
Shirky, C. (2011). The Political Power of Social Media-Technology, the Public Sphere, and Political
Change. Foreign Affairs, 90(1), 1-12.
Shuker, R. (2013). Understanding popular music culture (4th ed.). Abingdon, Oxon ; New York: Routledge.
Spector, J. M., Merrill, M. D., Ellen, J., & Bishop, M. J. (Eds.). (2014). Handbook of research on
educational communications and technology (4th ed.). New York, N.Y.: Springer.
Storey, J. (2009). Cultural theory and popular culture : a reader (4th ed.). Harlow, England; New York:
Pearson Longman.
Veblen, T. (1899/1998). The theory of the leisure class. Amherst, NY: Prometheus Books. (Free electronic
copy @ Pennsylvania State University)
Vermaas, P. E. (2011). A philosophy of technology : from technical artefacts to sociotechnical systems. San
Rafael, Calif.: Morgan & Claypool Publishers.
Webster, F. (2010). The Information Society Revisited. In D. McQuail (Ed.), McQuail's Mass
Communication Theory (6 ed., pp. 22-33). London: Sage.
Weiss, J., Nolan, J., Hunsinger, J., & Trifonas, P. (Eds.). (2006). The international handbook of virtual
learning environments. Dordrecht: Springer.
Xu, B. (2014). Media Censorship in China: Council on Foreign Relations.
9
Module Code Module Title Specialism Lecturer(s)
MITE6310 Innovative practices in education through E-leadership TBC
information technology adoption
Description
This module explores innovative practices in education through the integration of information technology. The
module investigates in detail case studies collected from around the world to examine concepts and models of what
constitutes innovative practice in a variety of educational settings. The module examines the proposition that
technology can act as a lever for innovation and change in education.
Assessment
Selected References
To be provided by lecturer.
10
Module Code Module Title Specialism Lecturer(s)
MITE6311 e-Learning strategies and E-learning Dr Timothy Hew
management
Description
This module explores issues relevant to the design, delivery, and evaluation of e-learning in educational or corporate
contexts. The following topics will be covered: the use of IT tools to support e-learning systems, the design of
various instructional strategies used in e-learning system, and challenges to successful e-learning implementation.
Assessments
Key References
Recommended Textbook
Hew, K. F., & Cheung, W. S. (2014). Using blended learning: Evidence-based practices. Springer
Other References
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based
Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of
Education, Office of Planning, Evaluation, and Policy Development: Washington, D.C.
Dziuban, C.D., Hartman, J.L., & Moskal, P.D. (2004). Blended learning. Educause Center for Applied
Research (ECAR) Research Bulletin, 7.
Cheung, W. S., & Hew, K. F. (2011). Design and evaluation of two blended learning approaches:
Lessons learned. Australasian Journal of Educational Technology, 27(8), 1319-1337.
Dahlstrom, E., Walker, J. D., & Dziuban, C. (2013). ECAR study of undergraduate students and
information technology, 2013. (Research report). Louisville, CO: EDUCAUSE Center for Analysis and
Research.
11
Module Code Module Title Specialism Lecturer(s)
MITE6328 Organisational learning E-leadership Dr Thomas Chiu
Module Description
This module explores the concept and processes of organisational learning and the learning organisation. It examines
the strategies and tools employed to create and manage a learning and innovative organisation. Topics include
managing chaos and complexity; organisation culture and change, scenario planning, storytelling, professional
development, training and learning (especially e-learning), performance and evaluation of learning, and others.
Assessment
Mode of
# Title Weighting Related LOs
Assessment
What strategies does your organization (or an Group 40% 1,2,3
1 organization of your choice) have in place to encourage
development, change and innovation?
What organizational development plan will you use for Individual 50% 2,3
2
the workplace to encourage change and innovation?
3 Participation Individual 10% 1,2,3
Key References
Argyris, C. & Schon, D. (1978). Organizational Learning: A theory of action perspective. Reading MA: Addison-
Wesley.
Imants, J. (2003). Two basic mechanisms for organizational learning in schools. European Journal of Teacher
Education, 26, 3, pp. 293-311.
Flood, R.L. (2009). Rethinking the Fifth Discipline: Learning within the unknowable. London: Routledge.
Fullan, M. (2001) The new meaning of educational change. London: RoutledgeFalmer.
Law, N., Yuen, H.K., & Fox, R. (2011). Educational Innovations Beyond Technology: nurturing leadership and
establishing learning organizations. New York: Springer.
Lim, C.P., Ching, S.C., & Churchill, D. (2011). A framework for developing pre-service teachers experiences in
using technologies to enhance teaching and learning. Educational Media International, 48 (2), 69-83.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York: Free Press.
Senge, P. (2000) (Ed). Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone
Who Cares About Education. New York: Doubleday.
12
Module Code Module Title Specialism Lecturer(s)
MITE6329 Multimedia in education Learning technology design Dr Felix Siu
Description
This module examines methods for sourcing, selecting, using, adapting and evaluating educational multimedia. The
module also explores processes and tools for designing and developing educational multimedia products.
Assessment
Key References
Bell, J. (2010). Doing your research project: A guide for first-time researchers in education, health and social
science, 5th ed. Maidenhead: McGraw Hill Open University Press.
(http://library.hku.hk/search/t?SEARCH=Doing+Your+Research+Projects)
Bryman, A. (2008). Social research methods. 3rd ed. Oxford: Oxford University Press.
(http://library.hku.hk/search/t?SEARCH=Social+Research+Methods)
Cohen, L. (2011). Research methods in education, 7th ed. New York: Routledge.
(http://library.hku.hk/search/t?SEARCH=Research+Methods+In+Education)
Connaway, L., & Powell, R. (2010). Basic research methods for librarians, 5th ed. Westport: Libraries
Unlimited. (http://library.hku.hk/search/t?SEARCH=Basic+Research+Methods+For+Librarians)
Creswell, J. (2008). Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed.
Thousand Oaks: Sage. (http://library.hku.hk/search/t?SEARCH=Research+Design+Qualitative)
13
Creswell, J. (2012). Educational research : planning, conducting, and evaluating quantitative and qualitative
research, 4th ed. Boston: Pearson.
(http://library.hku.hk/search/t?SEARCH=Educational+Research+Planning+Conducting+And+Evaluating)
De Vaus, D. (2002). Analyzing social science data: 50 key problems in data analysis. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Analyzing+Social+Science+Data)
*De Vaus, D. (2002). Surveys in social research, 5th ed. London: Routledge.
(http://library.hku.hk/search/t?SEARCH=Survey+In+Social+Research)
*Denscombe, M. (2007). The good research guide for small-scale social research projects, 3rd ed. Maidenhead:
Open University Press.
(http://library.hku.hk/search/t?SEARCH=The+Good+Research+Guide+For+Small+Scale+Social+Research+Pr
ojects)
Egghe, L., & Rousseau, R. (2001). Elementary statistics for effective library and information service
management. London: Aslib/IMI.
(http://library.hku.hk/search/t?SEARCH=Elementary+Statistics+For+Effective+Library+And+Information+Se
rvice+Management)
Field, A. (2009). Discovering Statistics Using SPSS, 3rd ed. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Discovering+Statistics+Using+SPSS)
*Gillham, B. (2005). Research interviewing: The range of techniques. Maidenhead: Open University Press.
(http://library.hku.hk/search/t?SEARCH=Research+Interviewing+Range+Techniques)
Gorman, G., & Clayton, P. (2005). Qualitative research for the information professional: A practical handbook,
2nd ed. London: Facet.
(http://library.hku.hk/search/t?SEARCH=Qualitative+Research+For+The+Information+Professional)
Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Doing+A+Literature+Review+Releasing)
Kvale, S. (2007). Doing interviews. London: Sage. (http://library.hku.hk/search/t?SEARCH=Doing+Interviews)
Maxwell, J.A. (2005). Qualitative research design: An interactive approach. Thousand Oaks, Calif: Sage
Publications. (http://library.hku.hk/search/t?SEARCH=Qualitative+Research+Design)
McNiff, J., & Whitehead, J. (2009). Doing and writing action research. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Doing+And+Writing+Action+Research)
Miles, M.B. (1994). Qualitative data analysis: an expanded sourcebook, 2nd ed. Tousand Oaks, Calif.: Sage.
(http://library.hku.hk/search/t?SEARCH=Qualitative+Data+Analysis)
Morgan, S., Reicher, T., & Harrison, T. (2002). From numbers to words: Reporting statistical results for the
social sciences. Boston: Allyn and Bacon.
(http://library.hku.hk/search/t?SEARCH=From+Numbers+To+Words)
Pickard, A. (2007). Research methods in information. London: Facet.
(http://library.hku.hk/search/t?SEARCH=Research+Methods+In+Information)
#Smith, S., Chavez, A., & Seaman, G. (2014). Teacher as Architect: Instructional Design and Delivery for the
Modern Teacher. 2nd Edition. Modern Teacher Press.
#Solomon, G., & Schrum, L. (2014). Web 2.0: How-to for Educators. 2nd Edition. International Society for
Technology in Education.
Wildemuth, B. (2009). Applications of social research methods to questions in information and library science.
Westport: Libraries Unlimited.
(http://library.hku.hk/search/t?SEARCH=Application+Of+Social+Research+Methods)
Yin, R. (2009). Case study research: design and methods, 4th ed. Thousand Oaks: Sage.
(http://library.hku.hk/search/t?SEARCH=Case+Study+Research+Design+Methods )
(*Also available as e-books at HKUL; #has requested Education Library to purchase)
14
Module Code Module Title Specialism Lecturer(s)
MITE6330 Learning design and technology E-learning Dr Thomas Chiu
Learning technology design Dr Timothy Hew
Description
This module examines instructional design models and systematic approaches to design of learning environments
and resources. The module introduces instructional design from a theoretical perspective as well as providing
students with an opportunity to examine the stages of learning product development. The module aims to create a
bridge between traditional approaches to instructional design and more contemporary approaches that involve the use
of interactive and collaborative learning environments and tools.
Assessment
Selected References
Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction. New York, NY: Longman.
Gagne, R., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Orlando, FL: Harcourt
Brace College Publishers.
Ertmer, P. A., & Quinn, J. (2007). The ID casebook: case studies in instructional design. Columbus, OH:
Pearson.
Wilson, B. G. (1996). Constructivist learning environments: case studies in instructional design.Englewood
Cliffs, NJ: Education Technology Publications.
Mayer, R. (2001). Multimedia learning. New York, NY: Cambridge University Press.
Merrill, D. M., Tennyson, R. D., & Posey, L. O. (1992). Teaching concepts: an instructional design guide.
Englewood Cliffs, NJ: Educational Technology Publications.
Mason, R., & Rennie, F. (2008). E-learning and social networking handbook: resources for higher education.
New York, NY: Taylor & Francis.
15
Module Code Module Title Specialism Lecturer(s)
MITE6332 Learning objects Learning technology design Dr Daniel Churchill
Description
This module explores the design and development of learning objects (LO) to support teaching and learning. LOs are
also examined as a strategy for effective management and delivery of institutional educational resources. The module
explores different forms of LOs and examines processes of their design. Students will engage in practical activities,
using software tools to develop LOs, and strategies for repurposing their use. The module addresses relevant
theoretical issues including multimedia learning and cognitive processing of multimodal information.
Assessment
Key references
B., & Shneiderman, B. (2003). The craft of information visualization: readings and reflections. San Francisco,
CA: Morgan Kaufmann Publishers.
Mayer, R (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University
Press.
Tufte, E (2001). The visual display of quantitative information. Graphics Press LLC.
16
Module Code Module Title Specialism Lecturer(s)
MITE6333 Mobile and ubiquitous technology in E-learning & Dr Felix Siu
education Learning technology design
Description
This module provides a hands-on oriented and in-depth exploration of smart-phone/mobile devices in general,
together with essential concepts and the impact of ubiquitous technologies for education and training. The potential
for this technology in the next-generation learning systems to impact socio-technological and educational
developments will be investigated through real-life examples. In addition to the theoretical and conceptual issues,
students will develop practical knowledge in the design and development of simple educational applications for
delivery via mobile technologies (e.g., iPhone, iPads and iPods). Particular attention will be given to object-oriented
programming and integration with cloud computing.
Assessment
Key References
17
Uden, L. (2007). Activity Theory for Designing Mobile Learning. Int. J. Mobile Learning and Organisation,
Vol. 1, No. 1, 2007
Biggs, J. (1994). Biggs Structure of the Observed Learning Outcome (SOLO) taxonomy. The
University of Queensland Teaching and Educational Development Institute.
http://www.tedi.uq.edu.au/downloads/biggs_solo.pdf
David Wolber (2014) App Inventor Book, AI 2 version. Retrieved from URL
http://www.appinventor.org/book2
18
Module Code Module Title Specialism Lecturer(s)
MITE6334 Digital video and storytelling in Learning technology design Dr Daniel Churchill
education
Description
The most important component of any e-learning curriculum is content. The integration of digital video and
storytelling in education, perhaps more than any other medium, has the power to engage, captivate and enlighten
todays learners. This course aims not only to enable the development of media literacy and higher order thinking
skills, but also to provide project-based learning experiences that have real world relevancy for contemporary
educators. In this course, using the process Visualize Analyze Communicate Apply, participants will explore the
principles and application of effective digital video and storytelling in various pedagogical environments and identify
and critically evaluate the pedagogical assumptions underlying various multimedia applications. Through the
expression of creativity and multiple ways of thinking, participants in this course will engage and interact to develop
the necessary skills and confidence to storyboard, plan, coordinate and produce digital video for education, as well as
develop the technical capability to author original storytelling content using sound, graphics and video that will have
significant implications for the learning experience of todays multimedia-savvy students.
Assessment
Key References
Fraze, M. (2010). Digital storytelling guide for educators. International Society for Technology in
Education. Eugene.
Pogue, D., & Miller, A. (2011). iMovie '11 & iDVD: The Missing Manual. Sebastopol, CA: OReilly
Media, Inc.
Greenwood, D. A. (2003). Action! In the Classroom: A Guide to Student Produced Digital Video in K-12
Education. Scarecrow Press. Note: Little bit old but still relevant.
Potter, J W. (2012). Media Literacy. Thousand Oaks, CA: Sage Publications, Ltd.
Baker, F. W. (2012). Media Literacy in the K-12. International Society for Technology in Education.
Ohler, J. B. (2007). Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and
Creativity. Thousand Oaks, CA: Corwin Press.
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Module Code Module Title Specialism Lecturer(s)
MITE6335 Information Technology in Education E-leadership Dr Jingyan Lu
in China within a Global Context
Description
Rapid developments in the field of Information Technologies (IT) pose significant challenges to contemporary
education systems. Many countries are engaged in developing education policies and pedagogical practices to
transform these developments into tangible benefits. The role of IT in Chinas educational system has been
increasing over the last two decades. Policies leveraging these developments have been implemented at both national
and provincial levels. However, role of IT in Chinese educational contexts may differ from that in the educational
contexts of other countries. In embracing educational opportunities provided by IT China also faces unique and
significant challenges.
The course will provide students with a framework for understanding and evaluating developments in IT with respect
to educational policies and practices in a global context with an emphasis on China. Students will investigate the role
of IT in educational systems in different countries. The course will focus on how policy issues surrounding the
application of IT can and will transform educational systems in general and in China in particular. Students will
develop comparatives perspectives to shed light on educational policies and practices in China with respect widening
global contexts.
Assessment
Task No Title Mode of Assessment Total Points Related LO
1 Group portfolio Group 50% 1,2,3
2 Proposal Individual 40% 1,2,3
3 Peer assessment Individual 10% 1,2,3
Key References
There is no single textbook or reference that adequately covers the topics in this module. You will be provided with
references in each session and will be expected to read key references in preparation for each session. The readings,
along with online resources, will give you the necessary information to successfully complete the module. Below is a
list of key references:
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Module Code Module Title Specialism Lecturer(s)
MITE6336 Learning Technology, E-Learning E-learning Not offer in 2015-16
Pedagogy, and Learning Sciences
Description
This module introduces practice-oriented, pedagogy-driven and theory-based framework for e-learning design and
practice. The module will provide an introduction to various learning science theories to help students understand
how people learn in various e-learning settings including the schools, the workplace, and our everyday world. We
will explore the transformative interaction between pedagogical models, instructional strategies, learning theories,
and e-learning design and practice. A case-based approach will be used in this module while multiple theories,
pedagogies are accounted for the e-learning design and practice. The module is expected to help students better
understand the theoretical and practical approaches to e-learning.
Assessment
Bransford, J. D., A. L. Brown, et al., Eds. (2000). How people learn: Brain, mind, experience and school.
Washington DC, National Academy of Science. Retrieved Jan 17, 2015 from:
http://www.csun.edu/~SB4310/How%20People%20Learn.pdf
Jacobson, M. J., & Reimann, P. (Eds.). (2010). Designs for Learning Environments of the Future:
International Perspectives from the Learning Sciences. New York: Springer.
Law, N., Pelgrum, W. J., Plomp, T. J. (2008). Pedagogy and ICT use in schools around the world. Springer.
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Module Code Module Title Specialism Lecturer(s)
MITE6340 Research seminars and workshops Elective module Prof. Liaquat Hossain
(For students admitted in and after 2013/14) (co-requisite for dissertation)
Module Description
This module focus on the development of specific research skills, including both qualitative and quantitative
skills, and help students develop high quality research proposals for dissertations or independent projects. The aim
of the course would be to provide a comprehensive overview of transdisciplinary science approach to studying
complex social networks (CSN). We will engage the students and create awareness of the
fundamentals of investigating CSN, highlight the overall approach to design of the instrument or procedure for
observing/collecting data from existing sources, and discuss the process involved in analysis of CSN dataset. We
will then orient students with a number of existing research, which provides a good coverage of broader context of
CSN in life, engineering, information, physical as well as organizational science so that students are able to
appreciate the applications of CSN theory and methods using the basis of transdisciplinary science.
Assessment Tasks
To be advised by lecturer.
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Module Code Module Title Specialism Lecturer(s)
MITE7341 Digital Game-Based Learning E-learning TBC
Description
This module aims to introduce the main idea behind Digital Game-Based Learning (DGBL). It will investigate the
pedagogical aspects of using games for learning, including commercial games in education settings and games that
are created specifically for educational purpose. This module will review current techniques and trends in
educational games. Issues related to design, enhancement implementation and evaluation of DGBL will also be
examined.
Aims
Introduce students to digital game-based learning
Review current techniques and pedagogy for implementing digital game-based learning
Understand learning game design through hands-on activities
Assessment
2 Game development project based on chosen game concept and design Group 30%
framework
Gee, P.G. (2007). Good Video Games and Good Learning: Collected Essays on Video Games, Learning
and Literacy. New York, NY: Peter Lang Publishing Inc.
Shrier, K. (2014). Learning, Education and Games. Pittsburgh, PA: ETC Press.
Prensky, M. (2007). Digital Game-Based Learning. St. Paul, Minnesota: Paragon House.
Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jr., R. C., Gilbertson, J., et al. (2007). The Quest Atlantis
Project: A socially-responsive play space for learning. In B. E. Shelton & D. Wiley (Eds.), The Design and
Use of Simulation Computer Games in Education (pp. 159-186). Rotterdam, The Netherlands: Sense
Publishers.
Kafai, Y.B. (2008). Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming.
Cambridge, MA: MIT Press.
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Module Code Module Title Specialism Lecturer(s)
MITE7345 Engaging adult learners in face- e-leadership, e-learning, Dr Timothy Hew
to-face and e-learning contexts LTD
Module description
Adult learning takes place in a wide variety of settings and contexts, such as higher education, adult literacy,
continuing professional training (CPT), or workplace education. This course explores issues related to the process of
engaging an adult learner. This course will examine the perspectives, as well as the different theories which describe
adult learning. This course is ideal for you if you are currently or planning to work in an adult teaching or training
capacity in an organization or educational institution, and would be responsible for designing, developing, or
implementing training/educational-related programmes
Assessment tasks
Alfred, M. V. (2009). Social capital theory: Implications for womens networking and learning. New
Directions for Adult and Continuing Education, 122, 3-12.
Baumgartner, L. M. (2001). An Update on Transformational Learning. New Directions for Adult and
Continuing Education, 89, 15-24.
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Caffarella, R. S. (1993). Self-directed learning. New Directions for Adult and Continuing Education, 57, 25-
35.
Caffarella, R. S., & Barnett, B. G. (1994). Characteristics of adult learners and foundations of experiential
learning. New Directions for Adult and Continuing Education, 62, 29-42.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE
Journal, 16(2), 137-159.
Hill, L. H. (2001). The Brain and Consciousness: Sources of Information for Understanding Adult Learning.
New Directions for Adult and Continuing Education, 89, 73-82.
Improving Working as learning. (2008). Teaching and Learning: Research Briefing, 55. Retrieved on
August 8, 2012 from http://www.tlrp.org/pub/documents/FelsteadRB55final.pdf
Knowles, M. (2005). The adult learner: the definitive classic in adult education and human resource
development. Elsevier.
Marsick, V. J., & Watkins, K. E. Informal and incidental learning. New Directions for Adult and Continuing
Education, 89, 25-34.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New
Directions for Adult and Continuing Education, 89, 3-13.
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Module Code Module Title Specialism Lecturer(s)
MITE7346 Data, analytics and learning e-leadership, e-learning, Dr Thomas Chiu
LTD
Module Description
Digital educational resource developers, educators, and researchers recognize the value of data in improving not
only learning and teaching, but also the educational environments. Analyses of learner data can provide valuable
insights into the learning process to help educators better understand and optimize the learning environments.
This enables universities, schools, and training organizations to improve the quality of learning. The era of
learner data and analytics in education is an emerging area of research interest. This course provides an
introduction to analytics in learning and how it is being deployed in formal and informal learning contexts.
Learners will explore the logic of analytics, the basics of cleaning and using data, context analysis, predictive
models and social networks analysis. We will discuss tools and analytics methods, such as linear regression and
cluster analysis, as well as how to protect learner privacy and other rights.
Assessment Tasks
Cooper, A. (2012). A brief history of analytics. CETIS Analytics Series, 1(9), 2-21.
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Boca
Raton, Florida: CRC Press.
Shum, S. B., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15(3),
3-26.
Van Harmelen, M., & Workman, D. (2012). Analytics for learning and teaching. CETIS Analytics Series,
1(3), 2-40.
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Module Code Module Title Specialism Lecturer(s)
MITE7347 Project management e-leadership Prof. Liaquat Hossain
Module Description
This module explores the project life cycle and PM techniques for managing & planning successful projects in
organizations. Conceptual foundations from the PMBOK and their application are stressed, and applied using PM
software. This course will run in project based, experiential learning mode (PBL) with participants completing a
project for an external client.
Assessment Tasks
Meredith, J., Shafer, S., Mantel, S, & Sutton, M. (2014).Project management in practice. 5th ed. Hoboken,
NJ: Wiley.
Gray, C., & Larson, E. (2014). Project management: The managerial process. 6th ed. New York: McGraw-
Hill
Schwalbe, K. (2014). Information technology project management, 7th ed. Boston: Cengage Learning.
Project Management Institute. (2013). A guide to the Project Management Body of Knowledge (PMBOK
guide). Project Management Institute. Online. 5th ed. Newtown Square, Pa.: Project Management Institute.
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