EDUC59330: Digital Education and Society: Critical Perspectives

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• This module to a variety of critical theoretical perspectives pertaining to the effects and implications of digital technologies on experiences of education. It does so by focusing on different themes related to critical understandings of digital education.

• Examples of module content include:
• Debunking assumptions of digital technologies;
• Working with key concepts on digital practices and experiences and its relation to education
• Exploring understandings of digital education in a digital society and its implications to the dynamics of teaching and learning

Subject-specific Knowledge:

• At the end of the module successful students will have developed:
• Critical knowledge and understanding of the effects of digital technologies on different societal contexts;
• Critical knowledge and understanding of digital technologies in relation to societal issues
• Critical knowledge and understanding of contemporary digital practices and their implications to teaching and learning in different contexts.

Subject-specific Skills:

• By the end of the module students will be able to:
• Critically evaluate literature in the field of digital education;
• Critique digital education frameworks with the support of key theories;
• Analyse the issues affecting digital learning from critical perspectives;
• Reflect critically on digital practices and their relationship with education.

Key Skills:

• Transferable Skills:
• Engage with academic literature reflectively and critically;
• Evaluate and engage with different primary and secondary source materials;
• Develop study skills, information retrieval, and the capacity to plan and manage learning, and to reflect on own learning;
• Use written and spoken communication skills to develop academic arguments;
• Participate and communicate effectively in online spaces.

• Structure: Teaching will involve a number of sessions taught via a combination of interactive lectures and workshops. The tutor will introduce key concepts/theories pertaining the topics of the class and invite students to debate the session topic with reference to readings and materials shared for that purpose. All the sessions will rely on interactive participation and critical discussions by the students. Group work activities and discussion will facilitate a more in-depth student engagement with the themes and issues covered in the module.
• Independent Study: Students are expected to spend 300 hours in total on the module. In addition to the taught sessions, students are expected to work independently on each module. This 'out of class' work can include readings relevant to the next session, preparation for a discussion or presentation, developing your portfolio, providing and receiving peer feedback.
• Virtual Learning Environment (VLE): There is a VLE site associated with this module, and it is essential that you check this site regularly. The site contains important documentation relating to the module and links to useful sources of information. It is your responsibility to ensure that you check VLE site regularly for announcements relating to the module. It is important to remember that this system will be used to supplement sessions and not replace them. Thus, students are expected to keep their own files of subject. All assessment announcements (including assessment deadlines) will be available on VLE site (section: Assessment).

Students will be encouraged to keep a written or video log on the weekly topics and drive the seminar discussions by creating their own reading cards to guide critical discussion in the interactive sessions. Students are expected to submit a mock up of their infographic for formative feedback as well as a one-page outlining the structure of their critical essay prior to the meeting (templates will be available via Learn Ultra).

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