The Learning Technologies Unit website

Children today spend more time watching television than they spend in school. The time they spend watching movies, videos and playing computer games showed that meida are the major educational and socialising force in children's lives. This module focuses on the use of media specifically for children, and how children make sense of them. The main emphasis is on screen-based media: TV, video, films and computer games.

The course is taught as part of the MA in Media, Culture and Communication course.

The module applies a Vygotskyan constructivist approach, encouraging individual and group learning through guided reading, activities and reflective accounts. This is a blended (face-to-face and distance) learning module. Face-to-face components take place 2 days/week early on and 1 day/week later. The leaners are mainly internation students and fulltime students are residential. They can have additional meetings at the IOE. There are 35 contact hours in total. The module is taught through two residential courses of 12 hours and 6 hours of each, plus 17 hours of distance learning.

The module is delivered in three main blocks. Block 1 begins with a case study of a current media 'craze', which outlines a range of approaches to analysing children's media culture.

Block 2, which includes the first residential course, covers a range of methodological approaches to study media usage among children, including social semiotics, psychoanalytic theory and feminist cultural studies. Pre-school programmes, TV magazine shows, superhero cartoons and Disney films are also included in the study.

Block 3 looks at children as the media audience, considering approaches from mainstream mass communications research, and cultural studies, ethnography and discourse analysis. The second residential course will focus on applying these ideas to the gathred data by the students. The final topic will be on the future of childhood in the age of digital media, focussing on computer games and commercial website for children.

Learners will submit one 5,000-word essay based on critical reading of a relevant literature and an empirical research project.

The written appraisals and critical responses to reading tasks will be assessed against the specific criteria of the Institute. The criteria for assessment will be provided in detail for all course team members as well as the learners.

Summative assessment is carried out through monitoring attendance and production of an essay.

Formative assessment includes submitting outlines and draft essays which involves extensive feedbacks from tutors. Learners also get feedback from the discussion forum, but this is not graded.

Participation in 80% of the conferences (and face-to-face sessions) are required. Many learners find it difficult to commit 18 hrs of face-to-face sessions, and 17 hrs online plus 35 hrs for reading.

Learners are supported by the tutors and the course administrator through face-to-face and online learning mode. They are provided with information that they need to succeed in their studies, including provision of a module handbook, reading materials and activities, guidelines on essay writing and uploading materials. Learners are encouraged to utilise the IOE's e-course packs. CDs with support materials are given to learners.

Feedback on the learners' attendance/participation, draft and final essays are provided. A discussion forum is used to give individual and group feedback via FirstClass. Although tutors prefer to use FirstClass, learners would rather communite with their tutors through emails. The tutors' commented FirstClass as a great resource because it keeps records of all communications made between learners and staff members.

The body of learners is very international, as they come from all over the world and from different parts of the UK. Learners have to write a qualifying essay before joining for whole Course. There is no specific prerequisite to take the module. Learners come with a wide range of background. Learners are not particularly required to have a subject specific first degree, but they tend to come with qualifications and extensive relevant experiences. For learners whose English is not thier first language, a good command of written as well as spoken English are required.

On the Erasmus programme, no learner uses e-learning apart from IOE IT resources.

Learners, specially those who are campus-based tend to prefer face-to-face inputs than the online provision.

Two tutors design and deliver the course. A course administrator sets up Course Calendar, sends Course Info, sets up marketing procedure. The administrator has more access rights on FirstClass than the tutors as he/she will need to administor and manage the package.

Learners are required to purchase 1-2 books for the module. Additional materials on FirstClass: readings, bibliography, objectives, guidelines, news reports are provided. Learners are encouraged to share materials.

Main content formats

Main content producers

Main delivery formats

Asynchronous communication is a common feature of the module, but no synchronous communication with tutors. Learners groups are encouraged to chat online and to set up times for social intercourse. However, online discussions are not that intensive.

Most learners rely on face-to-face mode of communication.

E-learning is found particularly suitable for this module because 60 out of 90 learners on this module are part-time learners. The flexibility of e-learning resources help learners to access the materials where and when they can do so. The electronic media also give learners a space to think and to discuss, and to encourage shy learners to participate. The media also help learners to improve their writing skills.

E-Learning is not just about pedagogy, you need 100's of teaching tips on organising effective activities.

Effective trainings for tutors and learners to manage virtual learning environments are needed.