The Learning Technologies Unit website

The course aims to enhance participants’ understanding of issues related to inclusive policy and practice, encourage relational and critical thinking about the content and the process of the course, provide a forum in which flexible and innovative approaches to inclusive education are identified and explored.

The module is delivered via one weekend session. The session covers various topics around policy and cultural issues in the context of Inclusive Education. Printed materials are distributed to the course participants before hand so that they can analyse and discuss the materials during the session. Materials also put on Blackboard, although the up take is not great so far. The introductory part of the module covers study skills, individual supports with personal tutor through tutorials and email contacts.

The learners receive various resources taken from books, official documents, articles and journals to read before the session. Lectures are given during the session. The learners are to participate in pair, large and small group for discussion. They are to analyse and criticise the learning materials. The learners are supported and getting their questions answered via regular email contacts. The learners are encouraged to access materials on Blackboard.

Usually, the UK-based learners submit a 5000 word essay in a print format. However this is negotiable as indvidual circumstances are taken into consideration regarding the type or length of assessment and mode of submission. For example, under some circumstances, overseas students may able allowed to submit their assignments electronically.

The learners obtain support and feedback from their course leader, module leader and administrator. One-to-one tutorials are given. Draft outlines and assignments are submitted via email, and comments are sent back to the learners electronically. The learners can contact staff for support and feedback via email or phone anytime. The learners can chat during the sessions and remotely through the VLE.

There is no additional requirement to join the course other than the geneneral MA requirements. Learners with very diverse educational, professional, age, gender and ethnic backgrounds can also join the module. Some non-traditional learners are required to write qualifying essays to enter the course.

Two full-time lecturers and equivalent of 0.4 staff will be delivering the module. The two full time lectures are responsible for planning, organisation and delivery of the module. The fractional tutors plan and deliver their specific aspects of the module.

A number of materials including course handbook, electronic learning materials (handouts etc) and study guides are given to the learners. These materials are also put on Blackboard. Some relevant articles, speeches and reports are published on the VLE.

Main content formats

Main content producers

Main delivery formats

The learners are encouraged to collaborate amongst themselves and with the staff. This is achived via email, Blackboard or face-to-face meetings.

• The VLE make it easier for learners to communicate with each other and share materials and ideas
• It encourages the learners to participate and make contributions
• It is helpful to reduce paper work, making administration tasks manageable
• It also increases in accessibility of resources and support

• ensure that you know sources of support and access the support
• make arrangements as to who is responsibile for different aspects of e-learning, e.g. who should manage the VLE?
• The IOE needs to be more proactive in strongly encouraging the implementation of e-learning initiatives