THE UNIVERSITY OF HONG KONG

FACULTY OF EDUCATION

Master of Science in Information Technology in Education

Programme Learning Outcomes (PLO)

Program Learning Outcomes (Core outcomes)

1. Apply IT to support teaching, learning, assessment and administration.

2. Critically examine issues that impact on the implementation of IT in educational contexts.

3. Design small scale studies involving IT in education.

Program Learning Outcomes (Specialisms)

4. Analyse educational leadership practices to facilitate the development of IT-related organizational

strategies. (E-leadership specialism)

5. Develop and implement e-learning strategies. (E-learning specialism)

6. Design technology environments and tools to support a variety of pedagogical approaches. (Learning
Technology Design specialism)

Program Learning Outcomes (Dissertation)

7. Research on the design, implementation and/or impact of IT integration in educational settings.

Module List

MITE6023 Information technology and educational leadership Core 2

MITE6024 Teaching and learning with information technology Core 3
MITE6025 Methods of research and enquiry Core 5
MITE6304 Designing shared virtual environments for learning LTD 6
MITE6305 Digital culture and educational practice e-leadership 8
MITE6310 Innovative practices in educational through information technology adoption e-leadership 10
MITE6311 E-learning strategies and management e-learning 11
MITE6328 Organisational learning e-leadership 12
MITE6329 Multimedia in education LTD 13
MITE6330 Learning design and technology e-learning, LTD 15
MITE6332 Learning objects LTD 16
MITE6333 Mobile and ubiquitous technology in education e-learning, LTD 17
MITE6334 Digital video & storytelling in education LTD 19
MITE6335 Technology in education in China within a global context e-leadership 20
MITE6336 Learning technology, e-learning pedagogy, and learning sciences e-learning 21
MITE6340 Research seminars and workshops Elective, co-requisite for dissertation 22
MITE7341 Digital game-based learning e-learning 23
MITE7345 Engaging adult learners in face-to-face and e-learning contexts e-leadership, e-learning, LTD 24
MITE7346 Data, analytics and learning e-leadership, e-learning, LTD 26
MITE7347 Project management e-leadership 27

< The Faculty reserves the right to withdraw the above modules at any time.>

1
Module Code Module Title Specialism Lecturer(s)
MITE6023 Information technology and educational Core Dr Teddy So
leadership Mr David Woo

Description

This module provides students with the necessary knowledge and working methods to implement local IT policies
and strategies at the institutional level. The module offers a comparative perspective for benchmarking local and
international practices and identifies contemporary leadership issues concerning the implementation of information
technology in education across multiple levels.

Module Learning Outcomes (LOs)

LO No. LO Statement Related PLO Related Assessment

Task(s)
1 Compare, contrast, and evaluate local practices of ICT in 2 1, 2
education with practices in other countries

2 Demonstrate understanding of polices and strategies of ICT 2, 3, 4 3, 4

implementation at a range of educational levels, by:
Analyzing a case study of ICT implementation
and hypothesizing a proposal to improve the
implementation or developing an evaluation of the
proposal; and
Writing a critical review of a selected topic in the
area of ICT and educational leadership that is
supported by published case studies of ICT
implementation at school, national or regional
levels.

Assessment

# Title Mode of assessment Weighting

1 Group assignment Group 40%
2 Learning portfolio Individual 10%
3 Written assignment Individual 50%

Selected References

To be provided by lecturer.

2
Module Code Module Title Specialism Lecturer(s)
MITE6024 Teaching and learning with information Core module Dr Daniel Churchill
technology Dr Jingyan Lu

Description

This module provides a comprehensive introduction to the use of information technology for teaching and learning.
Topics range from traditional applications e.g., computer-based tutorials to more contemporary applications such as
the use of learning objects, cognitive tools and collaborative technologies. The module highlights theories of learning
underpinning technology integration and the educational contexts within which these are intended to be used.

Module Learning Outcomes (LOs)

LO No. LO Statement Related PLO Related

Assessment
Task(s)
1 Identify the learning theory and pedagogical assumption for 2 1
common computer-based tools and environments for
teaching and learning
2 Analyse and critically evaluate instances of technology 2 1, 2
integration in different educational contexts
3 Select and implement computer-based tools and 1, 6 1, 2
environments appropriate for specific learning goals and
pedagogical contexts
4 Demonstrate awareness of emerging technology and 1, 6 1, 3
possibilities for educational applications

Assessment

Task No. Title Mode of assessment Total Points

1 Activities with and through technology Individual 40%
2 Learning activity Group 20%
3 ePortfolio Group 40%

Key References

Biggs, J. (2003). Teaching for quality learning at university. (2nd ed.). Buckingham. Open University Press.
Brown, J.S., & Adler, R.P. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0 Educause
Review, 43, 1, (January/February 2008). Retrieved 15 September, 2011 from
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/MindsonFireOpenEd
ucationtheLon/162420
Chai, C. S., & Quek, C. L. (2003). Using computers as cognitive tools. In S.C. Tan, Teaching and learning with
technology: an Asia-pacific perspective (pp. 182-198). Singapore: Prentice Hall.
Churchill, D. (2007). Towards a useful classification of learning objects. Education Technology Research &
Development, 55(5), 479-497
Churchill, D. (2007). Web 2.0 and Possibilities for Educational Applications. Educational Technology, 47(2), 24-
29.
Deubel, P. (2003). An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia
Design. Retrieved15 September, 2011, from http://www.ct4me.net/multimedia_design.htm
March, T. (2005). Working the web: theory and practice on integrating the web for learning. Retrieved 15
September, 2011, from http://tommarch.com/writings/theory.php
Mayer, R. E. (2003). The premise of multimedia learning: using the same instructional design methods across
different media. Learning and Instruction, 13(2), 125-139. Retrieved 15 September, 2011, from
http://dx.doi.org/10.1016/S0959-4752(02)00016-6

3
 Scardamalia, M., & Bereiter, C. (2002). Knowledge building. Retrieved 15 September, 2011, from
http://www.abed.org.br/congresso2004/por/MC3b.pdf
Schrader P. (2008). Learning in Technology: Reconceptualising immersive environments. AACE Journal, 16 (4)
457-475.
Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2010). Teachers discovering computers: Integrating
technology and digital media in the classroom (6th ed.). Boston, MA, Thompson Learning. See also
http://oc.course.com/sc/tdc5/index.cfm

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Module Code Module Title Specialism Lecturer(s)
MITE6025 Methods of research and enquiry Core module Dr Thomas Chiu
Dr Timothy Hew
Dr Allan Yuen

Description

This module introduces students to research methods, emphasising critical appraisal and an understanding multiple
approaches to conducting research. The module also examines the conceptualization, planning and conduct of small-
scale research in the integration of information technology in educational settings.

Module Learning Outcomes (LOs)

LO No. LO Statement Related PLO Related

Assessment
Task(s)
1 Identify and critique a small collection of research studies 2
2 Conceptualize and plan a small empirical study 2
3 Interpret and communicate research findings 2, 3 1
4 Discuss approaches and techniques for research on uses of IT 1
in educational settings

Assessment

Task No. Title Mode of assessment Total Points

1 Oral presentation Group 40%
2 Written research proposal Individual 60%

Key references

Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational Research: Competencies for Analysis and
Applications. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall
Ravid, R. (2000). Practical statistics for educators. (2nd ed). New York, N.Y.: University Press of America, Inc.

5
Module Code Module Title Specialism Lecturer(s)
MITE6304 Designing shared virtual environments for Learning Not offer in 2015-16
learning technology design

Description

This module provides an introduction to current leading-edge work on shared virtual environments for learning
(SVEL) through a variety of reflective experiences in these environments. The module explores various theories
underlying the pedagogy and content of SVEL as well as the implication and impact of web 2.0 technology on the
design of virtual environments for learning. The module offers students opportunities to design and implement their
own SVEL, based on sound pedagogic principles and to describe and illustrate appropriate strategies for their
evaluation.

Module Learning Outcomes (LOs)

LO No Learning Outcome Related PLO Related Assessment

Task(s)
1 Design appropriate learning activities using Active Worlds 1,2,5,6 1.2
and various multimedia technology
2 Use software tools to design prototypes of multimedia 1.2
teaching and learning virtual learning environments
3 Critically evaluate the quality of educational virtual 1
environment for learning
4 Apply multimedia technology in teaching and learning 1.2
5 Explain the cognitive and pedagogical theories that underpin 1.2
the instructional design

Assessment

Task Title Mode of Total Related

No. assessment Points CLO
1 Design a shared virtual environment for learning Group 40% 1,2,5
2 Proposal for a self-designed learning experience in a Individual 50% 1,2,3,4,5
virtual environment
3 Participation (in-class & online) Individual 10% 1,2

References

Britain, S. and Liber, O. (2004). A Framework for Pedagogical Evaluation of Virtual Learning
Environments. Retrieved Sept 9, 2008 at http://www.jisc.ac.uk/media/documents/programmes/jtap/jtap-
041.pdf
Dede, C. (2009). Immersive interfaces for engagement and learning. Science,323(5910), 66-
69. Retrieved Jan 17, 2015 from:
http://www.cc.gatech.edu/classes/AY2013/cs7601_spring/papers/Dede_Immersive_Interfac
es.pdf
Dalgarno, B., & Lee, M.J. (2010). What are the learning affordances of 3-D virtual environments? British
Journal of Education Technology, 41(1), 10-32. Retrieved Jan 17, 2015 from:
http://edtc6325teamone2ndlife.pbworks.com/f/6325%2BLearning%2Baffordances%2Bof%2B3-D.pdf
Dickey, M. D. (2002). Constructing the user: the impact of the design of three-dimensional virtual worlds
on user representation. Retrieved March 1, 2014, from http://mchel.com/Papers/Dickey-
ConstructingtheUser2.pdf
Dickey, M. D. (2003). Teaching in 3-D: pedagogical affordances and constraints of 3-D virtual
worlds for synchronous distance learning. Distance Education, 24(1), 105121.
Dickey, M. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active
Worlds as a medium for distance education. British Journal of Educational Technology, 36, 439451.

6
 Ellis, R. A., Steed, A. F. and Applebee, A. C. (2006). Teacher conceptions of blended learning, blended
teaching and associations with approaches to design. Australasian Journal of Educational Technology,
22(3),312-335.
Firouz Anaraki. (2004). Developing an Effective and Efficient eLearning Platform. Retrieved August 26,
2007 from
http://www.au.ac.th/cide/research/elearning_conference_2004/eLearningAP2004/eLearning%20proceeding
s/pdf/p57-63-Firouz-Elearning_Paper-rev.pdf
Hall, R. (2002). Aligning learning, teaching and assessment using the Web: An evaluation of
pedagogic approaches. British Journal of Education Technology, 33(2), 149158.
Laurillard, D. (1993) Rethinking University Teaching a framework for the effective use of
educational technology, London: Routledge.
Mayrath, M. C., Traphagan, T., Jarmon, L., Trivedi, A., & Resta, P. (2010). Teaching with virtual
worlds: Factors to consider for instructional use of second life. Journal of Educational Computing
Research, 43(4),403-444.
McKenzie, J. (2000). Scoring Power Points. The Educational Technology Journal . Retrieved September,
2000, from http://www.fno.org/sept00/powerpoints.html
Orlich, Harder, Callahan & Gibson. (2004) Teaching strategies: A guide to better instruction. New
York: Houghton Mifflin.
Roberts, T. S. (2006). Self, peer, and group assessment in E-learning: an introduction. Self, peer and
group assessment in E-learning, 1-16. Retrieved July 28, 2007, http://www.idea-
group.com/downloads/excerpts/ITB12485.pdf
Slater, M. (1999). Measuring presence: a response to the Witmer and Singer questionnaire. Presence, 8(5),
560566.
Slater, M. (2003). A note on presence terminology. Presence connect, 3(3), 1-5.
Slater, M. (2004). How colourful was your day? Why questionnaires cannot assess presence in
virtual environments. Presence, 13(4), 484493.
Slater, M. (2009). Place illusion and plausibility can lead to realistic behaviour in immersive virtual
environments. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3549-
3557.
Solomon G. (2010). Web 2.0 how-to for educators. Eugene. OR: International Society for Technology in
Education. Main Library 371.3344678 S689 w36
Thiam, K.T. (2010) Second Life for Education. Paper presented at the 14th Global Chinese Conference on
Computers in Education (GCCCE 2010). Singapore. Retrieved Jan 16, 2015 from:
http://140.118.59.33/GCJCE/GCCCE/conf_papers/conference262.pdf
Weller, M. (2007). Virtual Learning Environments: Using, choosing and developing your VLE. London and
New York: Routledge.
Wyels, C. (2007, 8 27). Innovative Teaching Exchange. Retrieved 8 27, 2007, from Engaging Students
via In- Class Worksheets: http://www.maa.org/t_and_l/exchange/ite11/worksheets.htm
What is a VLE / MLE? Whatis.com Retrieved Jan 20, 2015 from:
http://whatis.techtarget.com/definition/virtual-learning-environment-VLE-or-managed-learning-
environment- MLE

7
Module Code Module Title Specialism Lecturer(s)
MITE6305 Digital culture and educational practice E-leadership TBC

Description

This module explores the impact of digital technologies on society, the community and the individual. It examines
ways in which information technology has affected global and local communities and cultures, home, leisure, work
and educational practices as well as our understandings of ourselves. Issues related to the evolution and impact of
cyber-communities on adolescents and traditional educational communities will also be examined.

Module Learning Outcomes (LOs)

LO No Learning Outcome Related PLO Related Assessment

Task(s)
1 Articulate how ICT have affected society, individual and 1 2,3
education system
2 Apply existing sociology/philosophy of ICT into education 2 1,2,3
practice
3 Use ICTrelated sociocultural discourses and frameworks in 3 1
educational research

Assessment

Task Title Mode of Total Points Related

No. assessment CLO
1 Essay Individual 50% 2.3
2 Group presentation Group 30% 1.2
3 Moodle forum posts Individual 20% 1.2

Selected References

There is no single textbook or reference that adequately covers the topics in this module. You will be provided with
references in each session and will be expected to read key references in preparation for each session. The readings,
along with online resources, will give you the necessary information to successfully complete the module. Below is a
list of general references:

Bandura, A. (1977). Social learning theory. Englewood Cliffs, N.J.: Prentice Hall.
Bourdieu, P. (1984). Distinction : a social critique of the judgement of taste. Cambridge, Mass.: Harvard
University Press.
Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture (2nd ed.). London:
Sage.
Buckingham, D. (2007). Beyond technology : children's learning in the age of digital culture. Cambridge ;
Malden, MA: Polity.
Capodagli, B., & Jackson, L. (2010). Innovate the Pixar way : business lessons from the world's most
creative corporate playground. New York: McGraw-Hill.
Chua, B. H., & Iwabuchi, K. o. (2008). East Asian pop culture : analysing the Korean wave. Hong Kong:
Hong Kong University Press.
Creeber, G., & Martin, R. (2009). Digital cultures. Maidenhead, Berkshire, England ; New York: Open
University Press.
Gere, C. (2008). Digital culture (2nd ed.). London: Reaktion.
Grossman, L. (2014). World War Zero: How Hackers Fight to Steal Your Secrets. TIME, 184, 16-23.
Heidegger, M. (1977). The question concerning technology, and other essays. New York: Harper & Row.
Heider, D., & Massanari, A. (2012). Digital ethics : research & practice. New York: Peter Lang.
Hjorth, L. S. (2003). Technology and society : a bridge to the 21st century (2nd ed.). Upper Saddle River,
N.J.: Prentice Hall.

8
 Horst, H. A., & Miller, D. (2012). Digital anthropology. London: Berg.
Ihde, D. (1993). Philosophy of technology : an introduction (1st ed.). New York: Paragon House.
Isaacson, W. (2012). Steve Jobs : a biography. New York: Simon & Schuster.
Johnson, S. (2009). The best technology writing 2009. New Haven, Conn.: Yale University Press.
Karatzogianni, A., & Kuntsman, A. (2012). Digital cultures and the politics of emotion : feelings, affect and
technological change. Basingstoke England: Palgrave Macmillan.
Miller, V. (2011). Understanding digital culture. London: SAGE.
OKeeffe, G. S., Clarke-Pearson, K., Council on, C., & Media. (2011). The Impact of Social Media on
Children, Adolescents, and Families. Pediatrics, 127(4), 800-804.
Park, J. (2011). Metamorphosis of Confucian Heritage Culture and the Possibility of an Asian Education
Research Methodology. Comparative Education, 47(3), 381-393.
Peters, M. A. (2006). Towards Philosophy of Technology in Education: Mapping the Field. In J. Weiss, J.
Nolan, J. Hunsinger & P. Trifonas (Eds.), The international handbook of virtual learning environments (pp.
95-116). Dordrecht: Springer.
Pieper, J. (1952). Leisure : the basis of culture. London: Faber and Faber.
Postman, N. (2006). Amusing ourselves to death : public discourse in the age of show business (20th
anniversary ed.). New York, N.Y., U.S.A.: Penguin Books.
Potter, W. J. (2004). Theory of media literacy : a cognitive approach. Thousand Oaks, Calif.: Sage
Publications.
Safko, L. (2012). The social media bible : tactics, tools, & strategies for business success (3rd ed.).
Hoboken, N.J.: John Wiley & Sons.
Shirky, C. (2011). The Political Power of Social Media-Technology, the Public Sphere, and Political
Change. Foreign Affairs, 90(1), 1-12.
Shuker, R. (2013). Understanding popular music culture (4th ed.). Abingdon, Oxon ; New York: Routledge.
Spector, J. M., Merrill, M. D., Ellen, J., & Bishop, M. J. (Eds.). (2014). Handbook of research on
educational communications and technology (4th ed.). New York, N.Y.: Springer.
Storey, J. (2009). Cultural theory and popular culture : a reader (4th ed.). Harlow, England; New York:
Pearson Longman.
Veblen, T. (1899/1998). The theory of the leisure class. Amherst, NY: Prometheus Books. (Free electronic
copy @ Pennsylvania State University)
Vermaas, P. E. (2011). A philosophy of technology : from technical artefacts to sociotechnical systems. San
Rafael, Calif.: Morgan & Claypool Publishers.
Webster, F. (2010). The Information Society Revisited. In D. McQuail (Ed.), McQuail's Mass
Communication Theory (6 ed., pp. 22-33). London: Sage.
Weiss, J., Nolan, J., Hunsinger, J., & Trifonas, P. (Eds.). (2006). The international handbook of virtual
learning environments. Dordrecht: Springer.
Xu, B. (2014). Media Censorship in China: Council on Foreign Relations.

9
Module Code Module Title Specialism Lecturer(s)
MITE6310 Innovative practices in education through E-leadership TBC
information technology adoption

Description

This module explores innovative practices in education through the integration of information technology. The
module investigates in detail case studies collected from around the world to examine concepts and models of what
constitutes innovative practice in a variety of educational settings. The module examines the proposition that
technology can act as a lever for innovation and change in education.

Module Learning Outcomes (LOs)

LO No. LO Statement Related PLO Related

Assessment
Task(s)
1 Evaluate and apply concepts and models of IT-based innovative 1, 2, 5 1,2
practices in various education settings
2 Analyze IT-based innovative practices in education at classroom 1, 2, 5 1, 2
as well as school level
3 Identify educational change issues in connection to innovative 1, 2, 4 1, 2
practices through ICT adoption

Assessment

Task No Title Weighting

1 Group work 50%
2 Individual Task 50%

Selected References

To be provided by lecturer.

10
Module Code Module Title Specialism Lecturer(s)
MITE6311 e-Learning strategies and E-learning Dr Timothy Hew
management

Description

This module explores issues relevant to the design, delivery, and evaluation of e-learning in educational or corporate
contexts. The following topics will be covered: the use of IT tools to support e-learning systems, the design of
various instructional strategies used in e-learning system, and challenges to successful e-learning implementation.

Module Learning Outcomes (LOs)

LO # LO Statement Related PLO Related

Assessment
Task(s)
1 Explain six specific types of learning: (a) factual knowledge, (b) 1,4,6 1,2
conceptual knowledge, (c) critical thinking ability, (d) problem solving,
(e) procedural learning, and (f) attitude change.
2 Describe strategies including the use of IT that can promote mastery of 1,2
six specific types of learning: (a) factual knowledge, (b) conceptual
knowledge, (c) critical thinking ability, (d) problem solving, (e)
procedural learning, and (f) attitude change.
3 Critically evaluate and reflect upon the practice, content and concepts 2,
learned in this course
4 Propose, design, and evaluate e-learning models to achieve specific types 1,2,5
of learning in a teaching & learning context

Assessments

Task No. Title Mode of assessment Weighting

1 Student-led teaching Group 30% 1,2,3
2 Participation in a MOOC Individual 30% 1,2,3
3 Designing and evaluation an e-learning lesson Individual 40% 1,2,3,4

Key References

Recommended Textbook
Hew, K. F., & Cheung, W. S. (2014). Using blended learning: Evidence-based practices. Springer

Other References
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based
Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of
Education, Office of Planning, Evaluation, and Policy Development: Washington, D.C.
Dziuban, C.D., Hartman, J.L., & Moskal, P.D. (2004). Blended learning. Educause Center for Applied
Research (ECAR) Research Bulletin, 7.
Cheung, W. S., & Hew, K. F. (2011). Design and evaluation of two blended learning approaches:
Lessons learned. Australasian Journal of Educational Technology, 27(8), 1319-1337.
Dahlstrom, E., Walker, J. D., & Dziuban, C. (2013). ECAR study of undergraduate students and
information technology, 2013. (Research report). Louisville, CO: EDUCAUSE Center for Analysis and
Research.

11
Module Code Module Title Specialism Lecturer(s)
MITE6328 Organisational learning E-leadership Dr Thomas Chiu

Module Description

This module explores the concept and processes of organisational learning and the learning organisation. It examines
the strategies and tools employed to create and manage a learning and innovative organisation. Topics include
managing chaos and complexity; organisation culture and change, scenario planning, storytelling, professional
development, training and learning (especially e-learning), performance and evaluation of learning, and others.

Module Learning Outcomes (LOs)

LO No. LO Statement Related PLO Related
Assessment
Task(s)
1 Identify challenges in implementing change in 1, 2 1
organizations
2 Evaluate and apply models of change to a 5 1, 2
learning organization
3 Develop strategies to support sustainable 1, 3, 5 2
change in a learning organisation

Assessment

Mode of
# Title Weighting Related LOs
Assessment
What strategies does your organization (or an Group 40% 1,2,3
1 organization of your choice) have in place to encourage
development, change and innovation?
What organizational development plan will you use for Individual 50% 2,3
2
the workplace to encourage change and innovation?
3 Participation Individual 10% 1,2,3

Key References

Argyris, C. & Schon, D. (1978). Organizational Learning: A theory of action perspective. Reading MA: Addison-
Wesley.
Imants, J. (2003). Two basic mechanisms for organizational learning in schools. European Journal of Teacher
Education, 26, 3, pp. 293-311.
Flood, R.L. (2009). Rethinking the Fifth Discipline: Learning within the unknowable. London: Routledge.
Fullan, M. (2001) The new meaning of educational change. London: RoutledgeFalmer.
Law, N., Yuen, H.K., & Fox, R. (2011). Educational Innovations Beyond Technology: nurturing leadership and
establishing learning organizations. New York: Springer.
Lim, C.P., Ching, S.C., & Churchill, D. (2011). A framework for developing pre-service teachers experiences in
using technologies to enhance teaching and learning. Educational Media International, 48 (2), 69-83.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed). New York: Free Press.
Senge, P. (2000) (Ed). Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone
Who Cares About Education. New York: Doubleday.

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Module Code Module Title Specialism Lecturer(s)
MITE6329 Multimedia in education Learning technology design Dr Felix Siu

Description

This module examines methods for sourcing, selecting, using, adapting and evaluating educational multimedia. The
module also explores processes and tools for designing and developing educational multimedia products.

Module Learning Outcomes (LOs)

LO No. MLO Statement Related PLO* Related

Assessment
Task(s)
1 Design appropriate learning activities using PLO1: Apply IT to support
various multimedia technology teaching, learning, assessment and 1, 2
administration.
2 Use software tools to design prototypes of PLO2: Critically examine issues 1, 2
multimedia teaching and learning resources that impact on the implementation
of IT in educational contexts
3 Critically evaluate the quality of educational PLO5: Develop and implement e- 1, 2, 3
multimedia products learning strategies.
PLO 6: Design technology
4 Apply multimedia technology in teaching and environments and tools to support a 1, 2
learning variety of pedagogical approaches

5 Explain the cognitive and pedagogical theories 1, 2, 3

that underpin the instructional design

Assessment

Task No Title Mode Total Related CLO

of Assessment Points
1 Design a prototype of multimedia Group 40% 1, 2, 5
teaching and learning resource for
supporting learning
2 Essay writing in relation to the area Individual 50% 1, 2, 3, 4, 5
of Multimedia in Education
3 Participation (In-class & online) Individual 10% 1, 2, 4

Key References

Bell, J. (2010). Doing your research project: A guide for first-time researchers in education, health and social
science, 5th ed. Maidenhead: McGraw Hill Open University Press.
(http://library.hku.hk/search/t?SEARCH=Doing+Your+Research+Projects)
Bryman, A. (2008). Social research methods. 3rd ed. Oxford: Oxford University Press.
(http://library.hku.hk/search/t?SEARCH=Social+Research+Methods)
Cohen, L. (2011). Research methods in education, 7th ed. New York: Routledge.
(http://library.hku.hk/search/t?SEARCH=Research+Methods+In+Education)
Connaway, L., & Powell, R. (2010). Basic research methods for librarians, 5th ed. Westport: Libraries
Unlimited. (http://library.hku.hk/search/t?SEARCH=Basic+Research+Methods+For+Librarians)
Creswell, J. (2008). Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed.
Thousand Oaks: Sage. (http://library.hku.hk/search/t?SEARCH=Research+Design+Qualitative)

13
 Creswell, J. (2012). Educational research : planning, conducting, and evaluating quantitative and qualitative
research, 4th ed. Boston: Pearson.
(http://library.hku.hk/search/t?SEARCH=Educational+Research+Planning+Conducting+And+Evaluating)
De Vaus, D. (2002). Analyzing social science data: 50 key problems in data analysis. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Analyzing+Social+Science+Data)
*De Vaus, D. (2002). Surveys in social research, 5th ed. London: Routledge.
(http://library.hku.hk/search/t?SEARCH=Survey+In+Social+Research)
*Denscombe, M. (2007). The good research guide for small-scale social research projects, 3rd ed. Maidenhead:
Open University Press.
(http://library.hku.hk/search/t?SEARCH=The+Good+Research+Guide+For+Small+Scale+Social+Research+Pr
ojects)
Egghe, L., & Rousseau, R. (2001). Elementary statistics for effective library and information service
management. London: Aslib/IMI.
(http://library.hku.hk/search/t?SEARCH=Elementary+Statistics+For+Effective+Library+And+Information+Se
rvice+Management)
Field, A. (2009). Discovering Statistics Using SPSS, 3rd ed. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Discovering+Statistics+Using+SPSS)
*Gillham, B. (2005). Research interviewing: The range of techniques. Maidenhead: Open University Press.
(http://library.hku.hk/search/t?SEARCH=Research+Interviewing+Range+Techniques)
Gorman, G., & Clayton, P. (2005). Qualitative research for the information professional: A practical handbook,
2nd ed. London: Facet.
(http://library.hku.hk/search/t?SEARCH=Qualitative+Research+For+The+Information+Professional)
Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Doing+A+Literature+Review+Releasing)
Kvale, S. (2007). Doing interviews. London: Sage. (http://library.hku.hk/search/t?SEARCH=Doing+Interviews)
Maxwell, J.A. (2005). Qualitative research design: An interactive approach. Thousand Oaks, Calif: Sage
Publications. (http://library.hku.hk/search/t?SEARCH=Qualitative+Research+Design)
McNiff, J., & Whitehead, J. (2009). Doing and writing action research. London: Sage.
(http://library.hku.hk/search/t?SEARCH=Doing+And+Writing+Action+Research)
Miles, M.B. (1994). Qualitative data analysis: an expanded sourcebook, 2nd ed. Tousand Oaks, Calif.: Sage.
(http://library.hku.hk/search/t?SEARCH=Qualitative+Data+Analysis)
Morgan, S., Reicher, T., & Harrison, T. (2002). From numbers to words: Reporting statistical results for the
social sciences. Boston: Allyn and Bacon.
(http://library.hku.hk/search/t?SEARCH=From+Numbers+To+Words)
Pickard, A. (2007). Research methods in information. London: Facet.
(http://library.hku.hk/search/t?SEARCH=Research+Methods+In+Information)
#Smith, S., Chavez, A., & Seaman, G. (2014). Teacher as Architect: Instructional Design and Delivery for the
Modern Teacher. 2nd Edition. Modern Teacher Press.
#Solomon, G., & Schrum, L. (2014). Web 2.0: How-to for Educators. 2nd Edition. International Society for
Technology in Education.
Wildemuth, B. (2009). Applications of social research methods to questions in information and library science.
Westport: Libraries Unlimited.
(http://library.hku.hk/search/t?SEARCH=Application+Of+Social+Research+Methods)
Yin, R. (2009). Case study research: design and methods, 4th ed. Thousand Oaks: Sage.
(http://library.hku.hk/search/t?SEARCH=Case+Study+Research+Design+Methods )
(*Also available as e-books at HKUL; #has requested Education Library to purchase)

14
Module Code Module Title Specialism Lecturer(s)
MITE6330 Learning design and technology E-learning Dr Thomas Chiu
Learning technology design Dr Timothy Hew

Description

This module examines instructional design models and systematic approaches to design of learning environments
and resources. The module introduces instructional design from a theoretical perspective as well as providing
students with an opportunity to examine the stages of learning product development. The module aims to create a
bridge between traditional approaches to instructional design and more contemporary approaches that involve the use
of interactive and collaborative learning environments and tools.

Module Learning Outcomes (LOs)

LO No Learning Outcome Related PLO Related

Assessment
Task(s)
1 Relate learning theories to different instructional design models 1 1,2
2 Recognize the importance of instructional design for development 2 1,2
and delivery of technology-supported learning
3 Apply instructional design models to design and manage a learning 5, 6 1,2
product development

Assessment

Task No Title Mode of Assessment Total Points

1 Learning technology project documentation Group 40%
2 Mindmap of learning, reading and research Individual 60%

Selected References

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction. New York, NY: Longman.
Gagne, R., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Orlando, FL: Harcourt
Brace College Publishers.
Ertmer, P. A., & Quinn, J. (2007). The ID casebook: case studies in instructional design. Columbus, OH:
Pearson.
Wilson, B. G. (1996). Constructivist learning environments: case studies in instructional design.Englewood
Cliffs, NJ: Education Technology Publications.
Mayer, R. (2001). Multimedia learning. New York, NY: Cambridge University Press.
Merrill, D. M., Tennyson, R. D., & Posey, L. O. (1992). Teaching concepts: an instructional design guide.
Englewood Cliffs, NJ: Educational Technology Publications.
Mason, R., & Rennie, F. (2008). E-learning and social networking handbook: resources for higher education.
New York, NY: Taylor & Francis.

15
Module Code Module Title Specialism Lecturer(s)
MITE6332 Learning objects Learning technology design Dr Daniel Churchill

Description

This module explores the design and development of learning objects (LO) to support teaching and learning. LOs are
also examined as a strategy for effective management and delivery of institutional educational resources. The module
explores different forms of LOs and examines processes of their design. Students will engage in practical activities,
using software tools to develop LOs, and strategies for repurposing their use. The module addresses relevant
theoretical issues including multimedia learning and cognitive processing of multimodal information.

Module Learning Outcomes (LOs)

LO No Learning Outcome Related PLO Related

Assessment
Task(s)
1 Discuss how interactive and visual capabilities of digital technologies 2
support teaching and learning
1, 5, 6
2 Use software tools to design prototypes of learning objects 1
3 Apply learning objects in teaching and learning 1, 2

Assessment

Task No Title Mode of Assessment Total Points Related LO

1 Digital portfolio Group 40% 1,2
2 Learning Object/ DRL Design Individual 60% 2,3

Key references

B., & Shneiderman, B. (2003). The craft of information visualization: readings and reflections. San Francisco,
CA: Morgan Kaufmann Publishers.
Mayer, R (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University
Press.
Tufte, E (2001). The visual display of quantitative information. Graphics Press LLC.

16
Module Code Module Title Specialism Lecturer(s)
MITE6333 Mobile and ubiquitous technology in E-learning & Dr Felix Siu
education Learning technology design

Description

This module provides a hands-on oriented and in-depth exploration of smart-phone/mobile devices in general,
together with essential concepts and the impact of ubiquitous technologies for education and training. The potential
for this technology in the next-generation learning systems to impact socio-technological and educational
developments will be investigated through real-life examples. In addition to the theoretical and conceptual issues,
students will develop practical knowledge in the design and development of simple educational applications for
delivery via mobile technologies (e.g., iPhone, iPads and iPods). Particular attention will be given to object-oriented
programming and integration with cloud computing.

Module Learning Outcomes (LOs)

LO No. LO Statement Related PLO Related

Assessment
Task(s)
1 Develop a professional learning community and 1,6 1,2,3
use it to discuss effective mobile technology uses
in educational contexts
2 Design and develop a mobile app interface for the 3
purposes of learning
3 Understand educational affordances of current 1,2,3
mobile applications
4 Develop lesson plans to engage students in 1,3
learning activities with mobile technologies
5 Demonstrate awareness of emerging mobile 1,2,3
technologies and possibilities for educational
applications

Assessment

Task No Title Mode of Assessment Total Points

1 Developing an educational mobile app Individual 50%
2 Participation in class and online task Individual 10%
3 Design learning activities Group 40%

Key References

Schunk, D. H. (1991). Learning theories: an educational perspective. New York Merrill.

Kolb, L. (2011). Cell Phones in the Classroom: A practical guide for educators. ISTE
Ableson, F., Coolins, C., & Sen, R. (2009) Unlocking Android: A Developer's Guide. Manning Publications
John Krumm, Ubiquitous Computing Fundamentals, CRC Press, Taylor and Francis Group, (ISBN: 978-
1-4200-9360-5), 2010.
Teaching with IPads, available at http://teachingwithipad.org/
Swan, K.; Van tHoofed, M.; & Kratcoski, A. (2005). Uses and Effects of Mobile Computing Devices in K-8
Classrooms. Journal of Research on Technology in Education 99 Copyright 2005, ISTE (International
Society for Technology in Education), 800.336.5191

17
 Uden, L. (2007). Activity Theory for Designing Mobile Learning. Int. J. Mobile Learning and Organisation,
Vol. 1, No. 1, 2007
Biggs, J. (1994). Biggs Structure of the Observed Learning Outcome (SOLO) taxonomy. The
University of Queensland Teaching and Educational Development Institute.
http://www.tedi.uq.edu.au/downloads/biggs_solo.pdf
David Wolber (2014) App Inventor Book, AI 2 version. Retrieved from URL
http://www.appinventor.org/book2

18
Module Code Module Title Specialism Lecturer(s)
MITE6334 Digital video and storytelling in Learning technology design Dr Daniel Churchill
education

Description

The most important component of any e-learning curriculum is content. The integration of digital video and
storytelling in education, perhaps more than any other medium, has the power to engage, captivate and enlighten
todays learners. This course aims not only to enable the development of media literacy and higher order thinking
skills, but also to provide project-based learning experiences that have real world relevancy for contemporary
educators. In this course, using the process Visualize Analyze Communicate Apply, participants will explore the
principles and application of effective digital video and storytelling in various pedagogical environments and identify
and critically evaluate the pedagogical assumptions underlying various multimedia applications. Through the
expression of creativity and multiple ways of thinking, participants in this course will engage and interact to develop
the necessary skills and confidence to storyboard, plan, coordinate and produce digital video for education, as well as
develop the technical capability to author original storytelling content using sound, graphics and video that will have
significant implications for the learning experience of todays multimedia-savvy students.

Module Learning Outcomes (LOs)

LO No Learning Outcome Related PLO Related

Assessment Task(s)
1 Apply learning theories to design original digital video and 6 1, 2
storytelling content for education
2 Apply digital video, storytelling and other related 1 1
technologies to learning and teaching
3 Demonstrate necessary skills and confidence to storyboard, 6 2
plan, coordinate and produce digital video for education

Assessment

Task No Title Mode of Assessment Total Points Related LO

1 Digital portfolio Group 40% 1,2
2 Digital media project Individual 60% 1,3

Key References

Fraze, M. (2010). Digital storytelling guide for educators. International Society for Technology in
Education. Eugene.
Pogue, D., & Miller, A. (2011). iMovie '11 & iDVD: The Missing Manual. Sebastopol, CA: OReilly
Media, Inc.
Greenwood, D. A. (2003). Action! In the Classroom: A Guide to Student Produced Digital Video in K-12
Education. Scarecrow Press. Note: Little bit old but still relevant.
Potter, J W. (2012). Media Literacy. Thousand Oaks, CA: Sage Publications, Ltd.
Baker, F. W. (2012). Media Literacy in the K-12. International Society for Technology in Education.
Ohler, J. B. (2007). Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and
Creativity. Thousand Oaks, CA: Corwin Press.

19
Module Code Module Title Specialism Lecturer(s)
MITE6335 Information Technology in Education E-leadership Dr Jingyan Lu
in China within a Global Context

Description
Rapid developments in the field of Information Technologies (IT) pose significant challenges to contemporary
education systems. Many countries are engaged in developing education policies and pedagogical practices to
transform these developments into tangible benefits. The role of IT in Chinas educational system has been
increasing over the last two decades. Policies leveraging these developments have been implemented at both national
and provincial levels. However, role of IT in Chinese educational contexts may differ from that in the educational
contexts of other countries. In embracing educational opportunities provided by IT China also faces unique and
significant challenges.

The course will provide students with a framework for understanding and evaluating developments in IT with respect
to educational policies and practices in a global context with an emphasis on China. Students will investigate the role
of IT in educational systems in different countries. The course will focus on how policy issues surrounding the
application of IT can and will transform educational systems in general and in China in particular. Students will
develop comparatives perspectives to shed light on educational policies and practices in China with respect widening
global contexts.

Module Learning Outcomes (LOs)

LO No Learning Outcome Related PLO Related
Assessment
Task(s)
1. Discuss pedagogical and policy issues in IT 2, 4 1, 2, 3
implementation in education in China
2. Recognize the potential research and practice 2, 3, 4 1, 2, 3
opportunities with impact on IT in education in China
3. Evaluate and compare IT adoption in China with regional 2, 3, 4 1, 2, 3
and major western countries from national policy and
education practice perspectives

Assessment
Task No Title Mode of Assessment Total Points Related LO
1 Group portfolio Group 50% 1,2,3
2 Proposal Individual 40% 1,2,3
3 Peer assessment Individual 10% 1,2,3

Key References

There is no single textbook or reference that adequately covers the topics in this module. You will be provided with
references in each session and will be expected to read key references in preparation for each session. The readings,
along with online resources, will give you the necessary information to successfully complete the module. Below is a
list of key references:

20
Module Code Module Title Specialism Lecturer(s)
MITE6336 Learning Technology, E-Learning E-learning Not offer in 2015-16
Pedagogy, and Learning Sciences

Description
This module introduces practice-oriented, pedagogy-driven and theory-based framework for e-learning design and
practice. The module will provide an introduction to various learning science theories to help students understand
how people learn in various e-learning settings including the schools, the workplace, and our everyday world. We
will explore the transformative interaction between pedagogical models, instructional strategies, learning theories,
and e-learning design and practice. A case-based approach will be used in this module while multiple theories,
pedagogies are accounted for the e-learning design and practice. The module is expected to help students better
understand the theoretical and practical approaches to e-learning.

Module Learning Outcomes (LOs)

LO LO Statement Related PLO Related
No. Assessment
Task(s)
1 Evaluate a range of theoretical and pedagogical perspectives on 2 1,2,3
e-Learning, construct logical and coherent arguments which
relate theory and pedagogy to practice, and critically reflect on
issues that impact on the implementation of IT in educational
contexts.

2 Develop / evaluate e-Learning designs that are informed by 5,6 1,2,3

learning sciences theory and research.

3 Develop / evaluate professional development plans for e- 5,6 1,2,3

Learning implementation that are informed by learning sciences
theory and research.

Assessment

Task No Title Mode of Assessment Total Points Related LO

1 Evaluation of an existing e-learning design or e- Individual 40% 1, 2, 3
learning professional development plan.
2 Develop an e-Learning unit of instruction Individual 40% 1, 2, 3
3 Participation (In-class & online) Individual 20% 1, 2, 3

Key Readings and Resources

Bransford, J. D., A. L. Brown, et al., Eds. (2000). How people learn: Brain, mind, experience and school.
Washington DC, National Academy of Science. Retrieved Jan 17, 2015 from:
http://www.csun.edu/~SB4310/How%20People%20Learn.pdf
Jacobson, M. J., & Reimann, P. (Eds.). (2010). Designs for Learning Environments of the Future:
International Perspectives from the Learning Sciences. New York: Springer.
Law, N., Pelgrum, W. J., Plomp, T. J. (2008). Pedagogy and ICT use in schools around the world. Springer.

21
Module Code Module Title Specialism Lecturer(s)
MITE6340 Research seminars and workshops Elective module Prof. Liaquat Hossain
(For students admitted in and after 2013/14) (co-requisite for dissertation)

Module Description

This module focus on the development of specific research skills, including both qualitative and quantitative
skills, and help students develop high quality research proposals for dissertations or independent projects. The aim
of the course would be to provide a comprehensive overview of transdisciplinary science approach to studying
complex social networks (CSN). We will engage the students and create awareness of the
fundamentals of investigating CSN, highlight the overall approach to design of the instrument or procedure for
observing/collecting data from existing sources, and discuss the process involved in analysis of CSN dataset. We
will then orient students with a number of existing research, which provides a good coverage of broader context of
CSN in life, engineering, information, physical as well as organizational science so that students are able to
appreciate the applications of CSN theory and methods using the basis of transdisciplinary science.

Module Learning Outcomes

LO LO Statement Related PLO Related

No. Assessment
Tasks
1 Acquire an enhanced understanding of key approaches and techniques 2,3,7 1,4
for research in their major fields of ITE / LIM
2 Analyze and criticize research studies and proposals 1,2,3
3 Collect, analyze and interpret research data of a pilot study 2,3,4
4 Enhance a research proposal based on peer reviews and feedback 4
reviews and feedbacks
5 Organize and communicate research findings 4

Assessment Tasks

# Title Mode of Assessment Weighting

Participation and presentation in Individual
1 20%
class
2 Position papers Individual 40%
3 Group paper Group 40%

Key References and Resources

To be advised by lecturer.

22
Module Code Module Title Specialism Lecturer(s)
MITE7341 Digital Game-Based Learning E-learning TBC

Description

This module aims to introduce the main idea behind Digital Game-Based Learning (DGBL). It will investigate the
pedagogical aspects of using games for learning, including commercial games in education settings and games that
are created specifically for educational purpose. This module will review current techniques and trends in
educational games. Issues related to design, enhancement implementation and evaluation of DGBL will also be
examined.

Aims
Introduce students to digital game-based learning
Review current techniques and pedagogy for implementing digital game-based learning
Understand learning game design through hands-on activities

Module Learning Outcomes (LOs)

LO No. LO Statement Related Related Assessment
PLO Task(s)
1 Evaluate the features, terminology and history and how this relates 2 1
to the effective use of games in educational contexts
2 Design a framework and develop simple learning games based on 6 2
a chosen game concept
3 Demonstrate awareness of DGBL and its possibilities for 1, 5 2
education and business settings

Assessment

Task Title Mode of Assessment Total Points

No.
1 Participate in online forums and in-class discussions using Moodle Individual 30%
discussion forums and post forum questions in-class sessions. Weekly
online assignments.
2 Game design plan Individual 40%

2 Game development project based on chosen game concept and design Group 30%
framework

Key Readings and Resources

Gee, P.G. (2007). Good Video Games and Good Learning: Collected Essays on Video Games, Learning
and Literacy. New York, NY: Peter Lang Publishing Inc.
Shrier, K. (2014). Learning, Education and Games. Pittsburgh, PA: ETC Press.
Prensky, M. (2007). Digital Game-Based Learning. St. Paul, Minnesota: Paragon House.
Barab, S., Dodge, T., Tuzun, H., Job-Sluder, K., Jr., R. C., Gilbertson, J., et al. (2007). The Quest Atlantis
Project: A socially-responsive play space for learning. In B. E. Shelton & D. Wiley (Eds.), The Design and
Use of Simulation Computer Games in Education (pp. 159-186). Rotterdam, The Netherlands: Sense
Publishers.
Kafai, Y.B. (2008). Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming.
Cambridge, MA: MIT Press.

23
Module Code Module Title Specialism Lecturer(s)
MITE7345 Engaging adult learners in face- e-leadership, e-learning, Dr Timothy Hew
to-face and e-learning contexts LTD

Module description

Adult learning takes place in a wide variety of settings and contexts, such as higher education, adult literacy,
continuing professional training (CPT), or workplace education. This course explores issues related to the process of
engaging an adult learner. This course will examine the perspectives, as well as the different theories which describe
adult learning. This course is ideal for you if you are currently or planning to work in an adult teaching or training
capacity in an organization or educational institution, and would be responsible for designing, developing, or
implementing training/educational-related programmes

Module Learning Outcomes (LOs)

LO No. LO Statement Related PLO Related

Assessment
Task(s)
1 Explain the characteristics of adult learners and how it differs 2 1, 2, 3
from young learners
2 Discuss the various important theories/concepts pertinent to 2 1, 2, 3
adult learning
3 Apply perspectives of adult learning to the design of 1, 2 2
instruction for their own organizations/schools/ institutes

Assessment tasks

Task Title Mode of Total Points

No. Assessment
1 Reflection. Individual 30%
Search, read, and post your reflection for 3 articles (excluding the
ones provided in course) that reflect an issue or approach to adult
learning.
2 Individual project. Individual 40%
Describe or visit an adult learning/ training environment (e.g., craft
class for seniors, a computer class at the public library, an online
adult class, etc.). Describe its clientele, processes, curriculum, and
effectiveness. Include your suggestions for improving the adult
learning/training environment.
3 Team presentation. Group 30%
Participants are expected to give a clear and engaging presentation
on various theories/concepts related to adult learning. In addition,
participants are expected to handle questions that arise. In the
seminar presentation, participants should cover the following areas:
(a) What is it (such as transformational learning theory)?
(b) Pros and cons of the theory/concept?
(c) Provide an example how this theory/concept can be actualized in
an adult learning context.

Key References and Resources

Alfred, M. V. (2009). Social capital theory: Implications for womens networking and learning. New
Directions for Adult and Continuing Education, 122, 3-12.
Baumgartner, L. M. (2001). An Update on Transformational Learning. New Directions for Adult and
Continuing Education, 89, 15-24.

24
 Caffarella, R. S. (1993). Self-directed learning. New Directions for Adult and Continuing Education, 57, 25-
35.
Caffarella, R. S., & Barnett, B. G. (1994). Characteristics of adult learners and foundations of experiential
learning. New Directions for Adult and Continuing Education, 62, 29-42.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE
Journal, 16(2), 137-159.
Hill, L. H. (2001). The Brain and Consciousness: Sources of Information for Understanding Adult Learning.
New Directions for Adult and Continuing Education, 89, 73-82.
Improving Working as learning. (2008). Teaching and Learning: Research Briefing, 55. Retrieved on
August 8, 2012 from http://www.tlrp.org/pub/documents/FelsteadRB55final.pdf
Knowles, M. (2005). The adult learner: the definitive classic in adult education and human resource
development. Elsevier.
Marsick, V. J., & Watkins, K. E. Informal and incidental learning. New Directions for Adult and Continuing
Education, 89, 25-34.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New
Directions for Adult and Continuing Education, 89, 3-13.

25
Module Code Module Title Specialism Lecturer(s)
MITE7346 Data, analytics and learning e-leadership, e-learning, Dr Thomas Chiu
LTD

Module Description

Digital educational resource developers, educators, and researchers recognize the value of data in improving not
only learning and teaching, but also the educational environments. Analyses of learner data can provide valuable
insights into the learning process to help educators better understand and optimize the learning environments.
This enables universities, schools, and training organizations to improve the quality of learning. The era of
learner data and analytics in education is an emerging area of research interest. This course provides an
introduction to analytics in learning and how it is being deployed in formal and informal learning contexts.
Learners will explore the logic of analytics, the basics of cleaning and using data, context analysis, predictive
models and social networks analysis. We will discuss tools and analytics methods, such as linear regression and
cluster analysis, as well as how to protect learner privacy and other rights.

Module Learning Outcomes

LO LO Statement Related PLO Related

No. Assessment
Tasks
1 An understanding of the value of data and analytics for learners and 1,2 1,2
institutions;
2 An understanding of each of the different analytics methods in different 1, 2 1,2
educational contexts;
3 Skills to identify appropriate tools and methods to measure and analyze 1, 3,5 1,2
learner data;
4 Practical experience of the use of some analytic methods 1,3,5 1,2
5 Practical experience of analysis reporting 1,3,5 2

Assessment Tasks

# Title Mode of Assessment Weighting

Digital learning journal: Students will develop a Group 40%
reflective learning journal which comprises
reflections on each of the topics covered in the
1 module and reviews on papers of different
analytics methods. Peers will review and provide
comments on one anothers journals.

A final project report: Students will identify Individual 60%

appropriate analytics methods to analyze learner
2 data, report the analysis, and suggest how to
improve their learning and education sector.
Literature review is required.

Key References and Resources

Cooper, A. (2012). A brief history of analytics. CETIS Analytics Series, 1(9), 2-21.
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Boca
Raton, Florida: CRC Press.
Shum, S. B., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15(3),
3-26.
Van Harmelen, M., & Workman, D. (2012). Analytics for learning and teaching. CETIS Analytics Series,
1(3), 2-40.

26
Module Code Module Title Specialism Lecturer(s)
MITE7347 Project management e-leadership Prof. Liaquat Hossain

Module Description

This module explores the project life cycle and PM techniques for managing & planning successful projects in
organizations. Conceptual foundations from the PMBOK and their application are stressed, and applied using PM
software. This course will run in project based, experiential learning mode (PBL) with participants completing a
project for an external client.

Module Learning Outcomes

LO LO Statement Related PLO Related

No. Assessment
Tasks
1 Apply established PM tools and techniques to scope, plan, monitor, and 1
1
control a project
2 Identify and commit critical human and material resources for effective
1
project completion
3 Collaborate effectively with group members to complete an assigned
1
project
4 Liaise effectively with the project sponsor 1
5 Critically reflect on PM performance of self and peers 2

Assessment Tasks

# Title Mode of Assessment Weighting

Project documentation, completion and reporting PBL: completion of a
1 80%
designated project
Reflection on project performance Journal and report of critical
2 issues surfaced during 20%
Assessment 1

Key References and Resources

Meredith, J., Shafer, S., Mantel, S, & Sutton, M. (2014).Project management in practice. 5th ed. Hoboken,
NJ: Wiley.
Gray, C., & Larson, E. (2014). Project management: The managerial process. 6th ed. New York: McGraw-
Hill
Schwalbe, K. (2014). Information technology project management, 7th ed. Boston: Cengage Learning.
Project Management Institute. (2013). A guide to the Project Management Body of Knowledge (PMBOK
guide). Project Management Institute. Online. 5th ed. Newtown Square, Pa.: Project Management Institute.

27