EDU8213 : The Future of Learning
- Offered for Year: 2019/20
- Module Leader(s): Dr James Stanfield
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
Nobody knows what the future of learning will look like and so the aim of this module is to help shed some light on some of the key issues in this continuously evolving subject area. What will children need to know in the future and what skills will they need? How will children acquire this knowledge and these skills? How will these be assessed? What will be the future role of the teacher? Is our current education system fit for purpose in the 21st century? What role will the internet play (if any) in the above, especially with reference to remote locations around the world? Will artificial intelligence and virtual reality have a role to play – and if so what are the implications?
The main aims of this module therefore are to:
• Introduce students to the key issues and debates that will influence and have an impact on the future of learning
• Understand the potential role of technology in the future of teaching and learning and the key issues involved
• Encourage and enable students to think the unthinkable and blaze new trails in this subject area
Outline Of Syllabus
This module is for all students that are interested in the future of learning and for those that would like to think ‘outside’ the box on how education can be transformed in the future. For several years this module was taught to predominantly international students in a closed classroom. However, it became clear to us that teaching a class about the future of learning in a classroom dynamic that was designed two hundred years ago wasn’t a very holistic approach. Therefore in 2015 we introduced a more open and blended approach. During the class students are asked to take notes using Twitter and the hashtag #edu8213 and outside of the class students are also expected to write a blog about their longer form reflections and responses.
The syllabus will address the question “What is the future of learning” and each lecture will address a different issue or topic related to this big question.
|Guided Independent Study||Assessment preparation and completion||1||80:00||80:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||10||2:00||20:00||N/A|
|Guided Independent Study||Directed research and reading||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||10||1:00||10:00||N/A|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||2||3:00||6:00||N/A|
|Guided Independent Study||Student-led group activity||1||44:00||44:00||N/A|
Teaching Rationale And Relationship
The lectures and workshops seminars) provide a theoretical and contextual framework for the whole module.
The format of resits will be determined by the Board of Examiners
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.