Rajaa hakua
Piilota rajaukset
3E00GA98-3001
Evaluation Scale
Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students during the course.
Evaluation scale 0-5
3E00GA98-3002
Evaluation Scale
Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students during the course.
Evaluation scale 0-5
CO00GA44-3002
Credits and Hours: Five ECTS (135 student hours).
Fees: Free for participation with no credits and fee payable if ECTS credits are to be awarded (price to be determined).
Equipment Required by Students: Laptop or tablet and internet access
Platform: Hosted on an open Moodle platform (DIGMA)
Awards: This is envisaged to have two levels
1. Those who complete all weeks and tasks as determined by learning analytics, including the assessment tasks in week 6, will be given access to a downloadable Certificate of Completion. This does not confer any credits or official qualification. We agree that we will accept the certificate in lieu of a pre-task should the student apply to the degree MEL program and is an eligible candidate.
2. Those who pay the fee and complete the work in the first 6 weeks and then proceed to the final two weeks can be awarded a certificate for the 5 ECTS credits on a pass/fail basis. We agree that these students will pass automatically to the interview stage, should they be eligible and apply for the MEL program.
Theoretical Framework:
The course uses the same theoretical framework as MEL, based on the principles of Authentic eLearning (Herrington, Reeves and Oliver, 2010) supported by participatory collaboration, Connectivism (Goldie, 2016; Siemens, 2018) Networked Learning Theory (Buchanan, 2021; Ostashewski and Reid, no date) and Communities of Practice (Lave and Wenger, 1991; Kimble, Hildreth and Bourdon, 2008). Student integration in an online learning environment is underpinned by the work of Salmon (Salmon, no date) and her Five Step Model for online learning scaffolding and support.
The themes of each week are framed by a series of questions that the course participants seek to answer collaboratively, working with the course teachers and their peers on the course. Thus, the course has an enquiry driven, participatory framework.
