Last modified: 05 Aug 2025 16:16
This course invites you to critically explore the intersection of digital technologies with pedagogical theories, focusing on problem-based and collective pedagogies. It offers an opportunity to apply theoretical insights in digital learning experiences, while also considering the ethical dimensions of digital pedagogy. Through critical analysis and practical application, you will develop a deep understanding of how technology transforms educational practices.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | First Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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The 'Theoretical Foundations of Digital Pedagogy' course is a comprehensive exploration designed for postgraduate students aiming to deeply understand the interplay between digital technologies and pedagogical theories. This course delves into the core of digital education, focusing on innovative pedagogical frameworks such as problem-based learning and collective pedagogies, and examines how these can be enhanced through digital means. Students will critically analyse the symbiotic relationship between technology and education, focusing on the ethical implications, the transformative potential of digital tools, and the impact of technology on both traditional and emerging pedagogical theories. With an emphasis on practical application, participants will be equipped to design and critically evaluate digital learning experiences, leveraging their understanding to implement pedagogical principles effectively. The course structure promotes the development of critical thinking and synthesis skills, enabling students to navigate the complexities of digital pedagogy and emerge as innovators in the field. Through engaging with this course, students will gain the necessary skills and knowledge to critically assess and contribute to the evolution of educational practices in the digital age, making it an essential venture for educators, instructional designers, and anyone invested in the future of digital education.
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Feedback will be directly aligned with the course's Intended Learning Outcomes, focusing on analysis of key theoretical frameworks in digital pedagogy (ILO 1), reflections of the sociocultural implications of digital pedagogy (ILO 2), and capacity to identifying opportunities for using digital pedagogy for education (ILO 3). |
Word Count | 3000 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Create | Development of frameworks for digital pedagogy that integrate ethical considerations and are informed by a comprehensive analysis of existing theories and pedagogical approaches. |
| Procedural | Analyse | A critical analysis of digital pedagogical theories, including problem-based learning and collective pedagogies, to discern their underlying principles and potential impact on educational practices. |
| Reflection | Analyse | A critical analysis of equity, accessibility, and the ethical use of digital tools in education in order to fostering an awareness of the complexities involved in digital education. |
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Feedback will be directly aligned with the course's Intended Learning Outcomes, focusing on the group's critical analysis and interpretation of digital pedagogical theories (ILO 1), questions concerning social justice in digital pedagogy (ILO 2), and their ability to theorise innovations in digital pedagogy (ILO 3). The collective feedback will assess the integration and communication of these core aspects, identifying strengths and offering guidance for enhancing their theoretical understanding in relation to these key areas. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Create | Development of frameworks for digital pedagogy that integrate ethical considerations and are informed by a comprehensive analysis of existing theories and pedagogical approaches. |
| Procedural | Analyse | A critical analysis of digital pedagogical theories, including problem-based learning and collective pedagogies, to discern their underlying principles and potential impact on educational practices. |
| Reflection | Analyse | A critical analysis of equity, accessibility, and the ethical use of digital tools in education in order to fostering an awareness of the complexities involved in digital education. |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | Word Count | 3000 | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | Word Count | |||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
|
|
||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Analyse | A critical analysis of digital pedagogical theories, including problem-based learning and collective pedagogies, to discern their underlying principles and potential impact on educational practices. |
| Reflection | Analyse | A critical analysis of equity, accessibility, and the ethical use of digital tools in education in order to fostering an awareness of the complexities involved in digital education. |
| Conceptual | Create | Development of frameworks for digital pedagogy that integrate ethical considerations and are informed by a comprehensive analysis of existing theories and pedagogical approaches. |
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