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Embedding Digital Pedagogies into your teaching practice

This module introduces participants to key digital pedagogies in higher education and how these may be effectively used to support student learning. Participants will also explore societal, technological and educational issues in relation to the use of digital technologies in higher education. This module aims to enable teaching staff to make informed choices about how to effectively embed digital pedagogies in their own practice. Specifically, participants will be required to design a digital pedagogy initiative to be used within their own practice. In this module digital pedagogy is defined as “as the study of how digital technologies can be used to best effect in teaching and learning”. (JISC 2021).

Participants are supported to engage in a supportive community of practice throughout the module.

Module learning outcomes

On successful completion of this module, participants should be able to:

Demonstrate critical engagement with the literature on digital pedagogies and related societal, technological, and educational issues.
Make informed decisions on the design and implementation of digital pedagogy within the participants’ own disciplinary context.
Demonstrate the ability to put this design into practice using appropriate digital technologies.
Articulate/illustrate how their professional values about academic practice, have been influenced by engagement with this module.

Assessment

Participants must demonstrate continuous and consistent engagement with weekly activities (e.g. online discussions) to proceed to final submission. Some of these will be collaborative in nature whilst others can be done on an individual basis.
Module participants taking the module on a for-credit basis should also select one of the following three assessment options:

1. A short (annotated) bibliography highlighting key engagement with relevant literature(s) AND A case study or vignette of a digital pedagogy that you have implemented in your practice. This case study/vignette should typically be targeted to academic staff, students, or staff holding roles supporting teaching and learning. (c. 2500 words in total inclusive of annotated bibliography).

2. An annotated mindmap or an eportfolio which presents a research-informed design for embedding digital pedagogy within a module relevant to your discipline. This mindmap/eportfolio should demonstrate the ability to put this design into practice using appropriate digital technologies.

Using a platform of your choice (e.g. OneNote or Free Mind)), participants are encouraged to utilise a range of mediums (e.g. text, video, audio, imagery) to evidence your engagement and learning. As ePortfolios are practice-focused and developmental, participants should commit to developing their eportfolio as they undertake the module, rather than at the end. Note that eportfolios and mindmap should equate to 2,500 words or a total of c. 10 minutes of digital artefacts such as videos, podcasts, or an appropriate mix of both.

3. A critical reflection on the module’s impact on their practice as part of the professional teaching portfolio, e.g. as one of the four elements of the portfolio (total c.2500 words or word equivalent). This critical reflection may be text or media-based (e.g. video/audio). Note: Only candidates who are planning to submit the professional teaching portfolio for the SpCert award may select this option. It is not an assessment option for a standalone module assignment basis.