Technology Enhanced Learning (Diploma)

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Course Overview

The Diploma in Technology Enhanced Learning is specifically targeted at practitioners managers and leaders who have an interest in exploring and leveraging the opportunities of incorporating digital learning practice and strategy in their professional contexts (e.g. in the areas of Teaching and Learning, Learning and Development, Change Management and Strategic Leadership).

Through hands-on activities this course introduces participants to: the design, development, delivery and evaluation of Technology Enhanced Learning course; coordination and management of flexible learning development; and the development of online learning strategic plans.

Each participant will be provided with an online development space to explore approaches to leverage Technology Enhanced Learning tools and practices that can be contextualised to their own contexts. These skills will feed into TEL strategic planning and implementation of digital learning.

Mode of Study: Online Learning

Applications and Selections

Applications are now closed for 2021. Applications for part-time courses will reopen in April 2022.

Applications are made online via the NUI Galway Applications System. This course is listed under Adult Learning & CPD Courses Application.

Please visit our How to Apply page for Application tips and Supporting Documents information.

Who Teaches this Course

Requirements and Assessment

The assessment strategy integrates elements of theory and practice. It employs continuous assessment projects based on a philosophy of demonstrating learning through realistic work-related activities. There are no formal examination requirements for the course. Assessment involves online activities, professional learning journal and work-based projects. Participants must successfully complete all modules to attain the Diploma in Technology Enhanced Learning (TEL).

Key Facts

Entry Requirements

Entry requirements for part-time students can be found in our FAQs section (i.e. age, english language requirements etc.). Applicants who do not satisfy these academic entry requirements can apply for this course through Recognition of Prior Learning (RPL).

Additional Requirements

Duration

1 year, part-time

Next start date

October

A Level Grades ()

Average intake

QQI/FET FETAC Entry Routes

Closing Date

Closed

NFQ level

Mode of study

Online Learning

ECTS weighting

Award

Diploma in Technology Enhanced Learning

CAO

Course code

Course Outline

Course Delivery

This course is delivered online through:

Live online lectures
Podcasts and presentations (recorded spoken lectures with presentation slides)
Screencasts
Reading material, assignments and online discussions

‌The modules are sequenced from 1-3 in the course to reflect the participants’ cumulative learning journey. This approach offers opportunities for participants to apply their knowledge, skills, and attributes accumulated through the to their own professional contexts.

Self-study: participants are expected to engage in self study of module materials including core content, reference and resource material, supplementary material. All materials are hosted on Blackboard.

Curriculum Information

Curriculum information relates to the current academic year (in most cases).
Course and module offerings and details may be subject to change.

Glossary of Terms

Credits: You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
Module: An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
Optional: A module you may choose to study.
Required: A module that you must study if you choose this course (or subject).
Semester: Most courses have 2 semesters (aka terms) per year.

Year 1 (30 Credits)

Required TE304: TEL eLeadership

Semester 1 and Semester 2 | Credits: 10

Educational organisations operate within an increasingly digital, networked and complex environment where change is ever-present. This module is designed to equip participants with the eLeadership capabilities, communication skills, awareness, knowledge and tools required to navigate and leverage this dynamic environment. The module takes a three-level, policies, procedures and practices, approach to ensure that participants and their organisations are well placed to be ‘digitally ready’ when scoping, developing and implementing organisational activities (e.g. strategic and operational plans).
(Language of instruction: English)

Learning Outcomes

Demonstrate a broad and a specialised knowledge of the field of technology enhanced learning to underpin adoption of effective and efficient policy, action plans and practices
Critically evaluate current and emerging issues in technology enhanced learning policy documents to lead organisational strategic planning and practice
Triangulate key inputs to formulate a contextualised organisational digital roadmap for advancement of technology enhanced learning initiatives and activities
Establish a framework for continuing professional development aimed at supporting the ongoing pedagogical needs and practices of educators in the digital learning environment
Appraise the characteristics, traits and needs of digital learners with a view to embedding a successful online and blended learning environment
Take responsibility for the implementation of an evaluation and monitoring process aimed at creating excellence in the provision of technology enhanced learning activities
Develop, operationalise, monitor, review and evaluate an iterative TEL continuing professional development strategy
Actively foster an inclusive and sustainable community of learning that supports continuous improvement of technology enhanced learning

Assessments

This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.

Department-based Assessment (100%)

Module Director

PAUL WILLIAM GORMLEY: Research Profile | Email

Lecturers / Tutors

PAUL WILLIAM GORMLEY: Research Profile
PAULINE DILLON: Research Profile

Reading List

"Leading the eLearning Transformation of Higher Education" by Gary Miller and six others
Publisher: Stylus Publishing
Chapters: 12
"Going Online: Perspectives on Digital Learning" by Robert Ubell
ISBN: 9871315775173.
Publisher: Routledge
Chapters: 10
"Change We Must" by Matthew Goldstein,George Otte
ISBN: 9780795348044.
Publisher: Rosettabooks
Chapters: 8

The above information outlines module TE304: "TEL eLeadership" and is valid from 2018 onwards.
Note: Module offerings and details may be subject to change.

Required TE302: Blended Learning Design

Semester 1 and Semester 2 | Credits: 10

Developing Learning Design focuses on pedagogical concepts and instructional design models that are fundamental to designing and developing an online learning environment. It examines pedagogical, technical and practical issues that affect the development of effective online learning environments and the issues relating to managing and monitoring online learning activities, assessment and evaluation
(Language of instruction: English)

Learning Outcomes

Demonstrate a comprehensive and specialised knowledge of fundamental models and concepts of the online learning environment
Evaluate a range of formal online learning environments (e.g. MOOCs, Online Learning Environments such as Blackboard and Moodle) and social online environments (e.g. Web.2.0, social networking) for a range of learning scenarios
Discuss pedagogical, technical and practical issues that affect the development of online learning environments
Synthesise the key elements of three eLearning pedagogical models for designing online learning activities (Mayes’ Conceptual Model; Laurillard’s Conversational Model; and Salmon’s 5-Step eTivity and eModerator framework)
Apply instructional design models to construct detailed prototype online learning environments and learning activities using a variety of online learning, communication and collaboration tools
Explain issues relating to managing and monitoring online learning assessment and training evaluation processes to develop effective assessment and evaluation strategies
Take responsibility for applying learning to own professional practice, for evaluating and managing the learning needs of others and for ensuring the continuing professional development self and others
Scrutinise the role of technology in the learning process ensuring that appropriate pedagogical approaches and professional standards are implemented for online learners

Assessments

This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.

Department-based Assessment (100%)

Module Director

PAUL WILLIAM GORMLEY: Research Profile | Email

Lecturers / Tutors

PAUL WILLIAM GORMLEY: Research Profile
PAULINE DILLON: Research Profile
TARA PRENDEVILLE: Research Profile

Reading List

"Blended Learning and Online Tutoring" by Janet MacDonald
ISBN: 9780566088414.
Publisher: Gower Publishing, Ltd.

The above information outlines module TE302: "Blended Learning Design" and is valid from 2018 onwards.
Note: Module offerings and details may be subject to change.

Required TE303: Blended Learning and Teaching

Semester 1 and Semester 2 | Credits: 10

Learning and Teaching Online focuses on the fundamental models and concepts of online learning, on the range of related literacies that trainers need to develop and on the pedagogical approaches needed for successful online learning.
(Language of instruction: English)

Learning Outcomes

Demonstrate a broad and specialised knowledge of the fundamental models and concepts of the online learning environment
Identify the key drivers, benefits and challenges to eLearning adoption
Discuss the range of knowledge, skills and digital literacies needed by trainers to develop, facilitate and manage an effective online learning environment
Discuss the range of knowledge, skills and digital literacies needed by learners to fully engage in collaborative virtual learning communities
Apply online pedagogical models and learning technology tools to plan and construct prototype online courses and learning activities in an online learning environment
Critically engage in current eLearning discourse (e.g. ‘Digital Native v Digital Immigrant’ debate, data protection, copyright, digital identity)
Reflect and apply learning to participant’s own professional practice
Recognise the role of technology in the learning process ensuring that appropriate pedagogical approaches are implemented for online learners

Assessments

This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.

Department-based Assessment (100%)

Module Director

PAUL WILLIAM GORMLEY: Research Profile | Email

Lecturers / Tutors

PAUL WILLIAM GORMLEY: Research Profile
PAULINE DILLON: Research Profile
TARA PRENDEVILLE: Research Profile

Reading List

"The Practice of Elearning" by Robert Ubell
ISBN: 9781138025325.
Publisher: Routledge

The above information outlines module TE303: "Blended Learning and Teaching" and is valid from 2018 onwards.
Note: Module offerings and details may be subject to change.

Further Education

For graduates who do not hold an undergraduate degree, the course offers exemptions into:

Business/Commerce (Degree/Diploma)

Training & Education (Degree/Diploma/Certificate)

For graduates who hold an undergraduate degree the course offers progression with exemptions to:

Leadership Development (PCert/Dip, MSc)

Why Choose This Course?

Career Opportunities

The digital landscape is increasingly influencing society, education and the workplace. This integrated course accelerates participants’ development of relevant TEL skills that can be applied and embedded into private and public sector workplaces.

As digital literacies and capabilities are increasingly in demand, participants can augment their transferrable skills as practitioners, project managers, team managers, strategic managers across workplace Training & Education, Learning & Development and Management/Leadership functions.

Who’s Suited to This Course

Practitioners, managers and leaders who have responsibilities in the area of teaching and learning in their organisations. This course is designed to equip participants with the eLeadership capabilities, communication skills, awareness, knowledge and tools required to navigate and leverage this dynamic environment.

Learning Outcomes

Work Placement

Study Abroad

Related Student Organisations

Course Fees

Fees: EU

€2,533

Fees: Tuition

€2,463

Fees: Student levy

€70

Fees: Non EU

€3,033

A fees scholarship of up to 30% may be available for students who wish to upskill for the purposes of re-employment. Please download the 2021_22 Fees Scholarship Form for more information.

Find out More

Adult Training and Education Studies
Centre for Adult Learning and Professional Development
NUI Galway, Nuns' Island, Galway
Tel: 091 494055
Email: trainingeducation@nuigalway.ie

Lorraine Thornton | Graduate

Having worked within education & training for my entire career, my focus has always been on the learning achievement of someone else. So, when I recently undertook this course the learning focus was this time on me and it felt good. Becoming a student again in a topic of choice is always a positive first step and I found it exciting & rewarding. Exciting for the vast technological options and supports you can use to support in the learning experience and rewarding for how it can enhance the learning experience within the classroom & online. The course was structured in such a way that I was constantly learning about new software & learning resources whilst being able to apply it to the fundamentals of adult learning. The lecturers were so supportive and at Level 8 empowered us to take the lead in our learning – either through navigating our way through the virtual learning environment or the effective learning resources provided. Come graduation day, I truly felt special. The feeling of achievement when putting on my graduation gown & hat and subsequently receiving my parchment will stay with me forever. Never underestimate how good a learning achievement can make you feel!