EDU8601 - Future of Learning in the Age of AI

• Offered for Year: 2026/27

• Module Leader: Dr J Stanfield

• Owning School: School of Education, Communication and Language Sciences
• Teaching Location: Online

 

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

In this module, students are invited to challenge traditional approaches to teaching and learning and explore the theoretical and contemporary debates and practices surrounding the growth of the Internet and the increasing use of artificial intelligence. This module employs Futures Thinking, a multi-disciplinary approach for informed reflection, to deepen our understanding of the major forces that are now driving change in education systems, schools and communities.  The module will identify the dynamics and interactions that are now creating the future of learning, whilst critically reviewing recent developments in AI and assess their impact on learning and the wider society, in order to stimulate strategic dialogue, foster intellectual curiosity and widen our understanding of the possible. 

Drawing directly from the programme aims, this module specifically aligns to: 

2. Navigate and shape AI-driven educational landscapes, whilst fostering understanding of AI technologies, their applications, and ethical implications in education.  

3. Innovate teaching, learning and curriculum processes by exploring emerging technologies, including AI, to enhance institutional effectiveness.  

4. Promote approaches to leadership that support equity, diversity, and ethical decision-making in education.

Outline Of Syllabus

Through a series of sessions of discussion forums, live blogging, vlogging and reflective thinking, students will be taken through a series of key questions, whereby they will be expected to critically review relevant literature and consider such implications within their own contexts in terms of curriculum, learning and assessment. 

Who invented AI? 

Do machines learn differently to humans? 

What does it mean to learn in a world where knowledge is instantly accessible? 

What new literacies are essential for students—and teachers—in an AI-driven world? 

How should assessment evolve when AI can generate essays, solve problems, and simulate human outputs? 

What does critical thinking look like when AI tools can "think" for us? 

Could AI replace teachers—or will it redefine what it means to teach? 

What ethical frameworks should guide the use of AI in education? 

In what ways might AI perpetuate or challenge educational inequalities? 

How can AI support lifelong learning and the development of future-ready skills? 

What visions of the future are shaping the development of AI in education—and whose visions are they?

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The teaching methods are all at distance learning, online. In line with the new Education Strategy, active learning will be utilised on this module and so the learning tasks will require the students to deeply engage with the materials. Asynchronous tasks are therefore structured to promote engagement with online material in a variety of ways – from students reading shared material and research, to sourcing their own literature, aligned to their own contexts. Each learning session will be designed to sequentially take students through a series of compounding activities, which will subsequently lead to their assessment writing and foci. Students will be prompted to think for themselves before receiving expert explanations and have spaced opportunities to practice and improve key skills. This will also include working with peers in group tasks, that they can arrange synchronously themselves. Explanatory text will be divided into short sections with graphics and video/animation to highlight key concepts, and frequent prompts to pause for reflection, practice and questions. The use of real-world case studies will also help students to better understand concepts and how to apply them to varied contexts, as well as modelling how to analyse and solve problems in this field. The use of discussion forums will allow students more time to reflect before articulating their ideas or responding to others.  Personalised feedback will also be used to motivate students to complete formative activities and assignments.  Access to model answers and additional tips and explanations will also be used to incentivise activity completion.  The benefits of active learning will be continuously reinforced throughout the module and the purpose of individual activities will be made clear.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

Portfolios are collections of students' work over time. They often document a student's best work and may include other types of information, such as the student's self-assessment of the work, and the peers’, and/or teachers’ review. As an assessment tool the portfolio is sensitive to progress over time, and allows students the freedom to demonstrate individually, or culturally biased experiences and knowledge – which will be relevant on this module. Critically the portfolio will offer an effective way to bring assessment into harmony with this modules instructional goals.   

Students will therefore select four of their most successful blogs for submission and also create a vlog based on the prompt question. Students will be informed that the vlog must include a recording of the student presenting for at least 50% of the time, ensuring this is authentically them. This will also enhance their presentation skills and video editing skills.

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/